History of Adult Education: 1950 to 1959

I commented on Alex and Keith from Group 4

                                                     Adult Education: 1950 to 1959

Ben Ranfeld

Ball State University

EDAC 631 Adult & Community Education

May 2, 2014

Abstract

This paper seeks to give an overview of adult education from 1950 to 1959 in conjunction with the social background and influential factors of the time period.  A world at war both figuratively and literally spurred the growth of formalized education, and a race to space.  The evolution of media in the form of movies, music, and television also provided new ways to inform and educate the public en masse.  Adult Education was by no means new during this era, but more and more were starting to take advantage of formalized education opportunities through an increase in funding opportunities that was traditionally reserved for the elite.

Introduction

            The first half of the twentieth century was marked by war, and the preparation and recovery thereof.  World War II ended in 1945, which led to the Cold War between the United States and Russia that would last for decades.  This passive aggressive standoff effectively started the Korean War and Vietnam War, using portions of the Asian continent to further the conflict between world super powers.  Throughout the world, the old system of colonization was starting to break down as European control weakened amongst its satellite nations.  The Suez Crisis, Algerian War, Cuban Revolution, and civil wars in Kenya and Rwanda brought about much change with both freedom and oppression as communism and capitalism spread around the globe. 

American soldiers coming home from serving their country were able to take advantage of the “Servicemen’s Readjustment Act of 1944 – commonly known as the GI Bill of Rights” (U.S. Department of Veteran’s Affairs, n.d., para 2) to obtain home loans and education benefits.  Students back home were learning to “duck and cover,” protecting themselves from nuclear fallout, and focusing on math and science in an effort to beat the Russians to the Moon.

            President Dwight D. Eisenhower spearheaded the creation of the Interstate Highway System, a network of high capacity roads through the United States, reinforcing the freedom to travel across the country while also providing a system of impromptu runways and landing strips for airplanes if need be.  Television was becoming more popular with educational programming for adults on topics such as upholstery, parenting, cooking, and art (Rocky Mountain PBS, n.d., para 2).  Funding in general was being increased for education at both the government and non-profit levels to provide educational opportunities at all age-levels, and to remove financial hurdles for adults wanting to attend college.

Highlights

            The thought of not allowing someone the freedom to go about their business based on the color of their skin seems ludicrous today in the year 2014, but it wasn’t quite so long ago that Civil Rights were being hard fought in the United States.  In 1954 the U.S. Supreme Court ruled racially segregating schools was illegal and unconstitutional in Brown v. Board of Education (National Park Service, n.d., para 1).  This ruling was aimed at children attending K-12 schools, but segregation existed in many places across the nation.  It wasn’t until January of 1950 that President Truman’s plan to integrate the Armed Forces was approved and in 1953 “the Army announce[d] that 95% of African-American soldiers [were] serving in integrated units” (Harry S. Truman Library & Museum, n.d., para 69).  Even in the early stages of the G.I. Bill, only white soldiers were able to receive benefits (Herbold, 1994, p. 104).

            The National Defense Education Act of 1958 was passed in response to the Soviets launching Sputnik.  In an effort to land a man on the Moon first, the U.S. government passed this law to help ensure our best and brightest had the education they needed to participate.  The U.S. Department of Education (2012) states:

…the NDEA included support for loans to college students, the improvement of science, mathematics, and foreign language instruction in elementary and secondary schools, graduate fellowships, foreign language and area studies, and vocational-technical training (para 7).

Influential Factors

            While recovering from World War II, the world was seeing communism and capitalism butt heads in the form of a Cold War between the United States and the Soviet Union.  This conflict led to the Korean War, a race to space, and the Vietnam War to name a few ramifications.  During this time funding was increased for science, technology, engineering, and mathematics (STEM) in an effort to beat the Russians and be the first to land a man on the Moon.

            Adult education was becoming more formalized with the creation and establishment of organizations seeking to define and support the field.  The United Nations Educational, Scientific and Cultural Organization (UNESCO) was founded in 1945 to promote lasting peace after World War II.  According to UNESCO (n.d.) it held:

…training courses on adult education (Mondsee, Austria, 1950), on adult education in rural areas (Hillerod, Denmark, 1954), on economics teaching in 150 Popular Federal Universities (Bled, Yugoslavia, 1956), on universities and adult education (Bignor, United Kingdom), on educational activities of womens’ organizations (Twickenham, UK, 1959)” (footnote 8).

