Survival Memo

This is good stuff!!

Charlene commented on Sarah Smurr's and Jennifer Warner's survival memo/intro video

Becky commented on groups 2 and 5

Video Introduction of Final E-Archive

Enjoy!!

Becky commented on Groups 4 and 5

November Monthly Summary

Jessica commented on group 1 and

Charlene commented on groups 2 and 4
Becky commented on groups 1 and 4

November Monthly Summary

                Group 3 has continued to work really well together as we put together some of our final group projects. At the beginning of the semester, we decided to meet on Tuesday evenings on Blackboard Messenger to discuss our assignments and how we wanted to proceed. We continued that throughout the month of November, and we found it to be quite successful. Our meetings allowed us to talk about each assignment and plan out how we wanted to approach them. It seemed that as we were more proactive in our communication, we were more effective completing the assignment.

                For the Important Adult/Community Education Organizations paper, we decided to split the assignment into thirds and then come together to edit and finalize the assignment. Charlene took charge of the introduction, Becky wrote the roles & responsibilities section, and I wrapped up the discussion. We decided to write about and do more research on the adult/community education organizations that sponsor the programs we researched for the previous assignment. Having something of a theme between the assignments allowed us to further explore those organizations and gain a deeper understanding of their impacts on the community.

                For our E-archive, we decided to create a website using wix.com. Becky had some experiencing using wix, so she took the lead designing the page. We then loaded our assignments to the webpage as well as short group member bios, headshots, links to resources related to our assignments, and a link to our blog. One of the challenges we faced creating this E-archive was that only Becky had much experience creating a webpage, so for Charlene and I there was a bit of a learning curve. However, the website we used to create our archive was very user friendly, and Becky was very helpful.  

                Ultimately, our group worked very well together. I think we each took something slightly different away from our group work experiences, but our assignments allowed us to gain a better understanding of the educational opportunities available to adults across the world. Our better understanding of these adult/community education programs and organizations will allow us to more effectively help adults who are seeking to learn. 

Final Paper/E-Archive

Charlene commented on Group 1 and 5
Becky commented on Groups 1 and 2 for the final paper/e-archive
Jessica commented on groups 2 and 4

Group 3- Final Paper

Ball State University

Charlene Jackson

Becky Moening

Jessica Kirby

Important Aspects of Adult & Community Education

·         Adult/Community education has deep historical roots. (CJ)

o   Although many tend to believe that adult education began in the early twentieth century, it was actually practiced in various formats well before it became recognized as a field of study. In the 1860’s adult education in the United States included apprenticeships for many new immigrants, literacy education for former slaves, and vocational training for adults from various backgrounds. Booker T. Washington and Peter Cooper were instrumental in revolutionizing adult education in the 1860’s.

·         Adult experience is key. (CJ)

o   Adults bring a wealth of experience into the learning environment. It is important to recognize the unique experiences and backgrounds of every adult learner. Adult educators should act as facilitators and help adult learners recognize the value and importance of their experiences.

·         Adult/community education is essential for immigrants seeking citizenship. (CJ)

o   Foreign-born adults residing in the United States face a number of challenges on the pathway to citizenship. Adult education for immigrants can take the form of English as a Second Language (ESL) classes, local programs that encourage community engagement, or preparation classes for the U.S. Naturalization/Citizenship test.

·         Adult Education is many things and is hard to define. (BM)

o   Before this class, when I thought about adult education, I simply thought about adults going back to school, sitting in classrooms. I never really thought about community events as adult education or any of the other million ways we talked about that could count as adult education. I am amazed at how blinded I have been in the past by my own thoughts.

·         Booker T. Washington did a TON for adult education. (BM)

o   I have known that name for as long as I can remember, but I always thought he was just a ‘history’ guy. I didn’t know he was such an influential part of adult education. It makes me wonder how many other ‘history’ people that I underestimate what they did for our country.

·         The many different programs and organizations that were discussed by the groups has impressed me and opened my eyes. (BM)

o   I have always known there were programs and organizations that did these sort of things, but until I actually researched a few of them and read about the others, it again just makes me reflect on how narrow minded I have been in the past about things. There are so many resources for people, and it’s just a matter of finding what you need/knowing what you need. It’s a great feeling to realize there is help out there for people who seek it.

