Module 3 – Curriculum
Transitional Skills
Post-secondary Preparation
Accredited two- and four-year colleges and universities have a list of minimum necessary skills and competencies that must be demonstrated to attend college level, credit-bearing classes at the institution. These entry requirements almost always include proof of a high school diploma or GED, as well as a certain level of performance on one or more standardized entrance exams. Adult learners who have just passed their GED may need additional support to gain the skills necessary to pass entrance exams. Adults who have a high school diploma or GED from several years ago may request assistance in “refreshing” their skills prior to returning to an academic environment. In addition, colleges can require study of significantly larger amounts of material, at a faster pace, with performance required at higher levels, than entering adults are expecting. They may request support in acquiring new study habits and skills appropriate for such study.
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“She came in with a math and writing ability of about fourth grade and said ‘I want to go to college and be a scientist’. I was pretty skeptical. In less than four weeks I was a believer – and we did whatever was necessary to get her there. It took her a total of three years to get her GED and she is now taking college courses." |
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“I want to go to college. After I get my GED, I want to become an ultrasound technician.” |
Take a moment to consider how you might locate resources for the instruction and support of adult literacy learners who need or wish to build skills necessary to gain entrance into college and be successful in their studies.
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On your worksheet, record your initial thoughts about curriculum for adults entering colleges and universities. |
The mathematics skills required to pass college entrance exams are more advanced than required on the GED. Adult learners commonly need additional study of algebra and geometry topics, as well as stronger advanced mathematical reasoning and problem-solving skills. They also report challenges in the amount of reading and writing required to keep up in their classes. Applicants may even need to submit an essay along with their application for admission. They may need support in learning and using self-advocacy skills to navigate educational systems effectively. Adult literacy instructors may wish to form relationships with local college admissions counselors, because the college is often the best source of information.
Listed below is a real-life adult education scenario. While you are reading, consider the learner’s concerns and ideas. How might the instructor assist him in preparing for college-level study?
Real-Life Scenario – Tomas Applies For College:
Tomas earned his GED at the age of 25. He has been working in the medical field for over six years now, and desires to be an X-ray technician. To achieve his goal, he’ll need to study at a local two-year college. He remembers how the adult literacy program helped him study for his GED and has returned to ask for assistance in preparing to enroll in college. He has brought application materials from the college, but he is worried about his writing skills: “I haven’t had to write anything like the essay for six years – I’m gonna need some practice again.” He’s been temporarily assigned to a tutor, Poloma, whose first task is to help him determine what skills he needs to refresh or acquire to enroll in college credit-bearing courses.
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On your worksheet, record your thoughts on the learner’s concerns and ideas. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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We have a strong relationship with the local community college. Staff from the community college come speak at our center regularly. We’ve met and discussed the exact list of skills students generally need in order to gain entrance and be successful at the school.
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I find there are a lot of commercially published materials for specific areas of study at the college-level. I drop by the local library or bookstore and browse the shelves – even ask the information desk if they can find anything to assist folks in preparing for certain exams. I’ve even done some internet searches to find information – most of these 2 and 4 year degrees are very popular, and so there’s a lot of good information online.
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Find out what the competition to get into the program is like by talking to admissions staff at the college. If it is very popular, the student will need to perform much higher on the test or submit a strong application. I arrange for tours of the college and invite former adult education students who are attending college to come back and talk to students who are applying.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- The goals of adult literacy include preparing learners to be successful in postsecondary education programs.
- Adults may need support to strengthen academic skills, as well as study habits, to prepare for the pace and structure of college classes.
- Adult literacy programs and postsecondary institutions can form partnerships to promote ABE to postsecondary transitions.
- Adult learners may need support in learning to navigate postsecondary educational systems.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
