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Half of U.S. Adults Without Degrees Want More Education- Chronicle of Higher Education

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Half of U.S. Adults Without Degrees Want More Education- Chronicle of Higher Education

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I chose this article because it presents statistics of the need of education by working adults. According to a recent survey by the Chronicle of Higher Education, half of all adults in the United States without college degrees desire more education. The survey found that respondents who did not have bachelor's degrees were twice as likely to express an interest in continuing their education than those with higher levels of educational attainment. This indicates that there is still a strong demand for postsecondary education among Americans, even if they do not necessarily have plans to pursue traditional degree programs.

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What Employers Are Saying About Higher Ed- Chronicle of Higher Education

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What Employers Are Saying About Higher Ed- Chronicle of Higher Education

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This report reveals that employers are looking for employees with skills beyond what is traditionally taught in college courses, such as problem-solving and communication abilities. They also want to see a demonstrated commitment to lifelong learning and professional development, as well as evidence of creativity or initiative. The report also highlights how some employers are taking steps to bridge the gap between their needs and what colleges offer by creating apprenticeships or internships with flexible schedules so students can gain real-world experience while still completing their studies.

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"Adult education and the idea of “lifelong learning” make going to school normative well into adulthood, and hence currently one third of the entire U.S. labor force is required annually to enroll in continuing education as a condition for employment."—Baker (p. 2). 

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"Adult education and the idea of “lifelong learning” make going to school normative well into adulthood, and hence currently one third of the entire U.S. labor force is required annually to enroll in continuing education as a condition for employment."—Baker (p. 2). 

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Baker highlights the importance of adult education and lifelong learning in today's job market. He notes that one third of the United States labor force is required to enroll in continuing education each year as a condition for employment, demonstrating just how important it is for adults to keep their skills up-to-date. This shows us that having an educational background and staying informed on current trends can help individuals remain competitive and successful in their respective fields.

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"The same trend is evident by the normative occurrence of continuing education for workers in an occupation regardless of their actual experience and work skills, so that in 2005 34 percent of working American adults reported that their occupation had legal or professional requirements for continuing education". Baker, David. The Schooled Society (pp. 173-174). Stanford University Press. Kindle Edition. 

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"The same trend is evident by the normative occurrence of continuing education for workers in an occupation regardless of their actual experience and work skills, so that in 2005 34 percent of working American adults reported that their occupation had legal or professional requirements for continuing education". Baker, David. The Schooled Society (pp. 173-174). Stanford University Press. Kindle Edition. 

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The prevalence of continuing education in modern workplaces. According to Baker's research, a large portion (34%) of working American adults in 2005 reported that their occupation had legal or professional requirements for continuing education, regardless of their experience and work skills. This trend is indicative of the importance placed on staying up-to-date with new developments within an industry or profession as well as ensuring employees have current knowledge and skillsets needed to excel at their job.

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"a full third of all students in higher education are twenty-five years or older, and a recent assessment of adult education in the United States finds that 40 percent of adults in the nation participated in some formal education for work or, notably, for reasons of personal growth". Baker, (p. 30). 

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"a full third of all students in higher education are twenty-five years or older, and a recent assessment of adult education in the United States finds that 40 percent of adults in the nation participated in some formal education for work or, notably, for reasons of personal growth". Baker, (p. 30). 

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This passage demonstrates that a large portion of students in higher education are adults, and even more adults are engaging in formal education outside of traditional institutions. This emphasizes the importance of effective strategies for teaching adult learners, as they make up such a large percentage of people participating in educational activities. Teaching strategies should be tailored to meet their specific needs and interests while helping them develop skills that will benefit them personally and professionally.

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Chen, Joseph C. “Nontraditional Adult Learners: The Neglected Diversity in Postsecondary Education.” SAGE Open, vol. 7, no. 1, 2017, p. 215824401769716., https://doi.org/10.1177/2158244017697161. 