·         Adult education is more about learning than teaching. (JK)

o      Adults bring their own experiences and needs into the classroom, so adult educators must take those things into consideration. Rather than teaching material, adult educators should work to create environments that foster learning and discovery so that adult learners are able to draw their own conclusions about new knowledge.

·         There is no “typical” adult educator. (JK)

o   Because the field of adult/community education is so vast, the characteristics of those who serve as educators in this field are widely varied. It’s almost impossible to define an adult educator by one concrete set of characteristics. When we study the field of adult education, we must keep in mind that not only are the students quite diverse, but the educators are as well.

Our Ideas of Adult/Community Education

·         Becky Moening

o   Adult/community education is anything that improves the life of adults/communities. This can be in the way of classes, workshops, programs, museum visits, and tons of other interactions. There can be group or individual education. It's about making each and every one of us better.

·         Charlene Jackson

o   Adult/community education takes place in formal classroom settings, in everyday activities such as reading a newspaper or magazine, or during a fitness class at a local gym. Whenever an adult is involved in an activity that leads to learning, he/she is participating in adult/community education.

·         Jessica Kirby

o   Adult/community education is any activity in which an adult actively engages in learning or discovering new knowledge and/or skills either individually or as part of a group. This happens in a variety of locations and covers a very wide range of topics, but every adult education opportunity should be designed to help adults grow personally or professionally.

Our E-Archive

http://group3edac631.wix.com/edac-group-3

Important Adult Education Organizations

Charlene commented on groups 1 and 5
Becky commented on groups 2 and 5
Jess commented on groups 2 and 4
Roles:

Charlene - Introduction and editing

Jessica - Impacts/Implications and editing

Becky - Roles/Responsibilities and posting

Important Adult Education Organizations

EDAC 631 Group 3

Charlene Jackson

Jessica Kirby

Becky Moening

November 9, 2014

Introduction

Our group decided to continue examining the contributions of the Workers’ Educational Association and the Carnegie Corporation of New York for this paper.  We were able to use our previous research for the Unique Adult Education Programs paper as the groundwork for the Important Adult Education Organizations paper. We were very intrigued by these two organizations and seek to delve deeper into their impact on adult education.

Workers’ Educational Association

Fueled by a belief that a more equal, democratic, and just world would come through education, Albert Mansbridge in 1903, founded The Organization for Education of Working Class Men in Britain.  In 1905 the organization embraced the needs of working women and became known as the Workers’ Educational Association. Mansbridge was able to bring together trade unions, co-operators, church leaders, and academics that shared the belief that educational opportunities should be provided by the state, that would promote active citizenship amongst the working class (Turner, 2009). The method for implementing this aim was to make part-time higher education available for working people in the form of university tutorial classes, where the people decided what they wanted to learn and teachers and students were regarded as equals (Workers’ Educational Association, 1998).  According to Mansbridge, this educational movement would create a “Highway of Education... which will lead directly to a state of society in which people will do the work for which they are best fitted and which they are happiest doing” (Turner, 2009, p. 368).

The Worker’s Educational Association (WEA) is currently the largest voluntary sector of adult education in the United Kingdom, providing classes taught by volunteers in the areas of employability, health and well-being, community engagement, and culture. The organization has touched the lives of over 70,000 adults across England and Scotland, and with the development of the International Federation of Workers’ Education Associations (IFWEA), more than 100 organizations in fifty-four countries have impacted the lives of working adults (Workers’ Educational Association, 1998).

Roles and Responsibilities

The WEA delivered more than 9,700 part-time courses to more than 70,000 students over the course of 2012-2013. The members of this organization take pride in offering classes in a wide variety of subjects to the adults of Great Britain and Scotland. Volunteers are a big reason why the WEA is successful at all levels. The students who attend classes provided by the WEA tend to find their confidence levels rise in the areas in which they are studying. This helps not only the adults taking the classes, but the communities and employers who now have citizens and employees with a higher confidence level in themselves and in their abilities. The Workers’ Education Association also works hard to redress inequality and challenge discrimination of all kinds (Workers’ Educational Association, 2014).

Strategies Used to Achieve Goals

            Adult education often requires the adults to travel if they want to receive the offered educational services. However, the WEA believes that the educational opportunities should travel to the communities. Therefore, the WEA offers classes in a variety of communities at a variety of times in order to help the people of different communities learn exactly what they want. In order to offer classes in different communities, the WEA forms partnerships with community groups, charities and organizations as a way to reach out to the communities while integrating equality and diversity into their everyday work (Workers’ Educational Association, 2014). Volunteers are also depended upon to make these educational opportunities available.

