Lifelong

Learning
A National
Priority
Larry J. Warford
I am not an advocate for frequent
changes in laws and
constitutions. But laws and
institutions must go hand in hand
with the progress of the human
mind. As that becomes more
developed, more enlightened, as
new discoveries are made, new
truths discovered and manners
and opinions change, with the
change of circumstances,
institutions must advance also to
keep pace with the times. We
might as well require a man to
wear still the coat which fitted
him when a boy as civilized
society to remain ever under the
regimen of their barbarous
ancestors.
Today’s Presentation
 The Case for Lifelong Learning
 The Numbers – Learners and Spending
 Old Learners – New Markets
 Funding Issues
 National Study Results
 A Proposal – Comprehensive Workforce
Training
“They want, need, and
demand education
anywhere, anytime”
Roberts T. Jones (CEO)
National Alliance of Business
“It is also clear that for
the next decade, the
only growth area in
education will be in
adult and continuing
education.”
- Harold
Hodgkinson

Source: “All One System” Harold L. Hodgkinson

(1985)
“Lifelong learning will be
more than a catch phrase.
Everyone will be in school all
the time, so to speak.”

Source: Global Network Trend Letter –

Special Issue - December 9, 1999
 21 Century
st

Workplace Trends
As continuous lifelong learning becomes the
norm, educational institutions will be
swamped with demand. The new students –
especially adults in mid-career transition – will
expect value, quality, speed of delivery, and
effectiveness in addition to availability and
convenience. Education will be a critical
personal investment for which the consumer
will demand an exceptionally high return. The
sheer scale, intensity, and diversity of demand
for adult and continuing education, plus the
schooling of the Baby Boom Echo, will simply
overwhelm our traditional
Source: instructional
“On the Horizon: Implications for
systems and methods, requiring
Educational technology
Organizations,” to
March/April 1998
The Kiplinger Letter
 A growing task for business:
Retraining workers, honing skills and
keeping employees current with
rapidly changing workplace
technology. A whopping 75% of
today’s workforce needs retraining
just to keep pace.
The Kiplinger Letter
 There’s plenty of help available . . .
Better focused than before: Local
boards to steer federal funds to the
right areas. Colleges striving to offer
training targeted to your company.
And more online assistance.
The Kiplinger Letter
 Look at partnering with community
colleges . . . rich resources. They’re
doing more to help companies offer
customized training programs.
Everything from basic reading and
math skills to high tech engineering.
Classes are held at times and places
that are convenient for employees.
 Key Themes for the 21st Century –
United States
Chamber of Commerce

“Workforce development is a
continuum and must be viewed
as long term and managed with
consistent focus”
Source: “Completing the Workforce Puzzle” – Center for Workforce
Preparation, U.S. Chamber of Commerce, Spring 2002
 United States Chamber of Commerce

Youth/Young Adult Years

Early Childhood Adult (Knowledge & Skills
(Foundation) (Formal/Compulsory Development
Schooling) In & Out of Work)

LIFELONG LEARNING
Keys to Success: Consistent attention, evaluation,
investment and alignment with the
education and economic systems
that support it
 National Association of State
Workforce Board Chairs
recommend . . . . . . .
“to ensure that the United States remains
competitive in the global economy . . . we
must prepare all current and future workers
for knowledge-based economy jobs and
lifelong education.”

Source: “The Competitive Challenge: Building

a World Class Force” (NASWBC)
National Governor’s Association ...
America’s economic future depends on the
strengths of our workforce. If we are to sustain
our current competitive edge in the global
marketplace we must build a workforce that:
 Improves worker productivity
 Builds skills needed for quality jobs
 Provides lifelong learning
 Supports workers in managing their careers
 Is supported by public and private management

Source: “A Governor’s Guide to Creating a 21st Century

Workforce” - National Governor’s Association
“The Learning Age
a renaissance for a new Britain”

 “Learning is the key to prosperity – for each of

us as individuals, as well as the nation as
whole.”
 “Investment in human capital will be the
foundation of success in the knowledge-based
global economy of the 21st century.”

David Blunkett
Secretary of State
Education & Employment, 2000
. . . . . more from Great Britain”

 “Learning throughout life will build

human capital by encouraging the
acquisition of knowledge and skills and
emphasizing creativity and imagination.”

David Blunkett
Secretary of State
Education & Employment, 2000
ASTD EVIDENCE –
Strategic Investments in Learning Deliver
Higher Corporate Performance

Key Finding by ASTD:

Major investments in learning result in
more success and profitability
 Higher net sales per employee
 Higher gross profits per employee
 Higher net earnings per employee
 Higher value on Wall Street

Source: American Society for Training and Development

The Numbers
 Learner Populations

 Spending
Learner Populations
 K-12 - 43.5 million

 Higher Ed - 15 million

 Adult Learners - 90 million

Source: National Center for Education Statistics

Adult Learners
1. 2.5% Basic Skills
2. 12.6% Credential, Degree, Diploma,
Certificate
3. 41.3 Personal Enrichment
4. 43.4 Work related (generally non-
credit)
56% Adults continue work-
related studies
Source: “The Learning Age: Strategies for the Third
Millennium,” (Dolence, 1999)
The American “Learning
Enterprise” (1990s Figures)
$237 Billion . . .
 spent on elementary and secondary schools and
universities and four-year college degree
programs.