The American Association for Adult and Continuing Education (AAACE) wouldn’t be as we know it today without two organizations originating in the 1950s.  The Adult Education Association of the USA (AEA) and the National Association of Public School Adult Educators (NAPSAE) formed in 1950 and 1952 respectively, and eventually merged in 1982 to form the AAACE (Hiemstra, ch. 2, para 8). 

During this decade, foundations and corporations who funded arts and education started to see adult education as a separate entity.  Wilson (2007) stated, “The Carnegie Corporation, the Kellogg Foundation, the Mott Foundation and the Ford Foundation became proponents of developing adult education programs at the state and local levels.” (p. 35).  Public libraries were also being heavily utilized by people from all walks of life as an informal learning center.  According to Kidd, libraries were the “community information base” (as cited in Coleman, 2008, p. 532).

            Educators of this time include many of the greats we study today.  Malcolm S. Knowles, Paulo Freire, Myles Horton, Shirley Sears Charter, W.E.B. DuBois, Loretta C. Ford, and Horace M. Kallen were all active during the 1950s.

Implications

            Providing access to education was a major theme throughout this decade.  The G.I. Bill of Rights provided American soldiers the necessary means to pursue higher education, and private entities were providing scholarships and funding for others to do the same.  The Civil Rights movement was working to ensure all had equal rights to education which successfully came to fruition some years later.  The United Nations founded UNESCO seeking a manner to foster lasting peace throughout a world riddled by war through education, and adult education became more formalized through the formation of organizations looking to define this field into what it is today.

Table 1

Summary of Adult Education: 1950 to 1959
Areas	Summary
Social background	Cold War, Space Race, Television
Highlights	Civil Rights, private and government funding, G.I. Bill, NDEA
Influential factors	STEM funding, formalization of Adult Education
Implications	Equal opportunities and access to education

References

Coleman, Brenda Weeks.  (2008).  Keeping the faith: The public library’s commitment to adult education, 1950—2006.  Retrieved from http://books.google.com/books?id=Lb5m-OO20EsC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Harry S. Truman Library & Museum.  (n.d.).  Desegregation of the armed forces: Chronology.  Retrieved from http://www.trumanlibrary.org/whistlestop/study_collections/desegregation/large/index.php?action=chronology

Hiemstra, Roger.  (2002).  Lifelong learning: An exploration of adult and continuing education within a setting of lifelong learning needs.  Retrieved from http://roghiemstra.com/lllch2.html

Herbold, Hilary.  (1994).  Never a level playing field: Blacks and the g.i. bill.  The Journal of Blacks in Higher Education, Winter 1994-1995.  Retrieved from http://iasd.cc/piper/PiperJill_ITspec_cert/IT%20Portfolio/Portfolio_Pages/HistAndPhilFall06website/Ch1/Ch1-WaggEmily/Blacks%20and%20GI%20BIll.pdf

National Park Service.  (n.d.).  Brown v. board of education: History & culture.  Retrieved from http://www.nps.gov/brvb/historyculture/index.htm

Rocky Mountain PBS.  (n.d.).  Adult education in the 1950s.  Retrieved from http://www.rmpbs.org/volunteer/sam/adult-education-1950s/

UNESCO.  (n.d.).  Adult education.  Retrieved from http://www.unesco.org/education/educprog/50y/brochure/tle/138.htm

U.S. Department of Education.  (2012).  The federal role in education.  Retrieved from http://www2.ed.gov/about/overview/fed/role.html?src=ln

U.S. Department of Veteran’s Affairs.  (n.d.).  Education and training: History and timeline.  Retrieved from http://www.benefits.va.gov/gibill/history.asp

Wilson, Eric C.  (2007).  The effectiveness of adult education principles in teaching the golf swing.  Retrieved from http://books.google.com/books?id=zol69lWygIcC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

April 2014 Monthly Summary Group One

Ben commented on Group 4 and 2
Rob commented on
Mary commented on Group 2, 3 and 5
Chris commented on

We wrapped up the month of April and the end of the course by producing an e-archive.  We shared ideas for content for our e-archive in a shared Google drive document.  Ben created a Wordpress site.  It allowed several of us to work simultaneously on our final project.

