Adult education teachers work in three main areas adult vocational-technical, adult basic, and adult continuing education. Some adult education teachers instruct people who have graduated or left school for occupations that do not require a college degree, such as welder, dental hygeinist, automated systems manager, x-ray technician, farmer, and cosmetologist. Other instructors help people update their job skills or adapt to technological advances. For example, an adult education teacher may train students how to use new computer software programs. Other teachers provide instruction in basic education courses for school dropouts or others who need to upgrade their skills to find a job. Adult education teachers also teach courses which students take for personal enrichment, such as cooking, dancing, writing, exercise and physical fitness, photography, and finance.
Adult education teachers may lecture in classrooms and also give students hands-on experience. Increasingly, adult vocational-technical education teachers integrate academic and vocational curriculums so that students obtain a variety of skills. For example, an electronics student may be required to take courses in principles of mathematics and science in conjunction with hands-on electronics skills. Generally, teachers demonstrate techniques, have students apply them, and critique the students' work so that they can learn from their mistakes. For example, welding instructors show students various welding techniques, including the use of tools and equipment, watch students use the techniques, and have them repeat procedures until students meet specific standards required by the trade.
Adult education teachers who instruct in adult basic education programs may work with students who do not speak English; teach adults reading, writing, and mathematics up to the 8th-grade level; or teach adults through the 12th-grade level in preparation for the General Educational Development Examination (GED). The GED offers the equivalent of a high school diploma. These teachers may refer students for counseling or job placement. Because many people who need adult basic education are reluctant to seek it, teachers also may recruit participants.
Adult education teachers also prepare lessons and assignments, grade papers and do related paperwork, attend faculty and professional meetings, and stay abreast of developments in their field. (For information on vocational education teachers in secondary schools, see the Handbook statement on kindergarten, elementary, and secondary school teachers.)
Adult education teachers often work at night or on weekends.
Since adult education teachers work with adult students, they do not encounter some of the behavioral or social problems sometimes found when teaching younger students. The adults are there by choice, and usually are highly motivated attributes that can make teaching these students rewarding and satisfying. However, teachers in adult basic education deal with students at different levels of development who may lack effective study skills and self-confidence, and who may require more attention and patience than other students.
Many adult education teachers work part time. To accommodate students who may have job or family responsibilities, many courses are offered at night or on weekends, and range from 2- to 4-hour workshops and 1-day minisessions to semester-long courses.
Adult education teachers held about 540,000 jobs in 1992. About 4 out of 10 taught part time, a larger proportion than for other teachers, and many taught only intermittently. However, many of them also held other jobs, in many cases doing work related to the subject they taught. Many adult education teachers are self-employed.
Adult education teachers are employed by public school systems; community and junior colleges; universities; businesses that provide formal education and training for their employees; automotive repair, bartending, business, computer, electronics, medical technology, and similar schools and institutes; dance studios; health clubs; job training centers; community organizations; labor unions; and religious organizations.
Training requirements vary widely by State and by subject. In general, teachers need work or other experience in their field, and a license or certificate in fields where these usually are required for full professional status. In some cases, particularly at educational institutions, a bachelor's, master's, or doctoral degree is required, especially to teach courses which can be applied toward a 4-year degree program. In other cases, an acceptable portfolio of work is required. For example, to secure a job teaching a flower arranging course, an applicant would need to show examples of previous work.
Most States and the District of Columbia require adult basic education teachers to have a bachelor's degree from an approved teacher training program, and some require teacher certification.
Adult education teachers update their skills through continuing education to maintain certification requirements vary among institutions. Teachers may take part in seminars, conferences, or graduate courses in adult education, training and development, or human resources development, or may Return to work in business or industry for a limited time.
Adult education teachers should communicate and relate well with students, enjoy working with them, and be able to motivate them. Adult basic education instructors, in particular, must be patient, understanding, and supportive to make students comfortable, develop trust, and help them better understand their needs and aims.
Some teachers advance to administrative positions in departments of education, colleges and universities, and corporate training departments. Such positions may require advanced degrees, such as a doctorate in adult and continuing education. (See statement on education administrators elsewhere in the Handbook.)
Employment of adult education teachers is expected to grow faster than the average for all occupations through the year 2005 as the demand for adult education programs continues to rise. Participation in continuing education increases as the educational attainment of the population increases. More people are realizing that life-long learning is important to success in their careers. To keep abreast of changes in their fields and advances in technology, an increasing number of adults are taking courses for career advancement, skills upgrading, and personal enrichment, spurring demand for adult education teachers. In addition, enrollment in adult basic education programs is increasing because of changes in immigration policy that require basic competency in English and civics, and an increased awareness of the difficulty in finding a good job without basic academic skills.
Employment growth of adult vocational-technical education teachers will result from the need to train young adults for entry level jobs, and experienced workers who want to switch fields or whose jobs have been eliminated due to changing technology or business reorganization. In addition, increased cooperation between businesses and educational institutions to insure that students are taught the skills employers desire should result in greater demand for adult education teachers, particularly at community and junior colleges. Since adult education programs receive State and Federal funding, employment growth may be affected by government budgets.
Many job openings for adult education teachers will stem from the need to replace persons who leave the occupation. Many teach part time and move into and out of the occupation for other jobs, family responsibilities, or to retire. Opportunities will be best in fields such as computer technology, automotive mechanics, and medical technology, which offer very attractive, and often higher paying, job opportunities outside of teaching.
In 1992, salaried adult education teachers who usually worked full time had median earnings around $26,900 a year. The middle 50 percent earned between $18,700 and $38,800. The lowest 10 percent earned less than $13,500, while the top 10 percent earned more than $49,200. Earnings varied widely by subject, academic credentials, experience, and region of the country. Part-timers generally are paid hourly wages and do not receive benefits or pay for preparation time outside of class.
Adult education teaching requires a wide variety of skills and aptitudes, including the power to influence, motivate, and train others; organizational, administrative, and communication skills; and creativity. Workers in other occupations that require these aptitudes include other teachers, counselors, school administrators, public relations specialists, employee development specialists and interviewers, and social workers.
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Reprinted with Permission of U. S. Department of Labor