(for 43.5 million enrolled in elementary and secondary

education and 15 million in higher education)

Source: American Society for Training and

The American “Learning
Enterprise” (1990s Figures)
$204 Billion . . .
 Spent in the training industry including the military,
apprenticeship, association, professional and trade
organizations, community college and university non-
degree programs and employer-conducted training.
(There are 90 million adult learners)

Source: American Society for Training and

Development
 Conclusion

“Very little public money

is spent on the largest
segment of the adult
worker population,
incumbent workers.”

Source: Citizens League Committee on Workforce Training

Minnesota, 1999
There is a New Learning
Provider Landscape . . . .
 Most states have adopted virtual learning
strategies
 Thousands of courses indexed on WWW
 More than 2,000 corporate universities
 Globalization of learning providers
 Proliferation and success of commercial
learning
Source: Dolence, 2000
“Education is one of the hottest
emerging growth sectors of the U.S.
economy – postsecondary
proprietary education alone is a
sector worth more than $3.5 billion
annually.”

Source: Work  America

National Alliance of Business
May 2000
University of Phoenix
 Phenomenal Success
 Largest private university in nation
 Nearly 100,000 enrollment

 14,000 on-line enrollments

 210 full-time faculty

 8,000 adjunct faculty

 Unique feature . . .
 Only accepts students over age of 23

“Lifelong learning is not the poor

stepchild here – it is the very heart
of the university.”
- Robert T. Jones, President &
DUKE
MASTER OF ARTS IN LIBERAL
STUDIES PROGRAM (MALS)
is holding the following Information Sessions for
prospective students:

Tuesday, April 2, 2002  6 pm

Borders Stores
1807 Chapel Hill Blvd., Chapel Hill
(919) 929-8332

Scholarships and tuition

Weds, April 3, 2002  6 pm
Quail Ridge Books
Ridgewood Shopping Center
3522 Wade Ave, Raleigh
(919) 828-1588
assistance available
For more information, Call
919/684-3222
www.mals.duke.edu
 “I’m treated like an adult
here.”
-Donald Sauder, Loudoun Campus

Open House
All Locations We fit your life.
August 1, 4-8 pm

We understand responsibilities like

work, family and travel. Our flexible
schedules and online classes give STRAYER
working adults the certificates and UNIVERSITY
associate’s, bachelor’s or master’s 1-888-4-STRAYER
degrees they need for today’s hot http://washpost.strayer.e
du
business and technology fields.
Finish your Bachelor’s Degree
in as little as 18 months

And attend classes just one

night a week
To qualify you’ll need
 Approximately 60 college credits
 Significant work experience

Columbia Union
Why Lifelong Learning?

 Knowledge is doubling in some fields

every five years
 New jobs require new skills
 Technology and change
 New life and work patterns
“Learning is less linear than
it used to be. Workers now
seek blocks of skills at
different times throughout
their careers.”

Carnevale/Desrochers, 2001
Changing Work and
Career Patterns

 No longer do workers leave school and

work for one employer for a lifetime.
 People will have five to six careers in a
lifetime.
 Training is needed to meet changes.
 “Lifelong learning is now
a key component of the
knowledge economy.”

Knowledge – fuel that drives economic

growth and distributes economic
opportunity . . . also adds pressure to
increase worker’s human capital.

Carnevale/Desrochers, 2001
Economy and Learning
30
25
Ages

20
15
10
5

Agrarian (ages 7-
14)
Industrial (ages 5-22)
Information (all ages)
 Non-degreed credentials and
certification programs provide
smaller blocks of learning that build
on more general skill.
A Closer Look At
Money/Funding
Issues
The 21st Century Workforce
Commission believes that . . .

The current and future health of

America’s 21st Century Economy
depends directly on how broadly and
deeply Americans reach a new level of
literacy – “21st Century Literacy” . . . .

Source: 21st Century Workforce

Commission
The 21st Century Workforce
Commission believes that . . .
The Keys to Success are:

6. Expanding Continuous Learning

 Americans in the 21st Century
workplace will need to continuously
upgrade their skills and knowledge as
new technologies and work patterns
emerge.

Source: 21st Century Workforce

Commission
Key to Success #6:

Expanding
Continuous
Learning
A closer
look . . .
Challenges to Expanding
Continuous Learning
“When workers and
employers assess the
need for more education
and training, one of the
first questions to surface
is whether education is
affordable.”
- 21 Century Workforce Commission
st
Challenges to Expanding
Continuous Learning

“Access is the public’s single

biggest worry about higher
education.”

- 21st Century Workforce Commission

Challenges to Expanding
Continuous Learning
“Many witnesses expressed concern
that existing funding resources are still
geared to a traditional postsecondary
experience and are not particularly
relevant to short-term skills training
required for continuous learning.”

