ADULT EDUCATIONZelizer, Viviana 1985 Pricing the Priceless Child. New
York: Basic Books.
MICHAEL J. SHANAHANADULT EDUCATION
Most basically defined, adult education is the in-
tentional, systematic process of teaching and learn-
ing by which persons who occupy adult roles ac-
quire new values, attitudes, knowledge, skills, and
disciplines. As a concept, ‘‘adult education’’ de-
marcates a subfield of education that is distinct
from the latter’s historical and still general identifi-
cation with the formal schooling of youth in prima-
ry and secondary schools, colleges, and universi-
ties. Once lacking the central social significance
long recognized for this formal schooling, adult
education expanded rapidly after 1950. Changing
social, economic, and demographic forces occa-
sioned new educational forms and organizations
and new levels of adult participation in existing
forms. Adult education is now so widespread and
important a feature of societies worldwide that it
increasingly occupies the attention of social scien-
tists, policy makers, businesses, and the public.
TYPES OF ADULT EDUCATIONAdult education now permeates modern societies.
It does not do so, however, with the kind of public
funding, legislative sanction, organizational cohe-
sion, and standardization of practice that have
made universal schooling a highly visible and cen-
tral institution. Precise substantive definition and
classification of adult education is frustrated by
the great and changing variety that characterizes
the field (Courtney 1989). The complex circum-
stances of adult life and development lead to the
informal, nonformal, and formal pursuit of educa-
tion for many different purposes. In response to
an intricate array of social, economic, and political
conditions, formal and nonformal organizations—
from multi-state international agencies to corpora-
tions to local recreational clubs—support and de-
velop adult education programs. In consequence,
an eclectic set of professions, occupations, disci-
plines, and practices forms the division of adult
education labor.
Adults seek a wide variety of educational goals.
These include basic literacy and work readiness
skills; knowledge and technical competencies re-
quired for entering and improving performance
of occupational, avocational, and recreational roles;
credentials for status attainment; information for
the improvement of family life, health, and psy-
chological well-being; knowledge, values, and dis-
ciplines for spiritual growth and intellectual en-
richment; and tools for addressing community
problems and advancing political and social-action
agendas. An equally diverse set of organizations
and groups provides such education. Publishers
and producers of print and electronic educational
media serve a growing market for informal adult
education with products that range from golf tuto-
rials to taped lectures on the history of philosophy.
A large and rapidly expanding nonformal sector
(i.e., educational organizations that are not a part
of the formal school and college system), now
mobilizes very considerable resources to educate
adults. Businesses, government agencies, and non-
profit organizations train employees to enhance
productivity, organizational effectiveness, and cli-
ent satisfaction, to spur innovation in products
and services, and as an employment benefit to
attract workers. Proprietary schools and training
companies seek profits by providing similar train-
ing to both businesses and individuals. National,
regional, and local governments fund adult educa-
tion programs to reduce welfare dependency and
promote economic development. Political parties
and special-interest groups deliver adult education
designed to foster either dominant or insurgent
civic values, knowledge, and action. Professional
associations sponsor and certify continuing educa-
tion to maintain and enhance member compe-
tence, ensure the value of their credentials, and
maintain market advantages for their members.Other major providers of nonformal educa-
tion programs that expressly target adults include
unions; churches; libraries, and museums; the
armed forces; prison systems; charitable, frater-
nal, service, and cultural associations; and the
health care industry. The formal educational sys-
tem itself no longer serves only the young. Com-
munity school adjuncts to primary and secondary
schools teach basic literacy, prepare adults for
high school equivalency exams, and offer classes in
subjects ranging from the latest computer soft-
ware to traditional arts and crafts. Colleges and