Abstract
Purpose. The purpose of this study was twofold. The first purpose was to identify what will be the educational needs of adults within California for the year 2015; the second purpose was to determine the degree of importance and feasibility that these needs will become focal points for adult education planning in California, as perceived by California adult education policy experts and field experts. Methodology. The research design of this study was descriptive and employed the Delphi technique. The participants in this study comprised a panel of twenty-three adult education experts, both policy experts and field experts that work on behalf of public adult education in California. Three rounds of data collection were used to gather the input from the experts. A priority matrix was created to identify the priorities based on both importance and feasibility. Findings. Considering both importance and feasibility, the highest priority needs for adult education program planning for 2015 are: Life skills education for English as a Second Language learners; ESL education for adult immigrants wanting to be a part of the mainstream of society and wanting to move forward in their employment; Citizenship classes for immigrants; Basic literacy and numeracy; High school diploma, including earning the necessary credits and/or passing the California High School Exit Exam; GED preparation. Conclusions. As a result of the data gathered, four implications for action emerged. (1) There is a need to cultivate professional adult educators to deliver instruction to the adults in California. (2) There is a need for adult education programs to address adult literacy through a variety of instructional programs. (3) There is a need to make an adult high school diploma a reasonable option for adults. (4) There is a need for better collaboration among policymakers and field practitioners on behalf of adult education in California. Recommendations. Further research is advised, including a study of educational needs by California region; differences in needs between urban and rural communities; a study of perceptions of adult school principals of local educational needs of adults, and the educational needs of adults that can be addressed by noncredit programs through the community college system.