Starting an adult literacy program involves much more than announcing that services are available. You need to recruit, hire, and train staff or volunteers; find an accessible and welcoming space; schedule classes, tutoring, or other learning opportunities; connect with prospective learners; build community relationships; and create systems that allow the program to operate effectively from day to day.
Building a program that people know about, trust, and find useful takes time. Rather than assuming that a program will become established according to a fixed timeline, focus on developing strong relationships, offering services that reflect learner priorities, responding to feedback, and demonstrating that the program will be a reliable part of the community.
A note here: Although the parts of this section are presented in a logical order, they will often overlap in practice. Community engagement may begin while the program is still being planned and should continue throughout its life. You may recruit learners while looking for space, train volunteers while building referral relationships, or adjust schedules after hearing from participants. Most of these activities are ongoing.
How do you find professional and/or volunteer staff?
Every adult literacy program needs people who can carry out its work, whether that means one trained volunteer, a small staff, or a larger team of educators, coordinators, navigators, and administrators. The appropriate staffing model depends on the program's goals, resources, community context, and learner needs.
Paid staff can provide continuity, specialized expertise, and dedicated time. Volunteers and peer educators can bring valuable community relationships, experience, and additional capacity. Many programs use a combination of these approaches.
Hiring professional staff
Staff members strongly influence whether learners feel respected, supported, and able to pursue their goals. They also shape how partner organizations and community members experience the program. Hiring should therefore focus not only on technical qualifications, but also on whether applicants can work effectively with adult learners and support the program's educational approach.
Determine what characteristics you want in staff members
In addition to job-specific requirements, useful characteristics may include:
- Ability to build respectful relationships with adult learners. Staff should communicate with learners as adults and partners, recognize their existing knowledge and experience, and avoid paternalistic or judgmental approaches.
- A learner-centered philosophy of education. Staff should understand the program's mission and approach and be prepared to involve learners in identifying goals, making decisions about learning, and evaluating progress.
Malcolm Knowles popularized the term andragogy to describe approaches to adult learning. Although adult education theory has continued to develop, several learner-centered principles remain useful:
- Adults should have meaningful opportunities to influence what and how they learn
- Adults bring knowledge, experience, skills, languages, and perspectives that shape learning
- Readiness to learn is influenced by people's goals, responsibilities, circumstances, and opportunities
- Adults are often most engaged when learning connects with goals and situations that matter in their lives
- Motivation may come from many sources, including personal goals, family responsibilities, education, employment, community participation, and the satisfaction of learning
- Experience with adult education or relevant teaching approaches. Direct experience can be valuable, particularly when it aligns with the program's educational philosophy, but strong educators can also develop through training, coaching, and supervised practice.
- Experience working with adults. Experience in education, workforce development, community health, social services, libraries, community organizing, or other adult-serving settings may provide useful preparation.
- Communication and relationship-building skills. Staff should be respectful, approachable, clear, reliable, and able to communicate effectively with learners, colleagues, partners, and community members.
- Patience and flexibility. Learning takes different amounts of time for different people, and educators need to adjust approaches without assuming that difficulty with one method reflects a lack of ability.
- Cultural humility and responsiveness. Staff should be willing to learn from people whose languages, cultures, identities, educational histories, or economic circumstances differ from their own. Shared language or community experience can be valuable when relevant, but no staff member should be assumed to represent an entire community.
- Willingness to build community relationships. Adult literacy programs are stronger when staff understand the community, participate in appropriate community activities, and maintain relationships with organizations and people learners already know and trust.
- Commitment to accessibility and inclusion. Staff should understand that disability access, language access, digital access, privacy, and other participation needs are part of effective adult education.
Community engagement can happen in formal and informal ways. Staff might attend community meetings, visit partner organizations, participate in neighborhood events, meet with resident leaders, or spend time learning how people use local services and resources. The goal is to develop genuine relationships rather than simply appearing in the community when the program needs participants or support.
Create a hiring process that will attract and identify applicants with those characteristics
- Describe relevant skills and expectations clearly in job postings. Include adult education experience, communication skills, language abilities, accessibility knowledge, community engagement, or other qualifications that are genuinely related to the role.
