Support services for adult basic learner graduation: a case study

This case study attempted to isolate and recommend a network of the most effective wrap-around support services that impact time on learning and graduation as identified by adult learners enrolled in Quesnel, British Columbia's continuing and adult education Helen Dixon Centre. Research on deterrents to attendance and strategies for retention are reviewed. This research project focused on identfying institutional, dispositional, and situational deterrents by conducting face-to-face interviews of fifteen non-graduated students. Data analysis was conducted through a mixed method approach. The results revealed that situational barriers are prevalent for Quesnel's adult learners. A child minding service and a course in personal and professional development were suggested as intervention strategies by participants. The possible significance of the study in terms of what was learned, alternative explanations for results, implications, and recommendations are also discussed.