Abstract
In a democratic global society, access to basic education for all students includes those students who stop out as children but return to their studies as adults. This type of adult education consists of services meant to encourage adult learners to receive secondary-school curricula and support. This chapter looks at adult education in the State of Utah and reviews literature tied to different theories of persistence to offer potential frameworks through which adult educators may create conditions where adult students will continue through completion. These frameworks acknowledge the differences between children and adults as learners and reveal unique features of adult learners that affect their ability to persist. Understanding adult learning and persistence frameworks will help educators better serve these vulnerable students and ensure their success.
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Patton, S., Owens, M.A. (2023). Persistence in Adult Education in Utah: Factors and Frameworks to Foster Success. In: Zajda, J., Hallam, P., Whitehouse, J. (eds) Globalisation, Values Education and Teaching Democracy . Globalisation, Comparative Education and Policy Research, vol 35. Springer, Cham. https://doi.org/10.1007/978-3-031-15896-4_6
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