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Chen, Joseph C. “Nontraditional Adult Learners: The Neglected Diversity in Postsecondary Education.” SAGE Open, vol. 7, no. 1, 2017, p. 215824401769716., https://doi.org/10.1177/2158244017697161. 

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The author points out that nontraditional adult learners often face different challenges than traditional students due to their age, life experiences, and other factors. These challenges can include financial constraints or a lack of support from family members or employers as they pursue higher education goals. Chen suggests several strategies for institutions of higher learning such as providing flexible scheduling options and creating an environment where these students feel welcome in order to better serve this population's educational needs.

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  Smith, Scott P. “Adult Learners: Effective Training Methods.” Professional safety 62.12 (2017): 22–25. Print.

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  Smith, Scott P. “Adult Learners: Effective Training Methods.” Professional safety 62.12 (2017): 22–25. Print.

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Smith argues that adult learners require a different approach to training than younger students. He suggests several strategies for effectively teaching adults, such as using active learning techniques and providing opportunities for collaboration among peers. Additionally, he emphasizes the importance of tailoring instruction to meet the needs of each individual learner in order to maximize their success and engagement with course material. Finally, Smith encourages trainers to ensure that all materials used are accessible and relevant while also being engaging enough so as not bore or overwhelm learners.

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 Hernández-Gantes, Victor M. “Teaching Adult Learners in Online Career and Technical Education.” International journal of web-based learning and teaching technologies 4.4 (2009): 32–49. Web.

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 Hernández-Gantes, Victor M. “Teaching Adult Learners in Online Career and Technical Education.” International journal of web-based learning and teaching technologies 4.4 (2009): 32–49. Web.

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This article discusses the emotions of adult learners in online learning.The author notes that while adult learners often experience positive feelings such as a sense of autonomy and self-efficacy when engaging with online learning, they can also feel anxious or frustrated due to difficulties navigating technology or lack of support from instructors. Additionally, he suggests that creating an emotionally supportive environment is key for successful online learning experiences for adults. To do this, instructors should be aware of their own emotional responses and create an open dialogue between students to encourage collaboration and problem solving among peers.

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Peterson, D. (2019, October 7). Do you practice the 5 principles of adult learning when you teach? ThoughtCo. Retrieved March 3, 2023, from https://www.thoughtco.com/principles-for-the-teacher-of-adults-31638 

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Peterson, D. (2019, October 7). Do you practice the 5 principles of adult learning when you teach? ThoughtCo. Retrieved March 3, 2023, from https://www.thoughtco.com/principles-for-the-teacher-of-adults-31638 

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The first principle is that adults learn best when actively engaged, meaning they can take ownership of their learning experience by being involved in discussions and activities. Second, adults need to be respected as competent learners who bring a wealth of knowledge into the classroom; this respect should be reflected through active listening and open dialogue between teacher and student. Third, teachers must recognize that each individual has unique needs that can influence how they learn; tailoring instruction accordingly will help maximize student engagement levels. Fourth, it is important to create an environment conducive to learning where taking risks is encouraged without fear or judgment from others; providing feedback on mistakes made during class helps foster a safe space for growth within the group dynamic. Finally, recognizing progress towards goals set by both teacher and learner helps build trust between both parties, which leads to greater success overall within any educational setting

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How to Implement Adult Learning Theory (Andragogy) in the Workplace.

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This article discusses the need for policies that promote adult education and align it with postsecondary education. The author argues that such policies are necessary to meet the growing demand for skilled workers in the United States and to help individuals achieve economic mobility.

The article outlines a range of policy recommendations to promote adult education, including expanding funding for adult education programs, creating incentives for employers to invest in workforce training, and improving coordination between adult education and postsecondary institutions. The author also emphasizes the need for policies that support learners in navigating the complex landscape of adult education and postsecondary education, such as better information about education and career pathways and improved counseling and support services.

Overall, the article argues that policies to promote adult education and postsecondary alignment are critical for addressing the skills gap and ensuring that all individuals have the opportunity to achieve economic success.