- Review applications for evidence of relevant experience and approach. Avoid making assumptions based on job titles alone. Someone's previous role does not automatically tell you how they will work with adult learners.
- Use an interview process that allows candidates to demonstrate how they would approach the work. Open-ended questions, realistic scenarios, teaching demonstrations, and participation by learners or community representatives can help identify applicants whose skills and values fit the program.
Interview questions might ask candidates how they would respond when a learner disagrees with them, how they would adapt an activity that is not working, how they would support a learner with a different educational background from their own, or how they would involve learners in setting goals.
What matters is not whether a candidate gives one "correct" answer, but whether they demonstrate respect, reflection, flexibility, and an understanding that adult learners bring knowledge and agency to the learning relationship.
Recruiting volunteers
Volunteer recruitment may begin early in an all-volunteer program or after paid staff have clarified which roles volunteers can appropriately fill.
Volunteers should supplement and strengthen the program rather than automatically being used as substitutes for work that requires paid staff, professional qualifications, or substantial ongoing responsibility.
Recruitment involves finding potential volunteers, explaining the role clearly, determining whether the opportunity is a good fit, providing training, and continuing to recruit when additional volunteers are needed.
Finding volunteers for adult literacy programs
Potential volunteers may learn about programs through many channels.
Advertising and digital communication
Recruitment options include:
- Paid advertising through relevant local or digital media
- Press releases, community news stories, newsletters, or guest articles
- Public Service Announcements and other donated media opportunities
- Flyers or posters in appropriate community locations
- Websites, social media, email newsletters, volunteer platforms, messaging apps, and other digital channels
Regardless of the method:
- Share information through channels prospective volunteers actually use. Ask current volunteers and community partners where people are most likely to see or hear about opportunities.
- Describe the opportunity without portraying learners through hardship or deficit. Explain the program's purpose, the contributions volunteers can make, and what they may learn or gain through participation.
- Make responding easy. Offer accessible options such as phone, text, email, online forms, or other communication methods appropriate to the community.
- Explain the role clearly. Describe responsibilities, expected time commitments, training, location, accessibility, and whether particular language or instructional skills are needed.
For example:
Help adults pursue reading, writing, math, digital, or English-language learning goals.
The Main Street Adult Learning Center is seeking volunteer tutors and learning partners.
Training and ongoing support are provided. Contact the program by phone, text, email, or online to learn more.
Community announcements, postings, and newsletters
Faith communities, libraries, community organizations, neighborhood groups, universities, service clubs, employers, cultural organizations, and other local networks may be willing to share volunteer opportunities.
Community presentations
Presentations to community organizations, colleges, workplaces, neighborhood groups, and other audiences can help people understand adult literacy and learn how they can participate.
Referrals
Other community organizations, volunteer centers, educational institutions, businesses, and literacy networks may refer people interested in volunteering. Maintain regular communication so partners understand what roles are currently available.
Websites and social media
Use your organization's website and the digital channels your community actually uses. Keep information current and make the next step clear.
Word of mouth
As volunteers and community partners have positive experiences with the program, personal recommendations may become an important source of new volunteers.
Screening volunteers
Not every volunteer role is a good fit for every person. Screening should help the program and prospective volunteer determine whether expectations, skills, availability, and approach align.
Decide on the characteristics you need
- Respectful communication with adult learners
- Understanding of and willingness to work within the program's mission and educational approach
- Openness, flexibility, and willingness to learn
- Patience
- Cultural humility and inclusive communication
- Enough available time for the role
- Reliability and willingness to follow through on commitments
- Ability to maintain appropriate boundaries and confidentiality
Clear expectations are important because learners may depend on regular meetings and communication. Programs may use volunteer agreements describing expected schedules, length of commitment, training, cancellations, confidentiality, and other responsibilities.
Screening process
Use a consistent process that relates directly to the responsibilities of the volunteer role. Interviews, references, teaching or communication scenarios, and post-training conversations can all help determine whether the role is a good fit.
Avoid relying only on intuition or whether someone simply "feels right." A structured process can reduce bias and help ensure that candidates are evaluated according to the same relevant criteria.
Volunteers who consistently communicate disrespectfully about learners, reject the program's learner-centered approach, disregard boundaries, or cannot meet essential responsibilities may not be appropriate for the role.