Carnegie Corporation of New York

            Andrew Carnegie founded the Carnegie Corporation of New York in 1911. Located in New York, New York, the organization’s purpose is to promote the advancement and diffusion of knowledge and understanding among people of the United States (Hamburg, 1997). Carnegie’s desire to “place within the reach of the community, ladders upon which the aspiring can rise,” (Hall, 1994, p. 212) led him to focus his philanthropic efforts on “creating real and permanent good in the world” (Carnegie Corporation of New York, 2014) by supporting programs that improved the quality of life for people throughout all phases of the lifespan, from early childhood to adolescence and adulthood.

The Carnegie Corporation has made a significant impact on adult education and has contributed to its advancement. Some of Carnegie Corporation’s contributions include, funding the American Association for Adult Education, contributing to the development of the Federal Pell Grant, creating the Carnegie Commission on Higher Education, and many others (Columbia University Libraries of Oral History Research, 2006). Over the years the Carnegie Corporation has extended its reach beyond the borders of the United States and is now organized into two major programs: the National Program and the International Program. The National Program is comprised of two programs: Pathways to Education Opportunity and Pathways to Citizenship and Civic Integration. The International Program is also comprised of two programs: International Peace and Security and Higher Education and Libraries in Africa.

Roles and Responsibilities

            Andrew Carnegie believed in promoting adult education in many facets, and this has continued within the Carnegie Corporation since his death. The Carnegie Corporation has developed the National Program that includes both the Urban and Higher Education Program as well as the Citizenship and Civic Integration Program. The purpose of these programs is to promote and preserve a vibrant American democracy and advancing knowledge and understanding by expanding educational opportunity and renewing democratic institutions (Carnegie Corporation of New York, 2014). These programs work with adults to help them achieve educational and economic goals. The programs also help immigrants to become naturalized citizens. The programs sponsored by the Carnegie Corporation change periodically, but they always work to promote a better America.

Strategies Used to Achieve Goals

            The Carnegie Corporation has worked with organizations all over the world to help fund projects that fulfill the mission of the Carnegie Corporation. There are 26 organizations worldwide that have ‘Carnegie’ in their title due to the great influence of the Carnegie Corporation (Carnegie Corporation of New York, 2014). The corporation creates programs to help fulfill the mission but they also use grant funding to help fund outside projects. Projects that will have a measurable impact and can create meaningful change are supported monetarily by the Carnegie Corporation. It is important to the corporation to help the country, and world, become a better place through positive projects and programs.

Impacts and Implications

            To understand the impacts of organizations such as the Carnegie Corporation of New York and the Workers’ Educational Association on the field of adult education, educators should first examine the history and mission/vision of each group. These basic components can provide excellent insight into what the organization considers important and how it may go about working for growth and change. The overall mission of the Carnegie Corporation is to create educational opportunities for people both in and out of the United States and to work to create real, tangible, and necessary change in this world (Mission & Vision, 2014). The WEA’s overall mission is to take education to adults where they are and make adult education accessible for all adults, to create collaborative relationships between teachers and learners, and to teach students to become active participants in society (Our Vision, Mission, and Values, 2014). Both the Carnegie Corporation of New York and the WEA are organizations that seek to reach out to promote adult education by creating educational opportunities for adults from all walks of life. Though they use different approaches and reach different populations, each organization works to develop adults who are willing and able to participate in their communities. The Carnegie Corporation’s Pathways to Citizenship and Civic Integration is designed to help immigrants attain citizenship and engage in American society (Pathways to Citizenship and Civic Integration, 2014). The WEA focuses on community engagement and works to teach students how to be leaders and contributors in politics and society (Community Engagement, 2014; Turner, 2009).

            The Carnegie Corporation of New York and the WEA each have a history of making significant contributions to the field of adult education. These organizations provide opportunities for adults across the world to learn and grow as individuals and members of society. By funding education and related research projects, the Carnegie Corporation works to ensure that the American education system is advancing (Mission & Vision, 2014). Additionally, the Carnegie Corporation strives to empower adults through initiatives such as K-16 education reform, enhancing teacher education, and working to integrate immigrants into American society (National Program, 2014). Andrew Carnegie’s vision and commitment to education continue to inspire other individuals and organizations to work for the overall good of society (Hall, 1994). The WEA demonstrates on a daily basis the power of taking education to individual communities and learners and helping adults discover the power of taking active roles in their communities (What We Do, 2014). They also show other adult educators how to create a learner centered environment in which students are encouraged to work to meet not only their needs but the needs of society as well. Malcolm Knowles’ idea of andragogy and learner centered education is brought to life in organizations such as the WEA that understand the importance of facilitating adult learning (Knowles, 1970).