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This article outlines several policy recommendations to connect adult learners to postsecondary education, including expanding financial aid programs, creating flexible pathways to postsecondary credentials, and providing targeted support services for adult learners. The author also emphasizes the importance of partnerships between adult education and postsecondary institutions to better align education and training with workforce needs.

The article highlights several promising policy initiatives that have been implemented at the state and local level to support adult learners, including tuition-free community college programs, prior learning assessments, and integrated education and training programs. The author also emphasizes the need for continued investment in research and evaluation to identify effective policy strategies and scale up successful initiatives.

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Adult learner/Non-traditional student post-secondary enrollment and success are essential to the national economic and college completion agenda. At the state policy level, enrolling (and graduating) additional adults, sometimes referred to as non-traditional students, enables states to have a more educated population, increasing state economic prosperity and competitiveness, and enhancing social mobility overall. While identifying and addressing barriers to non-traditional student enrollment, retention, and success is not a new focus for student affairs professionals, the re-examination of institutional and state policy is needed in order to address proper alignment of support. Typically defined as a student over the age of 24, non-traditional or adult learners now comprise 40 percent of all undergraduate and graduate students nationwide ( National Student Clearinghouse Research Center, 2015).

While many states have begun to address the financial barriers that recent high school graduates might face through the creation of promise programs, few states have taken the next step to address the financial and personal barriers of adult learners. Many of these students may have either started a degree and never finished, or entered the workforce before earning a credential. As national and state economies improve, encouraging adults to earn a postsecondary degree becomes an even greater challenge. Yet, national data indicates that without a focus on educating the adult workforce, national and state economies may suffer from a lack of qualified and skilled workers. Furthermore, an investment in a postsecondary degree is one way to ensure that, during times of economic recession, an individual can remain competitive in securing or maintaining employment.

A 2007 report by the US Department of Labor highlighted barriers to success and strategies to support adult learners in higher education. Recommendations found in the report include developing federal-state partnerships to promote adult access and success in higher education; updating federal student aid programs to support working adults pursuing a postsecondary degree; creation of a national data system to record adult learner educational and employment outcomes; and identification of strategies to engage employers in financing and investing in higher education. The recommendations highlight the need for higher education to develop institutional policies that support flexible and accelerated learning options like prior learning assessments (PLA) as well as state educational policies that provide financing and student aid options to support adults. Since then, other national organizations like the State Higher Education Executive Officers (SHEEO) and Education Commission of the States (ECS) have engaged in policy discussions with state higher education leaders about how to create state policies that encourage and support adult learner degree attainment.

A few states have taken the lead in developing state educational policy that supports the return of adult learners to postsecondary institutions. In states with performance funding models, institutions may receive "credit" for the enrollment and completion of adult learners that incentivize institutions to recruit and retain adult students. In states without performance funding, state policy efforts to remove financial barriers to enrollment suggest a promising practice that other states may replicate. In 2017, Indiana and Tennessee passed legislation to create promise programs for adult learners.

In Tennessee, about 34.3 percent of the state's population aged 25-64 had a college degree, ranking Tennessee 42nd nationally on this measure. To address this completion challenge, Tennessee will launch its free tuition program for adult learners, referred to as "Tennessee Reconnect," in Fall 2018. The state aid program is geared towards encouraging adult learners to earn a certificate or degree. Traditional definitions of an adult learner (anyone over the age of 24) were re-defined in the Tennessee Reconnect program. If a student can illustrate their independent status through the FAFSA, then the student qualifies to receive the benefits of the state-lottery-funded program. This means even a recent high school graduate, but one who may also be a parent and working full-time, would still have the same opportunity to receive financial assistance as someone who has been working for the past 20 years and now wants to get a degree for job advancement or to start a new career.