Sometimes a volunteer has good intentions but still uses an approach that limits learners' independence -- for example, completing tasks for learners rather than supporting them in developing the skills to do those tasks themselves. Training and supervision may help. If the pattern continues despite feedback, the program may need to identify another role or end the volunteer placement.
When background checks or other safeguards are appropriate, establish clear policies based on the actual responsibilities and risks of the role and follow applicable law and organizational policy. Avoid treating unrelated personal history, disability, recovery status, or other characteristics as automatic evidence that someone is unsuitable.
Once staff and volunteers are selected, provide both initial and ongoing training. Professional experience does not eliminate the need to learn about the organization's approach, community relationships, accessibility practices, and learner priorities. Volunteers likewise need preparation in adult learning, communication, boundaries, and the particular work they will do.
How do you find space?
Finding appropriate space depends on program size, community resources, location, accessibility, cost, and the types of learning activities you plan to offer.
Some general guidelines for thinking about space:
The physical character of the space
Size, layout, accessibility, privacy, lighting, noise, transportation, and technology can all affect whether a space supports learning.
- Size and layout. Consider how many learners and staff may use the space, whether one-on-one and group learning will happen at the same time, whether private conversations require separate areas, and whether the program expects to grow.
- Transportation and location. Consider public transportation, parking, walking and biking routes, travel time, safety, and whether the location is familiar and welcoming to participants.
- Facilities and accessibility. Consider accessible entrances, restrooms, seating, routes through the space, lighting, acoustics, internet access, electrical outlets, technology, kitchen or food-preparation needs, administrative space, and other features relevant to the program.
Accessibility requirements depend on the program and setting. Whenever possible, choose a space that is accessible from the beginning rather than relying on separate or less convenient arrangements for people with disabilities.
Also consider digital accessibility and technology. Learners may need reliable internet access, computers or tablets, charging options, accessible software, and spaces where they can participate in virtual learning or complete online applications privately.
Learner comfort and participation
The physical environment can affect whether learners feel welcome, respected, and comfortable participating.
- Shared ownership of the space. When possible, involve learners in decisions about how the space is arranged, decorated, and used. Learner work, community information, flexible seating, and welcoming common areas can help create a sense that the program belongs to the people who use it.
- A learning environment that fits adult participants. Some adults may be uncomfortable returning to a traditional school setting because of previous experiences, while others may prefer the familiarity and resources of a school or campus. Ask learners what kinds of environments work for them.
- Safety and belonging. Consider actual safety conditions as well as whether participants feel welcomed and respected in the location. Different people may experience the same neighborhood or institution differently because of previous experiences, identity, discrimination, transportation, or community relationships.
Location can also affect people in recovery or others who are working toward health or safety goals. Rather than making assumptions, ask prospective participants whether nearby businesses, environmental conditions, transportation routes, or other features create barriers and consider those concerns when choosing a site.
Should space be rented, donated, or shared?
Consider:
- Program resources. Include rent, utilities, insurance, internet, cleaning, maintenance, accessibility improvements, technology, security, and other costs rather than considering rent alone.
- Donated or subsidized space. Libraries, governments, schools, businesses, community organizations, colleges, faith communities, and property owners may have space they are willing to share or provide at reduced cost.
- Expectations connected with donated space. Clarify hours, storage, privacy, utilities, maintenance, signage, accessibility, security, and any expectations placed on the program before accepting the arrangement.
- Sharing space. Shared sites can create valuable partnerships, but organizations should agree on scheduling, confidentiality, storage, cleaning, accessibility, use of common areas, and decision-making before moving in together.
Shared space can also create opportunities for stronger connections among services. For example, an adult education program sharing space with a family-support, health, employment, or violence-prevention organization may be able to make referrals and offer additional resources more easily.
These partnerships work best when the staff who will actually use the space are involved in planning and expectations are clear from the beginning.
How do you recruit learners?
Learner recruitment uses many of the same communication channels as volunteer recruitment, but the message should focus on the opportunities the program offers and the goals adults may want to pursue.
Avoid framing adult learners as people who need to be rescued, fixed, or exposed as having a problem. Literacy stigma can already make people hesitant to seek support.
