Abstract Along with the rapidly changing social and economic context accompanied by COVID‐19, concerns have been raised for the less‐educated, low‐wage workers who disproportionately experienced disadvantages in accessing workplace learning or training opportunities essential for job placement or career development. In response to the challenges of increasing discrepancies in workplace learning opportunities, this paper suggested workplace learning as an area that needs more attention from multidisciplinary perspectives to support the needs of disadvantaged populations. The authors reviewed research trends on workplace learning from adult education (AE) and human resource development (HRD) disciplines and discussed common areas and research gaps. The paper suggested advancing workplace learning theories and building empirical evidence for disadvantaged populations in various workplace contexts through complementary collaboration between AE and HRD.
{"title":"Workplace learning for the disadvantaged: Perspectives from adult education and human resource development","authors":"Jihee Hwang, Seung Won Yoon","doi":"10.1002/ace.20505","DOIUrl":"https://doi.org/10.1002/ace.20505","url":null,"abstract":"Abstract Along with the rapidly changing social and economic context accompanied by COVID‐19, concerns have been raised for the less‐educated, low‐wage workers who disproportionately experienced disadvantages in accessing workplace learning or training opportunities essential for job placement or career development. In response to the challenges of increasing discrepancies in workplace learning opportunities, this paper suggested workplace learning as an area that needs more attention from multidisciplinary perspectives to support the needs of disadvantaged populations. The authors reviewed research trends on workplace learning from adult education (AE) and human resource development (HRD) disciplines and discussed common areas and research gaps. The paper suggested advancing workplace learning theories and building empirical evidence for disadvantaged populations in various workplace contexts through complementary collaboration between AE and HRD.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In this qualitative study, through a testimonio methodology, we examined the working‐learner re‐entry experiences of eight Latinx students enrolled at a community college. In particular, we studied how their multiple identities influenced their educational journey as they attempted to complete their college degrees. Our findings show that the shared identities of being Latinx, low‐income, and first‐generation college students were not as salient as the working‐learner and familial roles they carried during their subsequent attempts in college. Because Latinx students represent a significant portion of noncompleters, especially in the community college, an investigation of their counterstories is vital to furthering understanding of working‐learner re‐entry students in the United States. In this article, we conclude with implications for policy and practice.
{"title":"<i>El Tapiz de Identitades</i>: Counterstories of Latinx working‐learner re‐entry students at a community college","authors":"Elizabeth Peña, Cinthya Salazar","doi":"10.1002/ace.20500","DOIUrl":"https://doi.org/10.1002/ace.20500","url":null,"abstract":"Abstract In this qualitative study, through a testimonio methodology, we examined the working‐learner re‐entry experiences of eight Latinx students enrolled at a community college. In particular, we studied how their multiple identities influenced their educational journey as they attempted to complete their college degrees. Our findings show that the shared identities of being Latinx, low‐income, and first‐generation college students were not as salient as the working‐learner and familial roles they carried during their subsequent attempts in college. Because Latinx students represent a significant portion of noncompleters, especially in the community college, an investigation of their counterstories is vital to furthering understanding of working‐learner re‐entry students in the United States. In this article, we conclude with implications for policy and practice.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leann Kaiser, Kelly McKenna, Tobin Lopes, Jill Zarestky
Abstract This chapter highlights several of the significant design and facilitation considerations used to support adult working learners pursuing online learning across educational contexts. These include the integration of inclusive online learning practices, the design and facilitation of quality interactions in the online environment, and application and transfer of the online content to individual contexts.
{"title":"Strategies for supporting adult working learners in the online learning environment","authors":"Leann Kaiser, Kelly McKenna, Tobin Lopes, Jill Zarestky","doi":"10.1002/ace.20502","DOIUrl":"https://doi.org/10.1002/ace.20502","url":null,"abstract":"Abstract This chapter highlights several of the significant design and facilitation considerations used to support adult working learners pursuing online learning across educational contexts. These include the integration of inclusive online learning practices, the design and facilitation of quality interactions in the online environment, and application and transfer of the online content to individual contexts.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract An increasing percentage of students entering postsecondary institutions are working at least part‐time and balancing multiple identities, responsibilities, and demands on their time and resources. As student demographics change, postsecondary institutions must rise to meet these students where they are. Two effective ways to do that include Competency‐based Education (CBE) and Credit for Prior Learning (CPL), methods by which students are able to leverage what they have already learned outside of a traditional classroom. This article explores the benefits of these tools, particularly CPL, to both students and institutions, using evidence from research. Among these benefits are reduced time and expense, higher degree completion rates, and increased student confidence and self‐efficacy. This research also acknowledges equity considerations of CPL and CBE, including efforts to expand the reach of these options to more working learners, as well as how these tools help establish stronger connections between learning and work.