While we’ve been using Blogger for our group blog throughout the semester, Wordpress is another blogging tool that allows more freedom to design something which looks more like a website than a blog.  We utilized the page feature to create different areas within the site and created a menu for easy navigation.  We also set each group member up with their own account so everyone could be simultaneously working on their piece of the project without having to share login credentials.  Throughout the project we stayed up to date with each other through email and group chat sessions as we added content and then reviewed what we had for additions and revisions.

Our group has been able to utilize the strengths of its members when doing projects.  We often divide work based on our strengths and then have the group review what each person completes.  As we approach the end of the semester, we have had the opportunity to gain an understanding of what adult education is to each of us.  In turn, we have been able to share those ideas with each other and produce projects that are reflective of our collective concept of adult education.  By working together we have been able to learn from each other, discuss concepts, and refine how we view adult education.

This group has been able to complete projects partly based on flexibility of the members.  As adults, we have many responsibilities and it can be hard to find a time that all of us can meet.  But, through the use of various programs and technology, we have been able to keep the group moving forward.  Ironically, trying to find a time for all of us to meet was not a problem.   We have gained from being able to do our work online in a way that would not have been possible were it to take place in a traditional setting.

As we finish this course, we have all learned from this experience how to pull together to complete the end goal.

Rob's Earchive Notes

Rob Commented on Group 3


http://www.screencast.com/users/Robhill31/folders/Default/media/b7d44062-75ec-445e-bccd-08596d588ebb

Rob's Survival notes

http://www.screencast.com/users/Robhill31/folders/Default/media/57498f2f-9c80-45af-a582-f2ada6b7df53
Rob Commented on Group 3

Mary's Top Ten Course Survival Tips EDAC 631

Mary commented on 
E-archive for: Group 3
Survival post for: Group 4

E-Archive Introduction Mary

Mary commented on 
E-archive for: Group 3

I had a number of issues with technology in getting this posted.  My first attempt was upside down. I persisted and this is the best I can do for now.

You can see all the pages of our Word Press archieve in the posts from Chris and Ben.  The technology I have did not allow me to pause the video to change the page. I couldn't hold the camera and move the cursor/mouse at the same time.  In addition to what I said in the video,  I also worked on the contributors page, resources and references.

Ben's Survival Guide

I commented on Kyle's video from Group 4 and Joann from Group 5

E-Archive Intro - Ben Ranfeld

Here's my introduction to our Adult Education E-Archive project.  I commented on Keith's video from Group 4 and Group 2.

edac631-projectDemo-ranfeld

Survival Video Post Group 1 - Chris Cathcart

http://screencast.com/t/MoQKgS3Mx

this is my survival video post. 

I posted on the survival videos for group 3 and 4

E-archive Intro - Chris Cathcart

http://screencast.com/t/39bfzllH

this is my intro to Group 1's e-archive

Adult Education E-Archive

Ben commented on: Groups 3 and 4
Chris commented on: group 3 & 4
Mary commented on: Groups 2 & 3
Rob commented on: Groups 2 & 4

Roles:

Ben - built the Wordpress site, found some content, and helped with placing/formatting content

Chris - helped build the Wordpress site, found content, and helped with placing/formatting content

Mary - found content for the site, worked on several pages, and helped build our references

Rob - found content for the site, helped with editing, and wrote our summary

To summarize what we have worked through and learned this semester, our group has created an Adult Education E-Archive using a Wordpress blog, and written a concise summary.

To understand adult education, one cannot look to single areas and deduce that all adult education is the same.  Many times it appears as if adult education stands in contrast to its own being.  That is because adult education can simultaneously be entities that are defined yet broad, big while small, certified while not and organized and undefined at the same time.  Simply put, it is everything that encompasses learning at the adult level.  Often these areas clash and make it difficult to define adult education, yet the field continues to adapt and change and rebrand itself.

Finding the origins of adult education is even difficult because to do so one would have to have a universally accepted definition of adult education.  Even today, that cannot be said to exist.  It often seems like trying to find the source of a river with many channels.