            Each of these organizations has something to teach adult educators. The Carnegie Corporation is a shining example of the power of a single individual who believes in a mission and works with passion to create change. The WEA is a great example of the mobility of adult education and the importance of reaching adult learners where they are in life. Both the Carnegie Corporation and the WEA artfully blend education and citizenship into courses and initiatives that help adults learn as well as develop as citizens and members of their communities, demonstrating the relationship between education and politics. These organizations are powerful and dynamic, and adult educators should take time to learn from the way they are changing and advancing the field of adult education.

Table 1. Summary of Important Adult Education Organizations

	Workers’ Educational Association	Carnegie Corporation of New York
Year it was founded	1903	1911
Missions and goals	Provide a more equal, democratic and just world through education Provide part-time, university-level classes for working adults Promote active citizenship amongst the working class	Promote the advancement and diffusion of knowledge and understanding among people of the United States Increase integration of immigrants into American democracy Create real and permanent good in the world
Roles and Responsibilities	Deliver 9,700 courses to over 70,000 adult students in 2012/2013 Builds confidence of adult students in a variety of areas Works to redress inequality and challenge discrimination	Promote and preserve American democracy Advancing knowledge and understanding by expanding educational opportunities
Strategies to Achieve Goals	Brings education to the communities Forms partnerships with community groups, charities, organizations Dependent on volunteers	Creates programs as needed for educational and economic opportunities Provides grants to outside projects to help create meaningful change
Impact	Takes education to adults where they are in life Accessible education for all adults Student centered learning Developing adults as productive members of society	Funding and research related to education Promotes citizenship and immigration reform Advocates for educational advancement
Implications	Allowing students and teachers to work collaboratively creates productive environments Adult education has the ability to help students develop as citizens as well as individuals	Defining a mission and working to achieve that mission can create powerful change Adult education can spur great political change

References

Carnegie Corporation of New York. (2014). Retrieved from www.carnegie.org

Carnegie Corporation of New York. (2014). Citizenship and Civic Integration. Retrieved from: http://carnegie.org/programs/democracy-and-civic-integration/citizenship-and-civic-participation/.

Carnegie Corporation of New York. (2014). Mission and Vision. Retrieved from: http://carnegie.org/about-us/mission-and-vision/.

Carnegie Corporation of New York. (2014). National Program. Retrieved from: http://carnegie.org/programs/national-program/.

Columbia University Libraries of Oral History Research. (2006). Carnegie Corporation Oral History Project. Retrieved from www.columbia.edu/cu/lweb/digital/collections/oral-hist/Carnegie/about-carnegie

Hall, P. (1994). Business, philanthropy, and education in the United States. Theory Into Practice, 33(4), 211-17.

Hamburg, D. A., & Carnegie Corp. of New York, N.Y. (1997). A perspective on Carnegie Corporation’s program, 1983-1997.

Knowles, Malcolm S. (1970). The Modern Practice of Adult Education (Vol. 41). New York: New York Association Press.

Turner, R. (2009). Workers’ Educational Association tutorial classes and citizenship in Scotland, 1907-1939. History of Education, 38(3), 367-381. doi: 10.10801/00467600902855462

Workers’ Educational Association. (1998). Workers’ education, civil society and international development. 

Workers’ Educational Association. (2014). Retrieved from http://www.wea.org.uk/.

Workers’ Educational Association. (2014). Community Engagement. Retrieved from: http://www.wea.org.uk/about/whatwedo/community-engagement.

Workers’ Educational Association. (2014). Our Vision, Mission, and Values. Retrieved from: http://www.wea.org.uk/about/vision.

October Summary

Becky Commented on Groups 2 and 4.

Charlene commented on Groups 1 and 2

October has flown by and group 3 has been working hard while working well together! We have had a great working relationship from the beginning and it has been a blessing to be in this fantastic group!

Highlights           

                                                                    

We are working together very well! We have a nice system of meeting on Tuesdays via Blackboard IM to discuss progress and have live-time chat sessions. It has been great for brainstorming and building off of each other’s ideas. It’s also been a great check-in to make sure we are all on the same page and keeping pace with our goals for the upcoming project.

