Other factors in the current context can help adult educators broaden the debate about the goals and purposes of literacy education. The adult learners responding to the survey clearly saw the role of education as much broader than only preparation for work. Increasingly, evidence demonstrates that the emphasis on just getting people into employment will not result in employment for self-sufficiency. Narrowing the focus of adult basic education to job development activities does not make sense. Adult educators must become advocates for programs that will support the goals of all their customers as well as those of funders.
Learners come to adult basic education and literacy programs with many different goals.
Some programs may decide, therefore, that providing work force education does not fit with their philosophy and purpose. That does not mean, however, that work force education is not a valid goal and purpose for adult education. In fact, many programs successfully engage in both literacy development and work force education. Even with a mission related to work force and literacy development, GLI implemented a number of changes that improved overall retention. These enhancements included adding a formal orientation, assigning a case manager to each student to provide emotional and structural support, and providing career exploration and development services.