Forum: COVID-19 and the Future of Adult Education - Part 1 - Where Are We Now? Where Are We Headed?

Oct 15, 2026

Forum essay examining how adult education in Arkansas has evolved amid COVID-19 disruptions and how pandemic-linked hardships affect adult learners’ education access. It outlines pre-pandemic adult education roles and, after centers closed, describes new delivery approaches such as outdoor instruction and remote synchronous/asynchronous support. It reports enrollment declines, then analyzes learners’ increased economic and physical vulnerability, mapping barriers to Maslow’s basic needs and recommending student-centered strategies, teacher development, and partnerships.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Forum: COVID-19 and the Future of Adult Education

Adult Education: A State Director’s Perspective - Where Are We Now? Where Are We Headed?

Impact of the COVID-19 Pandemic on Adult Learners

Student-Centered Environment

ADULT LITERACY EDUCATION Summer 2021 | [https://www.proliteracy.org/Portals/0/pdf/Research/ALE%20Journal/ALE_ResearchJournal-v003_02-2021-44_Miles.pdf](https://www.proliteracy.org/Portals/0/pdf/Research/ALE%20Journal/ALE_ResearchJournal-v003_02-2021-44_Miles.pdf) | | | --- | --- | | | Forum: COVID-19 and the Future of Adult Education | (Part 1 of 3) Adult Education: A State Director’s Perspective Where Are We Now? Where Are We Headed? Trenia Miles, State Director Division of Workforce Services, Adult Education Section, Arkansas Since 1964, adult education has played a pivotal role in helping adults improve their lives and advance economically. According to the Federal Adult Education—A Legislative History, 1964-2013, when an influx of immigrants started arriving in the United States in the 20th century, language became a barrier for many to fully participate in the work and economic opportunities the country began to offer (Eyre & Pawloski, 2014). In response, states met this challenge by providing instruction to help immigrants learn English. Today, the field of adult education continues the pattern of evolving to meet the needs of its respective community and the nation. For example, family literacy classes are offered to help improve the economic outlook of families and assist parents in supporting their children’s academic needs. Workplace classes provide an opportunity for employees to improve basic academic skills and increase work productivity on the job. Additionally, correctional education gives those in institutional settings a chance to earn their high school equivalency diploma so that, upon release, they can reenter society and increase their chances of obtaining a job. When adult education centers closed during COVID-19 pandemic, the adult education community found itself evolving once again, in unexpected ways, as teachers found creative ways to continue providing instruction to students. For instance, teachers held classes outside in parking lots, delivered course work to students at their homes, and provided academic assistance and instruction both synchronously and asynchronously. The adversity of the moment revealed the character—one of resiliency, ingenuity, and adaptability—of the adult education community. Since students were no longer physically coming to the adult education centers due to the spread ofCOVID-19, programs experienced a decline in student enrollment compared to the previous fiscal year. For example, during the 2019-2020 program year, close to 22,000 Arkansans came to the adult education center for services, which is a 5% decrease compared to the previous year. As of February 2021, student enrollment in adult education centers across the state is 3,365 compared to 6,448 students during this sametime period in 2020, prior to COVID-19. The question of the hour is how to continue to adapt to an environment in which student enrollment is at an all-time low. An approach to consider isone that comprehensively fosters student-centered environments, provides professional development for teachers, promotes adult education, and buildsand expands partnerships. [Correspondence: Trenia.Miles@arkansas.gov](Correspondence: Trenia.Miles@arkansas.gov) 44 Impact of the COVID-19 Pandemic on Adult Learners The COVID-19 pandemic has shown us the increasing economic and physical vulnerability of many Americans. We have also witnessed a surge in poverty, housing insecurity (e.g., evictions and homelessness), food insecurity (e.g., hunger and food access issues), long-term unemployment, and challenges with health care access and use. While these hardships transcend demographics (e.g., age, race, ethnicity, gender, socioeconomic status, etc.), workers without a high school diploma or from a lower socioeconomic background are often the ones most adversely impacted. This is partially due to the tendency of this population to work in service industry jobs (e.g., food service, delivery, hospitali

FAQs

What delivery changes did adult education programs adopt during COVID-19?

When centers closed, teachers used creative methods including classes held outdoors in parking lots and course delivery to students at home. Support was provided both synchronously and asynchronously.

How did COVID-19 affect adult education enrollment in Arkansas?

Enrollment declined compared with the previous fiscal year. In 2019–2020, close to 22,000 Arkansans received services (about a 5% decrease), and by February 2021 enrollment across the state was 3,365 versus 6,448 during the same period in 2020.

Why did many adult learners deprioritize education during the pandemic?

The pandemic increased economic and physical vulnerability, including unemployment and housing, food, and health care access challenges. Many learners shifted priorities toward basic survival needs, making consistent class attendance harder.

Oct 15, 2026

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