Recruit in ways prospective learners are likely to notice and use
Use plain language and accessible formats. This is useful not only for people developing reading skills, but also for people with disabilities, people learning English, and anyone trying to understand unfamiliar information quickly.
Print and digital information
Keep messages clear and direct. Use readable text, accessible design, sufficient contrast, clear headings, and straightforward explanations of what the program offers.
One example:
Want to strengthen your reading, writing, math, English, or computer skills?
Free adult learning opportunities are available.
Contact Main Street Adult Learning Center by phone, text, email, or online.
Use several communication formats
Depending on the community, this may include community radio, local media, social media, messaging apps, videos, community announcements, presentations, text messages, flyers, and word of mouth.
Provide information in languages participants understand
For English-language learning programs, recruitment information should be available in relevant community languages. Work with qualified translators and community partners rather than relying on literal word-for-word translation alone.
Make it easy for learners to contact the program
Offer several accessible methods -- phone, voicemail, text, email, online forms, in-person contact, or other options that fit the community. Respond promptly and respectfully.
Reaching out for adult education can feel vulnerable because literacy and language learning are still stigmatized in some settings. The first interaction should communicate respect and confidentiality.
Recruit through places, organizations, and networks learners already use
Ask community members where information should be shared rather than assuming that age, race, ethnicity, income, or language automatically determines which media or places people use.
Media and digital communication
Use channels that prospective learners themselves identify as useful. Different communities may rely on radio, local news, social media, messaging apps, neighborhood groups, community websites, or other sources.
Community outreach and recruiting
Libraries, community centers, health clinics, schools, workplaces, workforce programs, cultural organizations, faith communities, housing organizations, food-access programs, recreation facilities, neighborhood events, and other trusted settings may be useful places to share information.
For example, if a local multilingual community has expressed interest in English-language learning, work with organizations, businesses, faith communities, cultural groups, and residents that already have strong relationships within that community. Ask them where and how information should be shared and whether the proposed classes fit residents' schedules and goals.
Referrals
Referrals may come from:
- Workforce and employment organizations
- Human service and public assistance agencies
- Schools and high school equivalency programs
- Libraries and community colleges
- Disability and vocational rehabilitation organizations
- Health and behavioral health providers
- Housing and homelessness-service organizations
- Reentry and justice-system organizations
- Immigrant and refugee organizations
- Employers, unions, and worker organizations
Referral partners should understand what the program offers and should not identify someone as needing literacy services simply because they have a low income, disability, criminal legal history, receive public benefits, or belong to another particular group.
Whenever possible, people should receive information about the opportunity and decide for themselves whether it fits their goals.
Word of mouth
Current and former learners who choose to recommend the program can be among its strongest advocates. Community health workers, peer navigators, resident leaders, local businesses, cultural organizations, and other trusted community members can also help share information.
How do you connect with the community?
A sustainable adult literacy program should be connected with the broader community rather than operating in isolation.
Community connection includes explaining what the program offers, learning from residents and partner organizations, maintaining referral relationships, participating in community initiatives, and creating opportunities for learners themselves to represent and help shape the program.
Make contacts in the community
Build relationships with organizations and people whose work overlaps with adult education, employment, health, housing, family support, civic participation, disability access, language access, and other areas relevant to learners' goals.
Health and human service organizations
Potential partners may include:
- Public assistance and human service agencies
- Workforce development and unemployment services
- Vocational rehabilitation and disability-service organizations
- Social Security and benefits-navigation programs
- Hospitals, clinics, community health centers, and other health providers
- Substance use prevention, treatment, harm-reduction, and recovery organizations
- Other adult education providers
- Public schools
- Head Start and other early childhood programs
- Child and family service organizations
- Youth and family services
- Housing organizations and housing authorities
- Shelters and organizations supporting people experiencing homelessness
- Emergency assistance and crisis-support organizations
- Food banks and food-access organizations
- Recreation and community organizations
- Libraries
- Courts, probation, public defenders, reentry organizations, victim-support organizations, and other justice-system partners when relevant
- Legal services
- Mental and behavioral health organizations
- Community colleges
- Community foundations, United Ways, and other local philanthropic organizations
Large service systems can be difficult for both participants and staff to navigate. Strong relationships among organizations can make referrals and problem solving easier, but programs should also work toward clearer, more accessible systems rather than depending entirely on personal connections to get around confusing procedures.
