Important Adult Education Organizations

Important Adult Education Organizations

Group 2

Introduction

Each member of our group has had different experiences with adult education which follows what we have learned in this class. Adult education is defined by your position and what experiences one has endured (Merriam & Brockett, 2007). All of the members of our group are in different stages of their careers and their involvement in different types of adult education.

Rob has worked with First Choice for Women of Muncie, The Muncie Innovation Connector, the Indiana Small Business Development Centers, and various corporations. He became interested in the Tennessee technology center system after doing some research on the Tennessee community college system. Christy has worked as a volunteer at the Indiana State Museum for several years with her family and worked teaching in prison. While there, she worked with several local groups to help the prisoners to get more educational materials to enhance their learning. Recently, since working with the Massive, open, online course (MOOC) she is developing, she became interesting in promoting lifelong learning and researched The Coalition of Lifelong Learning Organizations (COLLO). Kandance meanwhile has worked with both AmeriCorps and with the Big Bend Goodwill Services. AmeriCorps is a service learning program and Goodwill is a program to help unemployed people find jobs. Kandace is also interested in how Ivy Tech Community College offers free technology workshops for faculty, staff, and adjunct instructors. Kristin has worked with many programs, specifically ones that are in communities. She is involved with alumni committees, and the Girl Scouts. Through this class, she found the Maine College Transitions Initiative and has been very interested in that program because of knowing so many people who are non-traditional students.  For this paper we will go into detail about the Tennessee Technology Centers and COLLO.

Tennessee Technology Centers

The Tennessee technology center system is a part of the state of Tennessee’s post-secondary education system, which includes the state’s 13 community colleges, seven universities, and the University of Tennessee, as well as the state’s 27 technology centers. Under the direction of the governor and Tennessee Board of Regents, the Tennessee Higher Education Commission is the governing body for the entire Tennessee post-secondary education system (“The public agenda for Tennessee higher education 2010-2015”, n.d). Of the 27 technology centers, 26 are free-standing institutions (“Tennessee Technology Centers”, n.d.). Participation rates vary widely, with under 400 students enrolled at Jacksboro to over 6,000 at Murfreesboro (“The public agenda for Tennessee higher education 2010-2015”, n.d.).

The Tennessee technology center system was started by legislation enacted by the Tennessee General Assembly in 1963. The system was originally labeled area vocational technical schools, managed by the State Board of Education, and was more secondary in setting, but the state of Tennessee transferred control of the area vocational technical schools to the Tennessee Board of Regents and Tennessee Higher Education Commission in 1983 (“TTC history”, n.d.). This initiated the transfer of the role of the centers from the secondary to post-secondary habitat, though it was not until 1993 that they were renamed as technology centers. This radically advanced and changed the role of these centers to mostly adult-oriented in nature (Hoops, 2010).

These technology centers are primarily funded (68%) by the state (“The public agenda for Tennessee higher education 2010-2015”, n.d.), and they are highly coordinated through the Vice Chancellor of the Tennessee Board of Regents and central office staff. This assures consistency and quality among the institutions, while also giving the technology center system its own unique identity under the Tennessee Higher Education Commission (Hoops, 2010). The centers collectively employ 818 people and offer certificates in over 50 unique technical fields. The centers served nearly 32,000 students in 2011. The majority (88%) of students enrolled in the technology centers are locals. The technology centers received $54 million in state funding fiscal year 2011-2012 (“The public agenda for Tennessee higher education 2010-2015”, n.d.).

These programs are a healthy balance of cohort and Montessori style, typically running 20 months.  Students develop strong relationships with their instructor and cohorts, as they work with them in a highly structured academic lab setting, usually around 20 hours per week. The programs offered by the technology centers are different than traditional community college vocational programs in that they are based on working “lab” hours instead of credit hours (Hoops, 2010). For example, the Automotive Technology Program at the Tennessee Technology Center at Athens requires 2,160 “clock” hours. That particular program is broken down into five terms, each with specific skill-building objectives. (“Automotive technology”, n.d.). Any necessary remediation is handled seamlessly with lab instruction. Even though the programs are somewhat cohort-based, new students can enter these programs at any time during the 20-month period. The more senior students become leaders in the lab, assisting the instructor with less advanced students. The groups are typically limited to 20 participants per instructor, and the programs are relatively low cost to the participants (Hoops, 2010). Using the previously mentioned Athens Technology Center’s Automotive Technology Program as an example, the cost for the program is just $7,800 all-inclusive (“Automotive technology”, n.d.). When one considers the potential return on investment, this can be very attractive to potential students.