Still, there are areas that have developed and can be quantified.  From early political systems, apprenticeships and religious studies, the field began to take shape.  In more modern times leaders like Knowles and Freire surfaced in different eras.  The focus on the adult as a unique learner developed and the need for empowerment for the oppressed were examples of how adult education was fostered from a need in society.  Career training has continued to develop while new global concepts of lifelong learning have emerged. 

Today there are countless examples of programs that are in existence that serve participants.   As unique as adult education is, so too is each program.  There are programs that have world wide, regional and community influence.  Programs may range from ones that help in literacy, job skills, political effect, the arts, or any of a number of areas where there is a need.

Organizations have helped to solidify parts of adult education and associations have made common interests in the field a place where participants can come together for direction and influence.  Government focus in departments has helped to ensure that the positive aims of adult education can be used to benefit the individual and the common good of society.  The impact of adult education has many times been aided through organization that has made a consolidated voice heard.

Most importantly, however is how adult education affects the learner, the adult.  If a person was to identify the learner first and then define adult education, they would understand that it is the outcome that is important.  The adult is the beneficiary and thereby the one that defines what adult education is to them.  Thus adult education can be as unique as each individual and each need that derives from the learner.  We also know that learning is a lifelong experience and the needs of the individual will change.  And, that is why adult education is flexible to the learner and in constant flux.

Important Adult Education Organizations

Ben commented on: Group 2, 4 & 5

Chris commented on: Group 2 & 4

Mary commented on: Group 2 and 4

Rob commented on: Group 3 & 4

ROLES

Mary and Rob researched and wrote Association for Career and Technical Education.
Chris and Ben researched and wrote US Department of Education.

Rob wrote the discusion.

Ben and Mary worked on the table.

Mary merged the two papers and posted in the blog and submitted the paper.

Everyone proofed and reviewed APA.

Important Adult Education Organizations

Chris Cathcart

Mary Henehan

Rob Hill

Ben Ranfeld

Ball State University

EDAC 631 Adult and Community Education

April 1, 2014

Important Adult Education Organizations

Association for Career and Technical Education History, Mission and Goals

Apprenticeships and career education have been part of American culture since the earliest days.  The first manual training school opened in St. Louis, MO in 1879. The American Vocational Association was founded in 1926 after the Smith-Hughes Act began to provide funding for vocational education. In 1998, the name was changed to Association for Career and Technical Education (ACTE) and shifted the emphasis from vocational education to career education to reflect the needs of a modern workforce (ACTE History, 2014). With more than 25,000 members, ACTE is the nation’s largest not-for profit education association which prepares youth and adults for successful careers with academically rigorous, challenging and technical coursework (Association, 2002; Who, 2014).  The mission of ACTE is to “provide educational leadership in developing a competitive workforce” (Postsecondary, 2011).  The mission is accomplished through advocacy, public awareness, professional development and tools to help members become leaders (Who, 2014).

ACTE has set four goals to reach by the end of 2015: 1) To build local, national and global partnerships resulting in a skilled workforce, 2) To integrate education at all levels to meet business and student needs, 3) To be the leader in research for skills attainment and career and technical education, and 4) To be the voice of and expert in career and technical education among policy makers, education decision makers and employers. Each goal has several supporting objectives (ACTE Preferred, 2014).

Background and other information

Association for Career and Technical Education is the parent organization for sixteen career clusters and eleven divisions including Agriculture, Engineering and Technology, Postsecondary Adult and Career, Trade and Industrial, Family and Consumer Sciences, and Marketing. It houses online journals such as the Journal for Health Occupations Education, and Techniques: Connecting Education & Careers (ACTE Divisions, 2014).