We did a great job of agreeing on the programs to be researched for our second paper as well as the splitting up of duties. Charlene took on the introduction, Becky tackled the comparison and Jessica brought it all together with the conclusion. Becky put the pieces together and Charlene and Jessica made the necessary editorial changes and Becky put the final touches on to complete the paper!

This paper was Adult and Community Education Programs. We chose to look at the Worker’s Education Association’s University Tutorial Classes as well as the Carnegie Corporation of New York's Pathways to Citizenship and Civic Integration Program. These two programs are very different but both provide great programs to adults to help make their communities better places to live.

Challenges                    

We struggled a little bit with deciding what programs to use. We had many ideas but discovered many of those ideas were organizations and less of just a program. Even when we decided on the University Tutorial Classes and the Pathways to Citizenship and Civic Integration Program, we still had times where we were focusing more on the organization than on the program. Charlene did a good job of reminding us the goal of the paper and not letting us get off track.

Our use of Blackboard IM as well as timely emails helped us to stay on track and make decisions about our programs. Also, by sending emails throughout the week, we were able to stay on course and make adjustments as needed. We worked well together, respected each other’s opinions and respected each other’s time. We set deadlines that none of us were able to meet within our own group and we communicated about that and worked together to re-set deadlines that we were able to work with and still submitted our paper early. Our communication has really helped us be successful in dealing with challenges.

Application

We did just a little research on just two programs. The opportunities for adult education are endless. This research and paper allows us to see that if there is something out there that someone is wanting to learn, or needing help with, there is probably a program available to help. It just takes a little time to research and find out where the program is located and what it offers. There is so much out there we were not aware of before this assignment. 

Plans for Next Month            

We will be working more on our organizations research for the next paper. I believe we are going to do more research on the Worker’s Education Association and the Carnegie Corporation, to build on the information we found in our last paper.  

Gained from Last Assignment

We found so much information on our programs and how the organizations do so much more than just that one particular program where we focused. That information fueled our desires to continue researching the organizations to find out more about what they do and how they benefit their communities.

Unique Adult Education Programs

Charlene commented on Groups 4 and 5
Becky commented on groups 2 and 5.

Roles:

Charlene - Introduction, Proofread

Becky - Comparison, Compiled rough draft, Posted final draft

Jessica - Implication, Proofread

Unique Adult Education Programs

EDAC 631: Group 3

Charlene Jackson

Jessica Kirby

Becky Moening

October 26, 2014

Introduction

            The two programs chosen for this project are the university tutorial classes of the Workers’ Educational Association and the Pathways to Citizenship and Civic Integration Program, a subset of the larger National Program, at the Carnegie Corporation of New York.  The university tutorial classes take place in the United Kingdom and the Pathways to Citizenship and Civic Integration program takes place in the United States. Both programs have unique methods of addressing pertinent issues that impact the lives of adults.

University Tutorial Classes

Educational Purpose

            The early goals of the university tutorial classes were to provide a new form of adult education, which would foster collective and individual social advancement (Turner, 2009). The classes brought university-level education to the working class to promote “self-development of the individual, not support of collective political purposes” (Turner, 2009, p. 369). Today, the classes cover a broad range of topics including employability, health and well-being, community engagement, and culture. The employability classes help students develop skills and knowledge to increase job prospects. The health and well-being classes allow students to engage in physical fitness and take a more active role in their own lives and in society. The community engagement classes help students engage with political and social issues by promoting greater participation in democratic decision-making and empowering students to take a greater role in civil society. The classes focusing on culture allow students to understand various cultures, identities, and environments so that they can engage more critically and independently with society (Workers’ Educational Association, 2014).  

Educational Perspective

            The tutorial class system has become more than a method of teaching adults, but a movement in itself (Turner, 2009). Its ability to bring university-level education to working adults has expanded the limits of popular education. The classes are student-centered, tutor-led, and designed to promote lifelong learning.  The students decide what they want to learn and tutors or teachers are viewed as equals. The various class offerings allow students to enhance their own lives and improve their communities.  The foundational belief is that learning is for everyone and can be life-enhancing and life-changing (Workers’ Educational Association, 2014).