{"title":"When it's the learning that counts: Competency‐based education and credit for prior learning for working learners","authors":"Rebecca Klein‐Collins, Kari Shafenberg","doi":"10.1002/ace.20501","DOIUrl":"https://doi.org/10.1002/ace.20501","url":null,"abstract":"Abstract An increasing percentage of students entering postsecondary institutions are working at least part‐time and balancing multiple identities, responsibilities, and demands on their time and resources. As student demographics change, postsecondary institutions must rise to meet these students where they are. Two effective ways to do that include Competency‐based Education (CBE) and Credit for Prior Learning (CPL), methods by which students are able to leverage what they have already learned outside of a traditional classroom. This article explores the benefits of these tools, particularly CPL, to both students and institutions, using evidence from research. Among these benefits are reduced time and expense, higher degree completion rates, and increased student confidence and self‐efficacy. This research also acknowledges equity considerations of CPL and CBE, including efforts to expand the reach of these options to more working learners, as well as how these tools help establish stronger connections between learning and work.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Ageism in today's workplace can have a range of detrimental emotional, psychological, and economic effects on older job seekers. This article highlights types of ageism in the workplace and the most common age‐related stereotypes in the hiring process and on the job. We explore how ageism negatively affects the emotional and psychological, physical, and financial health of older job seekers, older workers, and organizations. Finally, we conclude with the implications for supporting older job seekers in navigating reeducation and learning for obtaining employment.
{"title":"Learning and education for older adult job seekers","authors":"Bora Jin, Lisa M. Baumgartner","doi":"10.1002/ace.20504","DOIUrl":"https://doi.org/10.1002/ace.20504","url":null,"abstract":"Abstract Ageism in today's workplace can have a range of detrimental emotional, psychological, and economic effects on older job seekers. This article highlights types of ageism in the workplace and the most common age‐related stereotypes in the hiring process and on the job. We explore how ageism negatively affects the emotional and psychological, physical, and financial health of older job seekers, older workers, and organizations. Finally, we conclude with the implications for supporting older job seekers in navigating reeducation and learning for obtaining employment.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article focuses on adult working learners who attend postsecondary institutions in Canada and the United States. We identify how these institutions deliver curriculum and instruction in the form of career‐technical education (CTE) and vocational education offering occupational credentials. In British Columbia and the U.S., most vocational programming culminates in the associate degree whereas the rest of Canada commonly confers diplomas as well as associate degrees. Other postsecondary credentials, including certifications and licensure, are integrated within programs in both countries. This chapter analyzes policies, programs, and practices for adult working learners in the two countries and provides perspectives on how a focus on the capabilities of adult working learners is beneficial to the needs of the individual, communities, and society as a whole.
{"title":"Toward capabilities for adult working learners in Canada and the United States","authors":"Gavin Moodie, Leesa Wheelahan, Debra D. Bragg","doi":"10.1002/ace.20499","DOIUrl":"https://doi.org/10.1002/ace.20499","url":null,"abstract":"Abstract This article focuses on adult working learners who attend postsecondary institutions in Canada and the United States. We identify how these institutions deliver curriculum and instruction in the form of career‐technical education (CTE) and vocational education offering occupational credentials. In British Columbia and the U.S., most vocational programming culminates in the associate degree whereas the rest of Canada commonly confers diplomas as well as associate degrees. Other postsecondary credentials, including certifications and licensure, are integrated within programs in both countries. This chapter analyzes policies, programs, and practices for adult working learners in the two countries and provides perspectives on how a focus on the capabilities of adult working learners is beneficial to the needs of the individual, communities, and society as a whole.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper explores the impact of technological advances and digital transformations, with a particular focus on the “future of work” and its implications for lifelong learning and adult working learners. We emphasize the pressing need for human‐centric solutions to address complex human challenges that technology alone cannot resolve, such as access to education, socioeconomic disparities, and cultural barriers. Drawing on articles in this issue, we advocate for cultivating improved human capabilities among systems, organizations, leaders, educators, and learners to navigate the accelerating technological and social transformations in work and education. Additionally, this paper underscores the significance of educators, policymakers, and advocates in serving the lifelong learning needs of adult working learners, while also highlighting the need for more agile and pragmatic strategies. While addressing the necessity of integrating technological advancements with human development, we stress the importance of ongoing education and training to adapt to the changes brought on by Industry 4.0 era. Ultimately, the paper calls for responsive and intelligent education policies and systems that promote the education, well‐being, and economic participation of citizens in the face of a rapidly evolving technological landscape.
