Life Long Learning and Workforce Development

Presentation to Dutchess County Workforce Development Board

May 27, 2004

Life Long Learning - Definitions

Practice – “continuous learning throughout life to upgrade skills and knowledge”

Context – The concept is based on the belief that continuous learning will need to occur to assure career success and a fully actualized (rich) life.

Corollary The capacity for life long learning necessitates both attitude (openness to new ideas, curiosity and tolerance for ambiguity) and aptitude (reading, writing, analytical and critical thinking skills).

Life Long Learning and Higher Education – Initial Observations The idea of life long learning is closely

related to the role of higher education in society

Interestingly, there is not total agreement on what this role should be

Additionally and importantly, there are a number of barriers to full acceptance of life long learning

Perspectives on the Role of Higher Education Vary Widely

 # 1 Higher Education

“Academics are the only ones that understand the real world”

Professor Robert Nakamura,

University at Albany

Perspective #2

Corporations

“. . . colleges today aren't educating students with what the real world wants, which is scientists who innovate to answer the needs of business.”

Nick Donofrio, Senior VP at IBM

Perspective #3

Citizens (Potential Learners)

“No more pencils, no more books, no more teachers’ dirty looks!”

 

Alice Cooper, Schools Out 1972

Barrier to Life Long Learning #1Societal Attitudes– most people believe

that education is preparation for life and work and is finite (it has an end) and functional (has a specific purpose) and that learning is not particularly valuable in and of itself. On a related note, people also feel that too much expertise is suspect, especially if its based on “book learning.”

Barriers to Life Long Learning #2

Organizations – while more and more public, private and not-for-profit entities desire to be called “learning organizations” and profess to want employees that are broadly educated and “trainable,” most still hire persons with specific, time-bound skills

Barrier to Life Long Learning #3

Higher Education – while many institutions provide “continuing education,” profess to desire partnerships with external entities and to contribute to the nation’s need for a proficient work force, most enrollments continue to be in traditional degree programs which reflect broad, liberal arts content

Related Dilemma – Education versus Training

“Training” usually is considered to be narrower, more technical, more transitory and more directly job related than education, in actuality there is no clear distinction between the two and much common ground shared by both activities. Take for example, C++ programming which is taught in training courses but also is a legitimate college course required in many UG computer science programs.

What is Higher Education’s Obligation to Society?

The Carnegie Foundation recognizes four sectors in higher education:

Research 1 – University at Albany, Cornell, NYU, etc.

Comprehensive – Marist, Siena, New Paltz, etc. Liberal Arts – Vassar, Bard, Purchase, etc.Two-Year – Dutchess CCC, Ulster CCC, Orange

CCC, etc.

Traditional Variation in HE Role

HE Type Prime Focus Traditional Workforce Role

Research 1 Doctoral Programs

Research scientists, high-level professionals

Comprehensive

Applied UG and Masters

Mid-level professional preparation

Liberal Arts BA/BS Liberal Arts fields

Prep.for grad. or professional schools

Two Year AA/AS/AAS/AOS Direct career prep.

What Should be Marist’s Contribution to Life Long Learning? Embedding of supportive attitudes and

aptitudes in all graduates Articulation agreements with Two-Year

Schools to maximize access Accelerated, accessible programs for

adult students Effective prior learning assessment

procedures to maximize credits for seasoned, professional adults

Marist’s Contribution, cont. Certificates and other short-term programs

of study (post AS/AA level) in appropriate fields

Technology-assisted UG, graduate and certificate program to serve wider audience

Collaborations with organizations with programs on-site, utilizing organizational human and physical resources and tailored to the organization’s needs

Current Contributions

College in General

Writing, analytical and ethical expectations built into (and assessed) in all academic programs

Balance in liberal arts and applied fields but strong emphasis on career preparation in business, computer science, fashion, etc.

Current Contributions, cont.

GCE in Particular

Accelerated UG degree completion program for adult students (soon to be available online)

Certificate programs in Information Technology, Information Systems and Paralegal Studies

UG Programs in Emerging Technologies and Technology Management for IBM Employees

Online MBA, MPA, MS in IS and MA in Communications