Roles and Responsibilities

            From an adult education context, ACTE’s main roles and responsibilities pertain to developing educators, advocates and leaders in the area of career and technical education. Professional development for educators is available through trainings typically held at state, regional and national conferences.  A pool of lesson plans, data, an association newsletter and a professional journal help to keep members informed of current policy and topics specific to CTE (Career and Technical Education).  Seminars help educators become cognizant of the direction policy makers are heading.  Having a strong voice in legislation, advocating for funding of programs and developing media and public awareness are roles ACTE believes are critical in maintaining a strong presence in the field  (Who, 2014).  A primary purpose of ACTE is policy advocacy; the website has links to current events, current legislation, agencies, and trends in CTE. There are articles, links, and legislators’ contact information so educators can voice their opinions (Policy, 2014).  The website has information on Common Core, CTE funding, the Perkins Act IV and other federal funding that supports state programs (Educator, 2014).  This permits members to be proactive instead of reacting after legislation or policy is set.

            The Association for Career and Technical Education website allows all members to view presentations from past events (Educator, 2014).  ACTE provides a social media area (Facebook, YouTube, LinkedIn, Twitter and Pinterest) on the website so members can find information on programs, make contacts and share information on best practices (Educator, 2014).  This resource makes it easier for persons to find in depth information specific to programs of study and strengthens lessons for students.      

Empowering teachers to become leaders is a role and responsibility of ACTE.  The association adopted the ACTE Leadership Training Program in July, 2011 with the intent of fostering leadership positions among the state organizations that would further help at the national level (ACTE Leadership, 2014).  The program instills understanding of “association management, Quality Association Standards, and leadership skills” (ACTE Leadership, 2014, para. 3).  Future leaders are encouraged to help develop others at the state level, thus feeding candidates to the regional and national levels. Lewis, in the Introduction to the Long Haul, referenced Highlander pedagogy. She noted that “rather than bringing in experts as resource people, Highlander brings people together” (Horton, 1990, p. XX).  Likewise, ACTE leadership is developed from within the membership of the organization; there are no paid employees. This provides local educators the opportunity to learn and lead and become a collective advocate for Career and Technical Education (CTE).

            Although ACTE offers many services to members and the public, it is primarily concerned with the sustainability of programs and helping teachers advance their learning through organizing, communicating and advocating politically and publically.  By having a large membership, they can influence policy only if they are organized.   Therefore it has been important for the association to advance membership and make other teachers aware of opportunities that exist for adult education within the organization.

Impact and Implications

Merriam and Brockett (2007) cited several authors: Bryston, Rachal, Gratan, Liveright and Apps when categorizing occupational or career education as one of the purposes of adult education.  ACTE has distinguished itself as a leader in the professionalization of adult education. Merriam and Brockett (2007) list “professional associations, professional literature and information resources, and graduate study” (p. 221) as areas indicating professionalization.  ACTE is an established association providing literature and resources and annual graduate fellowships since 1967 (Graduate, 2014).

As a national voice in training for teachers and CTE students, ACTE has adapted to domestic market changes, shifts in industry demands for technical workforce skills and a growing globally based economy.  Reich (as cited in Burns, 2011), notes that the United States’ economy has been evolving into an information based economy, moving steadily away from a domestic manufacturing economy since the 1970’s. He posits that the education of the current workforce, and those that teach these necessary skills, is a central concern to effectively supplying the needs of a modern workforce.  Thus, ACTE has shifted its focus from skills sets of a bygone era to the workforce needs of a twenty first century economy.  The implications and impact of the focus is to train teachers to integrate studies, embed technical literacy in content, increase STEM (Science, Technology, Engineering, and Mathematics) related access to teachers and to advance market awareness through information and pathways to careers.  Since technology changes at seemingly breakneck speed, it has been important for ACTE to be adaptable and prepare teachers in training that is relevant to the needs of an educated workforce so that they may continue to have an educational impact on those they serve. 

The U.S. Department of Education (DOE) History, Mission and Goals

The U.S. Department of Education (DOE) is the Federal agency responsible for oversight at all levels of education policy and administration in the United States.  It “establishes policy for, administers and coordinates most federal assistance to education” (U.S. Department of Education, 2010, p. 1).  The DOE’s mission is to “promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access (U.S. Department of Education, 2010, p. 1). Originally established in 1867, the DOE was expected to collect information on schools and teaching that would help the states establish effective school systems.  The organization has evolved since its inception lead mostly by an increasing expectation of responsibility and oversight. In 1890, the organization, then named the Office of Education, received its first big expansion as a part of the second Morrill Act which  allowed  responsibility for administering support for the original system of land-grant colleges and universities.  From here a string of similar legislative moves lead to the DOE as we know it today.  Some of the other significant events include: the 1917 Smith-Hughes Act, the 1946 George-Barden Act, World War II, The Cold War, President Johnson’s “War on Poverty”, Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972.

