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Findings

The research team found that adult students and staff saw different reasons for

student absenteeism. These differing outlooks reflected the relationships between

learners, staff, and funding sources. Since government funding is based on the

amount of attendance hours, the staff took an open-door enrollment policy to gain maximum attendance. Because of the fluid student population there was excessive flexibility to the curriculum, making it difficult for students to develop and attain specific learning goals.

Even though the staff was passionate, their expectations were not always communicated to students because these two parties had different perceptions on the curriculum. The researchers suggested that additional structure to the curriculum and more effective communication between staff and students would help the community center minimize absenteeism.

Sources:

Soga, Kyoko

2005  Causes and Possible Solutions for Absenteeism in Adult English as a Second Language

     (ESL) Program. M.A. Thesis, Department of Anthropology, Minnesota State University,

     Mankato.

Soga, Kyoko and Susan L. Schalge
   N.d.  Assessing Absenteeism at the Adult English as a Second Language (ESL) Program:

         September 2003 - April 2004. Unpublished report, Department of Anthropology,

         Minnesota State University, Mankato.