Institutions located in states that have yet to take a state-level policy approach to adult learners may find it useful to examine institutional policies that support adult learner degree attainment. A re-examination of institutional policies may start with the enrollment process itself. How many steps must an adult learner take to complete an application? Are there ways to simplify the application form? What are the institutional policies on required immunizations? Is it essential that immunizations be documented if the adult learner is taking online classes or enrolled part-time? An adult who will return to school after 20 years may have difficulty locating immunization documentation, high school transcripts, or test scores creating a barrier to enrollment.

Adults who enrolled at one point, but did not complete a credential may need additional advising on how to work through outstanding educational debt or how to overcome prior insufficient academic performance. For example, what assistance is provided to help adults who are in default on an educational loan? Can the institution waive outstanding balances the student may have for unpaid parking or library fines so they can re-enroll? While federal Satisfactory Academic Progress (SAP) requirements cannot be reset, state aid or institutional aid which is applied allows for a re-examination of institutional policies. For example, can institutions re-define how the GPA is calculated so that the adult student has a chance to make satisfactory academic progress when they re-enroll by only calculating the GPA after they start receiving the state aid? This process would essentially allow for the calculation of two different sets of grade point averages. One GPA that accounts for courses taken prior to receiving any state aid and one that accounts for courses the student takes when they re-enroll under any adult promise programs. Even when state-aid and federal aid is available to pay for tuition, institutions should also examine how foundation and other scholarship funds might assist with books, childcare, transportation, or other living expenses that can become barriers to the adult student's persistence.

If progress is to be made nationally with expanding the number of adults with a post-secondary degree or credential, all policy sectors must be aligned to support the enrollment and progression of adult learners. Tackling the barriers that adult students face will be ineffective if the issue is thought of merely as a federal financial aid policy gap. Likewise, institutions must not rely solely on state-aid programs to assist them in recruiting adults to return to postsecondary education. An analysis of policies at the federal, state, and institutional level is imperative in order to develop a holistic approach to supporting adult learners from initial enrollment to completion.

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Policies that Connect Adult Learners to Postsecondary Education

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Adult learner/Non-traditional student post-secondary enrollment and success are essential to the national economic and college completion agenda. At the state policy level, enrolling (and graduating) additional adults, sometimes referred to as non-traditional students, enables states to have a more educated population, increasing state economic prosperity and competitiveness, and enhancing social mobility overall.

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This article discusses the challenges and opportunities facing adult and workforce education policy in the post-2020 era. The author argues that the COVID-19 pandemic has highlighted the need for greater investment in adult and workforce education to address the skills gap and promote economic recovery.

The article presents several key policy recommendations for addressing these challenges, including increasing funding for adult and workforce education programs, promoting collaboration between education and industry partners to develop relevant and responsive training programs, and supporting innovative approaches to education delivery, such as online and hybrid learning.

The author also emphasizes the importance of addressing equity issues in adult and workforce education, such as ensuring access to education and training opportunities for underrepresented groups and promoting diversity and inclusion in the workforce.

The article concludes by emphasizing the importance of taking a comprehensive and holistic approach to adult and workforce education policy that recognizes the interconnectedness of education, workforce development, and economic growth. The author argues that by adopting a forward-thinking and collaborative approach, policymakers can support the development of a skilled and resilient workforce that is prepared to meet the challenges of the post-2020 era.

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Increase funding for adult education programs: Investing in adult education programs can help to provide resources for programs that cater to the unique needs of adult learners, such as flexible schedules and targeted support services.

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Expand Access to Technology and Online Learning

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Expand Access to Technology and Online Learning

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Expand access to technology and online learning: Providing access to technology and online learning resources can help to address barriers to education, such as distance, cost, and scheduling constraints.

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 Partnerships Between Education and Industry

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 Partnerships Between Education and Industry

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Foster partnerships between education and industry: Building partnerships between education and industry partners can help to ensure that adult learners receive training and education that is relevant and responsive to the needs of the workforce, helping to bridge the skills gap and promote economic growth.