Education represents a significant expense year to year for the U.S. The majority of the decisions around education are made at the state and local level, according to the DOE:

Of an estimated $1.15 trillion being spent nationwide on education at all levels for school year 2011-2012, a substantial majority will come from State, local, and private sources. This is especially true at the elementary and secondary level, where about 87.7 percent of the funds will come from non-Federal sources. (US Department of Education, 2012, para. 1)

The remaining funding comes from the DOE acting to support the decisions made at the local level and fill any gaps where possible.

            While some may think the DOE solely mandates policies for K-12 education, it is actually involved in many aspects of adult and life-long education as well.  In fact, their purview is so large, it is almost hard to choose which impacts are most important or long lasting.

Impact and Implications

            The DOE’s first declared purpose by Congress in 1979 was “to strengthen the Federal commitment to ensuring access to equal educational opportunity for every individual” (U.S. Department of Education, 2010, p. 1).  According to Merriam & Brockett (2007), common conditions that limit access to education include geography, demographics, socioeconomic conditions, and culture subgroups or subcultures.  Under Public Law 96-98 the DOE creates financial aid policies and distributes funds to students based on formulas, competition and financial need.  Some students will be awarded assistance because they meet certain criteria setup in Congressional bills, other students will receive funds based on merit, and even more students will be granted funding because they lack the necessary means to afford an education. 

            The DOE also “enforces federal statutes prohibiting discrimination in programs and activities receiving federal funds and ensures equal access to education for every individual” (U.S. Department of Education, 2010, p. 8).  While this applies to students of all ages, this specifically assists adults in secondary and post-secondary programs, vocational schools and rehabilitation, and wanting to attend colleges and universities receiving federal funding.  The DOE ensures compliance with standards of access through compliance reviews and annual reports. 

In late March (2010) the Los Angeles Unified School District became the first of at least 32 K12 school districts nationwide to undergo federal compliance reviews intended to spotlight possible discrimination against specific groups of students that has resulted in persistent achievement gaps on standardized tests.  (Finkel, 2010, p. 47)

Collaborations between the Department of Veterans Affairs and the Department of Education include the G.I. Bill allowing those who have served in the armed forces a chance to receive an education, the Troops to Teachers program which assists veterans obtaining certifications or licensing to become teachers (U.S. Department of Education, n.d.), and the 8 Keys to Success Program which defines “concrete steps that institutions of higher education can take to help veterans and service members transition into the classroom and thrive once they are there” (Baker, 2013, para. 1).

            One of the DOE’s major responsibilities is the proper administration of federal student aid.  The DOE is in fact “the largest provider of financial aid in higher education, with about $134 billion in Title IV funds provided to students in 2010” (GAO, 2011) for distance education. Distance education represents only one aspect of the DOE’s role in oversight of Title IV funds.  The main responsibility for the administration of aid comes from the Office of Federal Student Aid, which is a branch of the DOE.  Offering more than $150 billion in loans and other forms of aid each year the Office of Student aid provides information on types of aid available, repaying debt borrowed and default rates for all interested stakeholders (Office of Federal Student Aid, 2014).   

Discussions

            The Association for Career and Technical Education and the U.S. Department of Education have a causal relationship; what one does affects the other.  The DOE sets policy while ACTE tries to influence policy.  Therefore the actions of each organization will be related to the other even if not intended.

            Where the two organizations share the highest commonality pertains to The Carl D. Perkins Vocational and Technical Education Act, Public Law 105.  This law is administered by the DOE but is applied to CTE programs throughout high schools and community colleges.  The intent is to distribute funds that can be used to support programs that train the future workforce.  All states receive funding from the DOE (US Department of Education, 2002). Because ACTE is heavily linked to the programs receiving funding, a relationship cannot help but to exist.

