Mary Alfred – författare

In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments. Moreover, this book presents strategies for addressing the chronic illiteracy among low-income workers. The power of this volume is that the reader gains a holistic view of the complexities of educating a population of low-literate adult learners from various life conditions. From language literacy issues in corrections, the workplace and access to higher education, and migrant workers literacy learning barriers, to technology literacies, and consumerism myths, Learning for Economic Self-Sufficiency goes far deeper than prior volumes in exploring the complex scope of issues face by low-income, low-literate adults as they seek learning for economic self-sufficiency.The overall objective of the book is to help readers explore economic self-sufficiency for low literate and low-income adults from various contexts and the role of adult and higher education in developing these learners for greater economic independence. Noting that literacy is only a first step to economic, mental, and physical health as well as responsible citizenship, each chapter provide specific case examples and recommendations to educators and trainers of adults for creating learning programs and environments to facilitate the development of a more literate and economically stable population.

In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments. Moreover, this book presents strategies for addressing the chronic illiteracy among low-income workers. The power of this volume is that the reader gains a holistic view of the complexities of educating a population of low-literate adult learners from various life conditions. From language literacy issues in corrections, the workplace and access to higher education, and migrant workers literacy learning barriers, to technology literacies, and consumerism myths, Learning for Economic Self-Sufficiency goes far deeper than prior volumes in exploring the complex scope of issues face by low-income, low-literate adults as they seek learning for economic self-sufficiency.The overall objective of the book is to help readers explore economic self-sufficiency for low literate and low-income adults from various contexts and the role of adult and higher education in developing these learners for greater economic independence. Noting that literacy is only a first step to economic, mental, and physical health as well as responsible citizenship, each chapter provide specific case examples and recommendations to educators and trainers of adults for creating learning programs and environments to facilitate the development of a more literate and economically stable population.

For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women.The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.

For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women.The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.

Military Veterans Transitioning to Higher Education and the Civilian Workforce: Challenges, Opportunities, Supports, and Resources offers a thorough exploration of how veterans navigate academic and professional transitions after leaving military service. Drawing on adult education theory, human resource development, and transition frameworks, the book frames reintegration as an ongoing learning process rather than a single moment of change. It examines how military learning cultures—defined by hierarchy, structure, and collective purpose—often clash with the autonomy and self-direction expected in higher education, creating notable adjustment challenges for student veterans. Through lenses such as andragogy, transformative learning, experiential learning, and self-directed learning, the authors position veterans as non‑traditional adult learners whose experiences shape their motivation, identity, and readiness to learn.The text also highlights institutional responsibilities, emphasizing the value of veteran‑focused orientations, peer mentorship, cultural competency training, and inclusive policies. It explores veterans’ sense of belonging, identity negotiation, and the “third space” they occupy between military and civilian life. Beyond the academic sphere, the book addresses workforce transition issues including skill translation, new authority structures, and civilian perceptions of military expertise. It underscores the need for veteran‑ready organizations and the role of human resource development professionals in supporting effective training transfer and long‑term career integration. Overall, the volume provides research‑based strategies and practical guidance for educators, employers, and policymakers committed to creating environments where veterans are not only supported but positioned to thrive.

Military Veterans Transitioning to Higher Education and the Civilian Workforce: Challenges, Opportunities, Supports, and Resources offers a thorough exploration of how veterans navigate academic and professional transitions after leaving military service. Drawing on adult education theory, human resource development, and transition frameworks, the book frames reintegration as an ongoing learning process rather than a single moment of change. It examines how military learning cultures—defined by hierarchy, structure, and collective purpose—often clash with the autonomy and self-direction expected in higher education, creating notable adjustment challenges for student veterans. Through lenses such as andragogy, transformative learning, experiential learning, and self-directed learning, the authors position veterans as non‑traditional adult learners whose experiences shape their motivation, identity, and readiness to learn.The text also highlights institutional responsibilities, emphasizing the value of veteran‑focused orientations, peer mentorship, cultural competency training, and inclusive policies. It explores veterans’ sense of belonging, identity negotiation, and the “third space” they occupy between military and civilian life. Beyond the academic sphere, the book addresses workforce transition issues including skill translation, new authority structures, and civilian perceptions of military expertise. It underscores the need for veteran‑ready organizations and the role of human resource development professionals in supporting effective training transfer and long‑term career integration. Overall, the volume provides research‑based strategies and practical guidance for educators, employers, and policymakers committed to creating environments where veterans are not only supported but positioned to thrive.