Grayson, J.P. (1997) Institutional failure or student choice? The retention of adult students in Atkinson College. Canadian Journal for the Study of Adult Education, 11 (2), 7-30.

Surveys at the beginning and end of the first year of study for 489 adult students at Atkinson College, found 53% planning to return. Many “dropouts” never intended to complete a degree, took fewer courses, and did not differ from returnees in perceived barriers, first-year experience, or satisfaction with education.

Grognet, A.G. (1997) Elderly refugees and language learning. Denver, CO: Spring Institute for International Studies. ERIC Reproduction Document ED 416 721.

For elderly refugees, coming from a variety of cultural situations and with varied educational backgrounds, transplantation to a new culture is an especially difficult process. There is no research evidence to suggest that older adults can not succeed in learning another language, although more deliberate efforts must be made to achieve this. In some ways, adults may have superior language learning capacities. Physical health is an important factor, and hearing and visual acuity are crucial to comprehension. Changes in climate and diet can affect the elderly adversely, particularly in the early stages of acculturation. Social identity, cultural expectations about the educational experience, and attitude and learning motivation are also key factors in language learning success. Teachers can encourage the older language learner by eliminating affective barriers, incorporating adult learning strategies into instruction, making the learning situation and materials relevant to student needs and wishes, and tapping into the goals of the refugee community. Language learning programs specifically for the elderly have been sparse, but a number have been successful. Additional broad strategies include increased dialogue between aging and refugee service organizations and addressing the issue of depression in elderly refugees.

Hansen, L. (1998) Semi-skilled, mature men in adult education: Motivation and barriers. In Adult education and the labour market IV, papers for the seminar of the European Society for Research into the Education of Adults, held in Dobrovnik, Croatia. ERIC Reproduction Document ED 465 019.

Researchers examined the learning motivation of middle-aged, semiskilled, male Danish workers and barriers preventing them from participating in training. Data were collected through a literature review, a survey of 2,400 individuals from three unions, interviews with 11 of the respondents, and visits to adult education institutions. Nearly three-fourths of the respondents had left school after Grade 9. Of every ten respondents, three were interested in adult education and had already participated, three were interested but had not yet participated, and four had no interest in participating. The respondents' preferred forms of training mentioned were labor market training courses, company-arranged inservice training, and union-run programs. The cited barriers to participation included being too old, working at a company with no educational policy, and being too busy. Respondents stated that they would be more likely to participate in training if courses were more directly relevant for their jobs, participating in training did not mean losing money, and courses would lead to higher salaries. Education providers were advised to take the following actions: respect the immediate victims of global post-industrialism; let learning processes be based on social experiments in companies; and have educational institutions go to the people, rather than forcing people to come to them.

Hart, D., Long, E., Breslauer, H. & Slosser, C. (2002) Why aren't they calling? Summary of results on the national study: Nonparticipation in literacy and upgrading programs. Toronto: ABC Canada. Accessed November 21. 2005, from http://www.abc-canada.org/research/watc_summary.asp