- 21st Century Workforce Commission

Challenges to Expanding
Continuous Learning
 Traditional loans and grants not
relevant
 While corporate America spends
billions on training/human capital,
small and medium-sized businesses
have difficulty providing training.
- 21st Century Workforce Commission
Alternative Funding Solutions
Led by CAEL
(Council on Adult & Experiential Learning)

LiLAs (Lifelong Learning Account)

• A pre-tax individual lifelong account
• Individual control
• Employer contributions

(Also being pursued in Great Britain)

 Lifelong Learning and
Comprehensive Workforce
Training
Compelling reasons for higher priority . . .

80% of the 2005 workforce are already

in the workforce
75% of the current workforce will need
significant retraining in the next decade.

Source: ASTD/Department of Labor

 Non-Credit Survey

National Study for

National Council for Continuing
Education and Training

NCCET
Community Colleges
in the United States
Community Colleges
in the United States
Non-Credit Funding Study
conducted by the
National Council for Continuing
Education and Training (NCCET)

Purpose of Study:
To determine funding patterns
of non-credit programs in U.S.
community colleges.
Major Findings
 17 States answered “Yes” to
the following question:
1. Does (name of state) provide FTE
reimbursement funding to community
colleges for non-credit courses/programs?
–Those states are:
Arizona California Georgia
Illinois Iowa Maryland
Michigan Minnesota Nebraska
New Jersey New York No. Carolina
Oregon Pennsylvania So. Carolina
Texas Wisconsin
Major Findings
3. In addition to those states listed in
#1, the following 7 states provide
some form of state funding for
workforce training. (Usually an
RFP/performance basis
Florida Idaho Mississippi
Ohio Rhode Island Washington
Wyoming
Major Findings
4. Thus, one-half of the states indicate
that there is some form of funding
for workforce training programs
from state funds.
Major Findings
2. Of the 17 states, 3 provide FTE
reimbursement funding for non-
credit programs at parity with
credit programs
–Maryland
–Oregon
–Texas
Major Findings
5. The most commonly funded
non-credit programs are
literacy and workforce training
programs.
Major Findings
6. No state provides state aid for
hobby, avocational, and
recreational non-credit programs.
 Comprehensive
Workforce Training
The Segments
Emerging Workforce
 Generally youth
 Recently in high school
 Preparing for first full-time employment
 Few career plans
 Experiment/vacillate
 Likely day students
 Often divide time between school and
work
Challenging Facts
By Year 2005

 20.5% of all jobs will require

4- year degree
 75% will require some post-
secondary training

Source: U.S. Department of Labor

Transitional Workers
 Out of school/no skills
 Moving from one career to another
 Unemployed/underemployed
 Includes:
– Welfare clients

– Dislocated workers

– Displaced homemakers

 High motivation
 Often need basic skills
 Short time frame
 Evenings, weekends OK
Challenging Facts
➨ 40 million workers in America have non-
traditional work arrangements (part-time,
flex time, job share, telecommute).
➨ Workers will make 4 to 6 career changes
in their lifetimes.
➨ As life expectancy increases, there is a
trend toward post-retirement job reentry.
➨ Retraining will be necessary in most
occupations as jobs become obsolete and
others require new skills.
Source: Jacob Mincer
Entrepreneurial
Workers
 Own/operate small – medium
business
 Community college serves as “in
house” training center
 Seek good return on investment
 Business and training must be
compatible
Challenging Facts
➨ 90% of businesses employ fewer than 20
people.
➨ 850,000 new small firms open annually.
➨ 24 million businesses file tax returns
annually.
➨ Training and education has a direct, known
impact of the success/failure ratio.

Source: The State of Small Business

Incumbent Workers
 Current workers who need additional training
to maintain current job
and/or
 Those who seek additional training for
promotions
 Often get training through employer
 Desire for accelerated pace and customized
content
Challenging Facts
➨ Half life of occupational skills is only
five years.
➨ 85% of the workforce for next ten
years is already in the workforce.
➨ This year corporate budgets will be
triple of 1990.
Source: Jacob Mincer
New Paradigm for Learning

 Old: “Silos” of learning

 New: “Cyclone” of
learning
Learning (old)
 Learning (new)
On-line 4-year College Articulation
Courses
Business Support
T
3 Specialist

Telecourses

Weekend
AACC Northrop Grumman
College
Academies
Certification

Interactive Courses Licensure

SAP
Continuing Education &
Workforce Development at
Core of the Institution

“. . . Whole institution must embrace the

continuing education and workforce
development model.”
 Lifelong Learning –
A Sensible Proposition
This is paraphrased from an article in which
Dr. Edmund Gleazer, former President/CEO of the
American Association of Community Colleges,
suggested that lifelong learning makes sense:

If you were to set out on a journey across a large desert,

you could not carry enough water to last the entire way.
It would make sense to have stations along the way where
you could get water as you needed it. Education is much
the same – why should youth be expected to attain all of
the learning they will need for their entire life – why not
have stations throughout life where one can learn as
needed?