ABSTRACT
This article examines how organizational priorities affecting adult learning in different contexts are influenced by national, regional, and global advocacy organizations. By and large, the initial motivation of organizations to combine into national associations has come from the desire to share experiences that work best in teaching adults, curriculum development, training, program design, marketing, and outreach. However, because policy that affects adult learning and education, and the experience of adult learners, is seldom central to the priorities of governments, without sustained prompting by adult educators, the focus of the work expands. Organizations contribute to policy formation and analysis as partners to government and its agencies, but because those policies seldom meet the full aspirations of adult learners and those who support them, organizations develop skills in advocacy, too. To be effective as advocates, adult education organizations make alliances with agencies and organizations sympathetic to their aims, whether they are to be found in trade unions, women’s organizations, voluntary agencies, or faith organizations.
