Given the disparate needs of individual adult learners, the multiple missions of learning programs, the changing needs of organizations and society, and the dynamic environment of markets, no single approach to adult education can be considered the best. However, Maehl [1] asserts that his three-year analysis of adult education programs has uncovered practices that may prove successful in a wide range of circumstances.

Clear purpose

A clearly stated and understood purpose acts as a beacon that guides leader decisions and member actions while differentiating the institution from others.

Strong origin and sufficient resources

Successful adult education programs tend to grow from

• a founder’s vision of an innovative method of satisfying an emerging market need, and;
• the availability or commitment of the resources necessary to build and maintain the program until it can become self-sufficient.

Match between learner and program

Understanding the unique, varied, and dynamic needs of adult learners can help institutions develop programs that successfully enable learner entry into the program. This provides flexible options to meet learner needs and circumstances, support the learner through the program, and facilitate self-sufficiency.

Favorable learning climate with learner support services

Comprehensive learner support services are among the strongest success factors of adult education programs. Methods may differ among institutions, and student needs change throughout the organization. Still, successful programs tend to actively engage in supporting student success by doing the following:

• Provide individualized program planning.
• Support the learner’s academic development.
• Identify and provide access to learning resources.
• Provide developmental support.
• Connect the classroom experience with learner experience.
• Facilitate program completion.

Learner-centered curriculum and channels

Successful adult education programs tend to break from traditional delivery methods that meet the institution’s established processes. They provide offerings that accommodate the needs and abilities of individual learners through flexible delivery channels that accommodate the divergent lifestyles of each learner.

Learner-centered schedule

Meeting the diverse needs of adult learners requires the programs to rethink the traditional day-time classroom schedule. They must adopt flexible schedules that meet the busy lifestyles of adult learners. Common approaches to scheduling in adult programs include offering courses during evenings and on weekends, offering asynchronous participation options in an online environment, independent study, and accelerating schedules by integrating work experience with classroom activities.

These alternative approaches to scheduling provide adult educators with a more flexible toolkit that encourages more effective learning. This helps learners relate classroom learning to life, and that accommodates the circumstances of individual learners.

Integration of experience and learning

Adults tend to be needs-based learners who become increasingly motivated when recognizing the connection between learning and experience. Adult educators attempt to recognize the value of prior experience in the classroom while encouraging the learner to apply new knowledge in current life situations.

For example, a student studying management may develop an operational plan for her job as a project for class. She might interview an organizational leader as a primary source for the project. After implementing feedback from the instructor and classmates, the student may present the plan to management at work.

Faculty and staff connections to student success

When external factors are eliminated, the key contributor to student success is the student’s connection with the faculty and staff of the institution. Successful adult education programs tend to have

• Members who are deeply committed to student success.
• Faculty who regularly provide developmental feedback, and staff who continuously provide support.
• Active training programs to develop the abilities of faculty and staff.

When the institution uses nontraditional delivery channels, electronic communication channels replace face-to-face connections [32, 33].

Clear administration

While adult education programs exist within traditional education systems, they tend to be more successful in nontraditional programs established specifically for meeting market needs [2]. Supporting this position, Maehl [1] acknowledged that a startup adult education program might benefit from the support of a large host. More likely, the established tradition, culture, and process of a traditional institution can “deter any effort on behalf of adults at all” [1, p. 277].

Continuous evaluation and learning organizations

Successful adult education programs continuously solicit feedback from students on organizational, staff, and faculty performance and communicate the feedback to those being assessed. Many programs recognize outstanding performance with awards, public accolades, and financial incentives. Assessments might include end-of-course surveys, drop surveys, annual reviews, and program completion.