Learners

            The class participants are 75% women and 25% men, 20% are ethnic minorities, 26% have a disability, 36% live in deprived postcodes, and 43% receive income-related benefits (Workers’ Educational Association, 2014).  The students are diverse and come from various backgrounds, but they share a common desire to improve their lives through education.

How was the program organized?

            The strong partnerships between local universities, trade unions, co-operators, church leaders, professors and WEA form the foundation of the university tutorial classes. WEA has over 4,000 local branches, 3,000 volunteers, and 2,000 part-time tutors. The classes are offered in groups no larger than thirty-two students. The students are able to choose the topics of interest and enroll in any course with little or no prior learning or experience. Each meeting consists of an hour lecture followed by an hour discussion. Students must commit to regular class attendance, complete required readings, and submit essays. WEA receives public, government, and private funding to support the classes. WEA also offers some fee-based classes for its participants that are able to pay.  

Pathways to Citizenship and Civic Integration Program

Educational Purpose

            Stemmed from Andrew Carnegie’s belief that American democracy cannot flourish without fixing the “broken” immigration system, one goal of the National Program is to create clear pathways to citizenship, civil participation, and civic integration for immigrants (www.carnegie.org). This goal is implemented through the Pathways to Citizenship Program, which develops strategic communications to increase balanced media coverage of immigration, supports organizations that are strengthening naturalization and civic engagement efforts, helps improve immigration policies, and encourages naturalized citizens to vote.

Educational Perspective

            The Pathways to Citizenship and Civic Integration Program’s aim of providing clear pathways to citizenship, participation, and integration for immigrants is rooted in the Carnegie Corporation’s belief that “enlightened citizenship is the everlasting strength of our democracy” (www.carnegie.org). The Pathways to Citizenship and Civic Integration Program believes that those men and women who have become “Americans by choice” are what make the nation strong and vibrant. Funding and resources are distributed to organizations and entities that are strengthening immigration policies and are helping the millions of immigrants with limited opportunities become integrated in the civic fabric of America. Instead of deporting illegal immigrants, which costs the country upwards of $285 billion, the Pathways to Citizenship and Civic Integration Program’s perspective is to develop comprehensive immigration reform.

Learners

            The learners of the Pathways to Citizenship and Civic Integration Program are men and women who are striving to become or have already become Americans by choice. The millions of foreign-born people residing in the United States are the focus of the Pathways to Citizenship and Civic Integration Program. Currently, there are an estimated 8.2 million legal immigrants residing in the United States (www.carnegie.org).

How was the program organized?

            The Pathways to Citizenship and Civic Integration Program is a subset of the National Program at the Carnegie Corporation of New York. The National Program addresses a broad range of issues impacting the experience of immigrants in America, including media coverage, legislation, access to economic opportunities, pathways to citizenship, and knowledge and understanding of voting rights. Funding is distributed to several organizations and entities committed to improving the integration of foreign-born citizens into the American mainstream. One example is the New Americans Campaign launched in 2012. The New Americans Campaign helps legal permanent residents (LPRs) understand the benefits of naturalization and helps with navigating the naturalization process (Baldwin, 2013). The New Americans Campaign has over 400 partners that help in the process including libraries, schools, faith-based organizations, and businesses.  

Comparisons

The university tutorial classes are designed to combat social exclusion while promoting active citizenship throughout England and Scotland. This is working on citizens of the individual country, helping these people to become more engaged in the national processes. The socially and economically disadvantaged adults that are being empowered by the programs are working with political as well as social issues. Many of these adults are not a part of the socially active population and the university tutorial classes encourage the adults to take stronger roles in their societies.

The Pathways to Citizenship and Civic Integration Program works slightly differently. While the university tutorial classes focus on citizens of the home country, the Pathways to Citizenship and Civic Integration Program focuses on helping immigrants to the United States integrate into society. The program’s focus is on immigrants learning about the state and local areas where they settle. The United States has so many immigrants with very few programs helping to integrate them into society. The Pathways to Citizenship and Civic Integration Program also provides programs to help the immigrants become naturalized citizens and to take a more active role in American society.

The WEA formed the university tutorial classes  in 1903 and they have become the United Kingdom’s largest voluntary sector provider of adult education. The WEA was built on volunteers and funding by outside agencies. In England, the WEA is funded by the Skills Funding Agency while in Scotland it is funded by the Scottish Government under the Strategic Funding Partnership Agreement. This organization relied on the generosity of volunteers and outside agencies to exist, flourish, and grow.

