- Individual learning plans supported by contextualized one-on-one instruction and contextualized classroom learning are needed.
- Issues of recruitment, attendance, motivation, and persistence
- Sense of embarrassment
- There is a need for more drop-in programs with computer labs and flexible evening and weekend hours.
- Tracking progress of students who are tutored one-on-one by volunteers is challenging.
- Recruiting and training volunteer tutors is an ongoing process.
- More effort is needed for recruiting students.
- There is limited support staff for some programs.
- Programs offer a range of curriculum materials, i.e. computer-based materials, but not many options.
- Students in adult education and literacy classes come only 2 or 3 times a week for a maximum of 12 hours, when as many as 150 hours of instruction is needed.
- Learners also may have diagnosed or undiagnosed disabilities or differing learning styles.
- Reduced budgets and program cuts may seriously impact program effectiveness.
- Older learners may be transient due to employment changes.
- Tutor-student matching is time consuming.
- Adult programs look like traditional schools where people have had poor educational experiences.
- One-third of the learners do not continue over time.
- Most students in adult literacy programs test at leass than a sixth grade reading level (basic or below basic).
Information taken from the Literacy 2030 Midlands Needs Assessment, 2012.