Area employers
Employers can be important partners in adult education, particularly when workers identify goals related to English-language learning, digital skills, workplace communication, professional credentials, advancement, or additional education.
Employers may contribute funding, paid learning time, space, equipment, technology, referrals, or information about career pathways. Partnerships should support workers' goals as well as organizational needs.
Chambers of commerce, workforce boards, employer associations, unions, and individual businesses may help build these connections.
Employers can also participate in career conversations, job fairs, mentoring, workplace tours, or other activities when learners find these opportunities useful.
Local government
Local government agencies and staff may be valuable partners in areas such as education, workforce development, libraries, transportation, housing, human services, economic development, and community planning.
Invite public officials and staff to learn about the program and hear directly from learners who choose to share their experiences. These relationships can help decision-makers understand the value of adult education and identify opportunities for coordination, policy support, or funding.
Other community leaders and members
Other useful partners may include:
- Faith and spiritual communities. These organizations may provide referrals, volunteers, meeting space, communication networks, and other forms of support.
- Service and civic organizations. Local clubs and associations may contribute volunteers, funding, equipment, relationships, or other resources.
- Local businesses and trusted community members. Business owners, barbers, hair stylists, pharmacists, neighborhood leaders, community health workers, resident organizers, and others who have strong local relationships may help share information and identify community priorities.
- Adult learners and program alumni. Current and former participants should have meaningful opportunities to represent the program, advise staff, participate in planning, and help explain adult education to the wider community if they choose to do so.
Inform and engage the community through presentations and communication
Community members may have limited awareness of adult literacy and adult education, or they may hold inaccurate assumptions about who participates and why.
Avoid describing adult learners as people who are hiding an inability to read or as a social problem the community needs to solve. Instead, explain that adults pursue education for many reasons and bring substantial knowledge, skills, work experience, languages, family responsibilities, and community connections with them.
Presentations, community events, newsletters, websites, social media, accessible brochures, videos, and other materials can explain:
- What learning opportunities the program provides
- What learners say they value about the program
- How adult education contributes to individual and community goals
- How people can participate as learners, volunteers, partners, donors, or advocates
- How the program protects privacy and supports accessibility
Use learner stories, photographs, or personal information only with meaningful permission and avoid presenting people's hardships primarily as fundraising or publicity material.
Participate in community life
Join coalitions, networks, committees, and community initiatives when participation aligns with your program's mission and staff capacity. These relationships can help the program learn from others, contribute to shared community work, and become a more reliable partner.
Participation should be reciprocal. Do not join groups only to recruit learners, volunteers, or funding. Contribute information, time, relationships, and expertise when appropriate.
Connections with funders and other adult education providers are also useful. Conferences, professional networks, working groups, learning communities, and collaborative projects can help programs share knowledge and avoid working in isolation.
Develop a community Board of Directors or Advisory Board
A board or advisory group can strengthen community accountability, provide expertise and relationships, and help guide the program over time.
Include adult learners or alumni in meaningful roles rather than limiting the board to professionals, funders, or institutional representatives. Consider compensation or other support when community members are being asked to contribute substantial time and expertise.
In Summary
Establishing an adult literacy program requires more than finding instructors and opening a classroom. Programs need skilled and respectful staff or volunteers, accessible and welcoming learning environments, thoughtful learner outreach, reliable administrative systems, and strong relationships throughout the community.
Recruitment should emphasize opportunities and learner goals rather than deficits or stigma. Staff and volunteers should be selected and supported according to clear, role-related expectations. Learning spaces should be accessible, safe, and responsive to participants' preferences. Community partnerships should make services easier to find and navigate while giving learners meaningful opportunities to influence the program.
These activities continue throughout the life of the program. As learners, staff, volunteers, and community partners provide feedback, the program should be willing to adjust. The strongest measure of success is not simply whether a program becomes well known, but whether learners experience it as accessible, respectful, useful, and supportive of the goals they have chosen for themselves.