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EXCERPT: 2005 ABE Survey Report of Findings from the BC College and Institute Adult Basic Education (ABE) Outcomes Survey |
Why survey ABE students?
The public post-secondary institutions that offer Adult Basic Education and career preparation courses need information about the students who take them. To develop course content, improve delivery methods, and provide effective learning support services, post-secondary education policy makers need to know who takes ABE courses, why they chose ABE courses, and what their outcomes are. In particular, they need to understand why some students fail to complete their courses: who are the leavers, why do they leave, and what support do they need to become completers.
Who takes ABE?
Courses delivered under the ABE umbrella are diverse, ranging from ABE Fundamental courses—the type most people associate with the term “adult basic education”— through academic upgrading courses to life skills or career preparation (the courses referenced as Career Access and Orientation in this report). The students who take these courses are diverse as well and they enter ABE courses with varying levels of previous education. Even the group of students who took ABE Fundamental courses defies stereotyping by having a considerable percentage of high school completers.
Further, ABE and career preparation students often take different types of ABE courses or other college-level courses at the same time. This overlap or integration of studies makes it difficult to categorize former students and is a further reason to be cautious about drawing conclusions by category. That said, some demographic differences between categories are worth noting, since they can help with interpreting other results.
The Joint ABE/College respondents, those who took ABE courses and college-level courses or programs at the same time, were more like entry-level college and institute students than like other ABE respondents; for example, they were significantly younger, more likely to have completed high school, and more likely to be single with no children. Of all survey respondents, former ABE Fundamental students were the most likely to be parents—a significant percentage of those who left their ABE Fundamental courses before completing were single parents.
In addition, the ABE Fundamental respondents were the most likely to be Aboriginal, to have a condition that limits their activities, and to have learned English as their second language.
Why did they take ABE?
Regardless of category, the majority of the former students who were surveyed took their ABE or career preparation courses to upgrade or qualify for further education. There were some differences by category: while all Joint ABE/College respondents were looking to further their education, many Career Access respondents focussed on job skills or career, and ABE Fundamental completers often mentioned personal reasons for enrolling. Given respondents' high rates of previous secondary school completion, it appears that most students are not taking ABE and career preparation courses as a substitute for high school, but to get additional education they need for work and further studies.
Why do some leave courses before completing?
The ABE Advanced and ABE Fundamental students who did not complete their courses cited a variety of reasons for doing so. A surprising number said they got what they wanted from the courses— the credits they needed, the courses they wanted—or qualified to transfer to another institution or program. A smaller percentage were disappointed or changed their minds. An insignificant number mentioned finances as a reason for leaving, but several said they left for personal reasons, their job changed, or they got a job. Personal reasons were prominent for ABE Fundamental leavers.
Who are the leavers?
ABE Advanced or Fundamental students were categorized as ‘leavers” based on their failure to complete one course in a specified period (July 2003 to June 2004)— those called “completers” were required to complete only one course. Although that is all that separates the groups, there were often significant differences between them. In particular, there are some indications that leavers may be among the groups of students who face more barriers to success.