The Full-Time-Equivalent (FTE) salary for Tennessee technology center faculty members is $36,720, suggesting most faculty members are likely adjuncts. Given the vocational and technical nature of these programs, this is not overly surprising. Each center has its own director, and funds are appropriated from the state as one line item for the entire technology center system (“Tennessee Higher Education Commission”, n.d.a).

Roles and Responsibilities

The role of the Tennessee technology center system is rather well defined. According to Hoops (2010) and the Tennessee Higher Education Commission (n.d.), the technology centers are to be premier provider of adult workforce development in the state of Tennessee. These centers provide much needed workers in highly skilled trades, and give residents the opportunity to earn a good wage. In essence, the role of the technology centers is to prepare local residents for employment.

Impact

            The Tennessee technology center program has been recognized regularly for its impact in adult education and the Tennessee economy and workforce supply. According to the Gonzalez (2012) of the Chronicle and Hoops (2010) of Complete College America, the Tennessee technology center system is a national model for adult and higher education.

            The data support this recognition. The statewide system achieves 75% graduation and 81% job placement rates (Gonzalez, 2012; Hoops, 2010). In the previously mentioned example, the Automotive Technology Program at the Tennessee Technology Center at Athens had amazing results, with 94% completion and 93% placement in 2012 (“Automotive technology”, n.d.).

            Finally, the Tennessee Higher Education Commission recognizes the impact of the technology centers, and lists further fostering the success of them among its most salient goals in the Public Agenda for Tennessee Higher Education 2010-2015 (“The public agenda for Tennessee higher education 2010-2015”, n.d.). The Commission has asserted one of its greatest objectives is to increase the offering, efficiency, quality, and total certificates of these centers in order to continue to meet the labor gap.

Implications

            The Tennessee technology center is a model that can empower other states to institutionalize and segregate adult vocational training from community colleges. Given community colleges have largely been pulled away from this mission because of the need for remediation and a less expensive alternative to four-year state institutions for associates degrees and general education, isolating this unique education form has proven to be very efficient and effective.

The Coalition of Lifelong Learning Organizations

            The Coalition of Lifelong Learning Organizations (COLLO) was established in 1973 for groups to join that share a common interest in the area of lifelong learning (“About COLLO”, n.d.). By bringing people together as members, cooperation is fostered and a network has been created that make lifelong learning a priority in educational matters. COLLO has a very active role in the promotion of lifelong learning and gives several awards to those who contributions have helped the cause. COLLO believes that lifelong learning is a must and they accomplish goals by bringing groups together instead of taking on issues alone.

Roles and Responsibilities

            The purpose of COLLO is to developing, maintain, and improve lifelong learning education (“About COLLO”, n.d.). This is an area where information must be shared and resources must be announced. The role of COLLO is to facilitate this information exchange and help to plan events that will help in the areas of lifelong learning. They feel it is their responsibility to provide lifelong learning for all people and that all adults should have equal access to learning opportunities.

            COLLO also carries the burden of educating the public on matters of adult education and lifelong learning (“About COLLO”, n.d.). By showing the value and importance of learning, they serve as an advocate for the members of the group. They also work with other groups to achieve their goals, as it is not about who gets credit, but getting education to all adults that want it. And also explaining to those who do not want more education, why it will benefit their lives.

Impact

            COLLO has made a big impact on the world of adult education (“Success Stories”, n.d.). By working with groups such as the Joint Commission of Community Colleges, they helped to assist in the Tech Prep legislation to help community colleges. They have worked with the National Coalition for Literacy to strengthen the continuum of adult education.  Working with several groups, COLLO created grassroots networks to fight against the elimination of 14 literacy programs around the country. All of the programs were saved and received an increase in funds from the federal government.