The Pathways to Citizenship and Civic Integration Program at the Carnegie Corporation is very different in that it grew out of one man’s passion for international peace. Andrew Carnegie was a wealthy man with a passion for philanthropic work. He funded the organization and made sure his mission would survive long after his death. The Carnegie Corporation continues to provide grants for programs that help promote international peace and to help immigrants coming to the United States.

Implications

The Worker’s Educational Association’s programs and their focus on community engagement are similar to Pathways to Citizenship and Civic Integration in several ways. The WEA works to reach an adult population and provide courses that help students learn skills and knowledge and teach them to become more active citizens (Community Engagement, 2014). Courses from the WEA demonstrate that adult education is designed to both teach ideas/skills and to help people become more involved in their communities and society as a whole. This dual purpose is unique and important, because unlike childhood or secondary education, adult education has the task of teaching students who have developed their own identity and sense of responsibility. The WEA’s programs highlight the importance of integrating social awareness into adult education courses.

Adult educators can learn a great deal from both the Carnegie Corporation’s Pathways to Citizenship and Civic Integration program and the Worker’s Educational Association courses that focus on Community Engagement. Each of these programs employees a different strategy to reach their students, but each of them focuses on the importance of creating active, informed citizens who are willing and able to work for change. Adult education has the ability to go beyond teaching basic knowledge and skills to helping adults develop as members of society. Current and future adult educators must be aware of the programs and courses being offered across the nation and around the world to help deepen their understanding of their own courses and provide high quality experiences for their students.

Pathways to Citizenship and Civic Integration from the Carnegie Corporation is a true example of the ability of adult education to work for both social and political change. The overall mission of this program is to protect and advance the rights of people who immigrate to the United States (Citizenship and Civic Integration, 2014). While this program is not a formal education program, it demonstrates the encompassing nature of adult education. Programs such as these take information to people and work to bring about change and action. Current and future adult educators can learn from this program’s approach. Pathways to Citizenship and Civic Integration tackles a large issue by providing information and resources to adults across the nation and then proposing action. Adult educators should embrace the challenge of inspiring individuals to be involved in their communities and their world.

Table 1. Summary of Unique Adult Education Programs

	University Tutorial Classes	Pathways to Citizenship and Civic Integration
Location	England and Scotland	United States
Educational Purposes	Provide part-time university-level education for working adults	Create clear pathways to citizenship, civil participation, and civic integration for immigrants Create balanced coverage of immigration and respond to anti-immigration rhetoric in the media
Educational Perspectives	Student-centered, tutor-led classes, expansion of popular education Learning is for everyone and can be life-changing and life-enhancing	Provide funding and support to local and national organizations and entities engaged in civic integration of immigrants If legal permanent residents understand the benefits of naturalization, they will be more likely to engage in the naturalization process. If the process to naturalization is easily to understand and accessible, more legal permanent residents would become naturalized citizens.
Learners	Working class adults with various socioeconomic statuses	Immigrants, “Americans by choice”, legal permanent residents, naturalized citizens
How was the program organized?	Partnerships between local universities, trade unions, churches, professors Funding provided by public, government, and private sources	Area focused on issues in America impacting the experiences of immigrants in America, legal residents, and naturalized citizens Addresses immigrant issues in news media coverage, legislation, economic opportunities, pathways to citizenship, and exercising voting rights
Why were they organized differently/similarly?	The university tutorial classes depend on volunteers and outside agencies for funding The classes filled the need in the region for an extension of the universities in an effort to meet the needs of local adults	The Pathways to Citizenship Program depends on wealth of single man who started the corporation Some Americans are concerned with the ‘immigrant problem’ and the Citizenship program responds to this. There is also a need in the United States for a simpler process of becoming a naturalized citizen and the citizenship program helps with this as well.
Implications	Increasing the involvement of adults into their communities, help adults learn skills and knowledge to allow them to become more active citizens	Creates active, informed citizens who are willing and able to work for change, helps adults become positive members of society

References

Baldwin, J. (2013). The new America campaign: Helping immigrants become U.S. citizens. The Carnegie Reporter, 7(2). Retrieved from http://Carnegie.org/fileadmin/Media/Publications/Carnegie.Final_01.pdf

Carnegie Corporation of New York. (2014). Citizenship and Civic Integration. Retrieved from: http://carnegie.org/programs/democracy-and-civic-integration/citizenship-and-civic-participation/

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