            The two organizations are both aligned in the area of adult education and are tightly associated regarding policy in vocational spending.  Without the support of DOE, programs for which ACTE advocates would be compromised financially.  It is consequently important to understand that while they both seek to help CTE programs, they must either work together or take a stand for their own interest.  DOE is a large entity that is responsible for far more than CTE programs and has limited resources.  ACTE is concerned almost exclusively with getting as much support for CTE as possible.  Mutual ground is generally the outcome.  While Perkins funding has tapered off from past years, there has presently been an upswing in support.  ACTE is trying to increase the amount of funding by influencing policy and it appears recently, they have been heard. 

            An initial analysis of the two organizations showed that they have somewhat different outcomes, but when a deeper understanding of the two is sought, it shows that they not only share commonalities, they function together. 

            Both organizations empower by educating.  Specifically, they help to provided resources, either funding or training, that will help prepare persons with workforce skills.  Both organizations must answer to those that fund them.  ACTE has a membership body and the DOE has the ballot.  In turn, this makes each organization responsible to those supporting their cause. 

            Jurmo (2011) believes that adult educators can make a difference in CTE, and therefore at least a portion of the DOE, by “recognizing the importance of work-related basic skills, helping lower-skilled adults be both productive and empowered workers and strengthening adult basic education as a profession” (p.172).  If this is the case, then no two organizations are in a better place to provide direction and support for the empowerment of the next generation of a skilled workforce.

Table 1

Summary of Important Adult Education Organizations

	Association of Career and Technical Education	The U.S. Department of Education
Year founded	1926 as American Vocational Association 1998 name was changed to Association for Career and Technical Education (ACTE)	1867 founded as Office of Education 1980 combined several different federal agencies into one governing body.
Mission and goals	Mission: “To provide educational leadership in developing a competitive workforce.” Goals: Partnerships for a skilled workforce, education to meet business and student needs, leader in research, voice for  and expert on CTE, advocate for policy and funding.	Mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
Roles and Responsibilities	Empowers teachers as leaders, advocacy, provide resources for instruction.	Establishes policies on federal financial aid for education, and distributing and monitoring funds. Collects data on schools and disseminating research. Focuses attention on key educational issues. Prohibiting discrimination and ensuring equal access to education.
Other information	16 career clusters and 11 divisions with one for adult educators.	Provides information about all aspects of education from childhood through adult learning. Acts as repository for policy and practice of all educational programs in the US.  Target audiences include all levels of educators, students, adults and children.
Impact	Supports the development of 25,000 educators who annually prepare millions of people for CTE careers.	Sets standards for academic performance and delivery models across the country at all levels. Provides easy access to all programs and information to any user DOE operates programs on every area and level of education.
Implications	21st Century skills training, modern workforce, career advancement and planning, integrated and technical literacy training for teachers and students. Awareness to political entities. Voice of CTE.	As a consolidated government agency the DOE represents the foremost authority on all education practice and policy.

References

ACTE Divisions. (2014). The Association for Career and Technical Education.  Retrieved from http://www.acteonline.org/general.aspx?id=2387#.UzIBDKhdXGJ

ACTE History. (2014). The Association for Career and Technical Education. Retrieved from http://www.acteonline.org/general.aspx?id=2389#.UzDWtahdXGI

ACTE Leadership. (2014). The Association for Career and Technical Education.  Retrieved from http://www.acteonline.org/general.aspx?id=2397#.UzoDaKhdXGI

ACTE Preferred Future. (2014). The Association for Career and Technical Education. Retrieved from https://www.acteonline.org/search.aspx?q=preferred

An Association is Reborn. (2002, February). Techniques: Connecting Education & Careers. 77(2), 20.

Baker, Sarah. (2013). 8 keys to success: Supporting veterans, military and military families on campus.  Retrieved from http://www.whitehouse.gov/blog/2013/08/13/8-keys-success-supporting-veterans-military-and-military-families-campus

Burns, E. (2011, Summer). The adult learner: A change agent in post-secondary education. Online Journal of Distance Learning Administration, 14(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer142/burns_142.html

Educator Resource Center. (2014).The Association for Career and Technical Education.  Retrieved from http://www.acteonline.org/erc/#.Uzn6g6hdXGJ

Finkel, E. (2010, May). Department of education revives civil rights office.  District Administration, 46(5), 47-48, 50.

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