            Working as advocates for different areas, members of COLLO helped to pass many acts in the legislature (“Success Stories”, n.d.). These include the passage or the reauthorization of the Adult Education Act, the Higher Education Act, the Vocational Education Act, and the Homeless Assistance Act. These are very important acts that have a huge impact on the field of adult education. Without the assistance of COLLO, many of these acts would have not be passed or reauthorized.

            By having members from organizations such as The American Association for Adult & Continuing Education, the American Council on Education, the Association for Continuing Higher Education, the Council on Adult and Experiential Learning, the American Distance Education Consortium, and numerous groups in various locales, the impact that COLLO has had and is still having on the field of adult learning is immense (“Member Organizations”, n.d.). 

Implications

            By bringing different areas of adult education together, COLLO is making a difference in the field of adult education. As we have learned, the field of adult education is so vast and encompasses so many different areas and types of learning and teaching, it tends to become fragmented. This works against the field as a whole and is not good for anyone. This organization may be the catalyst behind a real organization of adult education which gives great hope for the field. It shows how by working together, we all can make a greater difference.

Table 1: Summary of Important Adult Education Organizations

	Tennessee Technology Centers	COLLO
Year Founded	1963 as secondary-based institutions, 1984 as post-secondary, adult-based centers	1973 was when it was formally established
Mission & Goals	Premier provider of workforce development in Tennessee	To promote social welfare by developing, maintaining, and improving lifelong learning.
Roles & Responsibilities	Provide efficient training to allow residents access to jobs requiring technical skills. To provide skilled laborers to bridge the labor gap.	Exchange information, build cooperation, review adult education programs, promote best practices
Other Important Information	Includes 27 technology centers. Served over 31,000 students in 2011-2012.	Makes goals possible that individual organizations cannot alone
Impact	Recognized as a national model. High completion (75%) and placement (81%) rates.	Worked with groups to create Tech Prep, creates grassroots organizations to save literacy programs, build adult learning archives, helped in passing the Adult Education Act
Implications	Serves as a national model that can help ease the burden of community colleges being forced to deviate from vocational training initiatives.	They represent schools, learners, leaders, etc. to enhance the field of lifelong learning by fostering cooperation and coordinating efforts

References

Gonzalez, J. (2012, July 30). Less choice, more structure for students in a Tennessee system, it works. Chronicle of Higher Education. Retrieved from http://chronicle.com/ article/Less-Choice-More-Structure/133193/

Hoops, J. (2010, June). A working model for student success: The Tennessee technology centers. Retrieved from http://www.completecollege.org/resources_and_reports/

Merriam, S. B., and Brockett, R. G. (2007). The profession and practice of adult education. San Francisco, CA: Jossey Bass.

Tennessee Board of Regents. (n.d.). Tennessee Technology Centers. Retrieved from http://www.tbr.edu/schools/default.aspx?id=2654

Tennessee Higher Education Commission. (n.d.). 2011-2012 Tennessee Higher Education Fact Book. Retrieved from http://www.state.tn.us/thec/Index/News/ News.html

Tennesse Higher Education Commission. (n.d.). The public agenda for Tennessee higher education 2010-2015. Retrieved from http://tn.gov/thec/Divisions/PPR/ planning/master_plan.html

Tennessee Technology Center at Athens. (n.d.). Automotive technology. Retrieved from http://www.ttcathens.edu/full-time-programs/automotive-technology

Tennessee Technology Center at Dickson (n.d.). TTC history. Retrieved from http://www.ttcdickson.edu/ttc-history

The Coalition of Lifelong Learning. (n.d.). About COLLO. Retrieved from http://www.thecollo.org/aboutus.php#statements

The Coalition of Lifelong Learning. (n.d.). Member Organizations. Retrieved from http://www.thecollo.org/rolodex.php#officers

The Coalition of Lifelong Learning. (n.d.). Success stories. Retrieved from http://www.thecollo.org/stories.php#1