{"title":"Supporting adult working learners","authors":"Elizabeth A. Roumell, Sami Jabarkhail","doi":"10.1002/ace.20498","DOIUrl":"https://doi.org/10.1002/ace.20498","url":null,"abstract":"Abstract This paper explores the impact of technological advances and digital transformations, with a particular focus on the “future of work” and its implications for lifelong learning and adult working learners. We emphasize the pressing need for human‐centric solutions to address complex human challenges that technology alone cannot resolve, such as access to education, socioeconomic disparities, and cultural barriers. Drawing on articles in this issue, we advocate for cultivating improved human capabilities among systems, organizations, leaders, educators, and learners to navigate the accelerating technological and social transformations in work and education. Additionally, this paper underscores the significance of educators, policymakers, and advocates in serving the lifelong learning needs of adult working learners, while also highlighting the need for more agile and pragmatic strategies. While addressing the necessity of integrating technological advancements with human development, we stress the importance of ongoing education and training to adapt to the changes brought on by Industry 4.0 era. Ultimately, the paper calls for responsive and intelligent education policies and systems that promote the education, well‐being, and economic participation of citizens in the face of a rapidly evolving technological landscape.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Digital literacy is a crucial skill set within the social, political, and economic contexts of 21st‐century society. Around the world, governments are making a concerted effort to develop digital literacy within adults, as indicated through Sustainable Development Goal 4. However, working learners from a variety of backgrounds and geographies present unique institutional, situational, and dispositional barriers when seeking digital literacies. Furthermore, digitally disconnected working learners cannot gain the necessary skills to fully participate in 21st‐century knowledge economies when trying to cross the first and second digital literacy divides. This article considers how the contexts of different working learners create different needs that adult education practitioners must respond to via whole systems advocacy.
{"title":"(Some) adults left behind: Digital literacy and the working learner","authors":"Sarah Haroon Sualehi","doi":"10.1002/ace.20503","DOIUrl":"https://doi.org/10.1002/ace.20503","url":null,"abstract":"Abstract Digital literacy is a crucial skill set within the social, political, and economic contexts of 21st‐century society. Around the world, governments are making a concerted effort to develop digital literacy within adults, as indicated through Sustainable Development Goal 4. However, working learners from a variety of backgrounds and geographies present unique institutional, situational, and dispositional barriers when seeking digital literacies. Furthermore, digitally disconnected working learners cannot gain the necessary skills to fully participate in 21st‐century knowledge economies when trying to cross the first and second digital literacy divides. This article considers how the contexts of different working learners create different needs that adult education practitioners must respond to via whole systems advocacy.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article aims to examine how to improve the support for working learners in their learning and education based on the findings of the issue's articles. For this, I focus on describing what can be learned from the articles’ findings and, based on that information, discuss directions and practices necessary to support adult working learners. I begin with my reflections regarding the learning of working adults. I then provide an overview of the collection of articles to show how they address the main points of my reflections and recent field trends through their findings. Finally, while discussing their implications, I conclude with my thoughts toward creating a lifelong learning society for adult working learners highlighted by five aspects: (a) collaborative efforts and partnerships, (b) contextual and situational supportive systems, (c) government‐driven approaches, (d) interactions beyond isolation, and (e) interdisciplinary collaboration. In the end, I also present areas and agendas for future investigations not included in the issue.
{"title":"Toward a lifelong learning society for working adults across boundaries","authors":"Junghwan Kim","doi":"10.1002/ace.20506","DOIUrl":"https://doi.org/10.1002/ace.20506","url":null,"abstract":"Abstract This article aims to examine how to improve the support for working learners in their learning and education based on the findings of the issue's articles. For this, I focus on describing what can be learned from the articles’ findings and, based on that information, discuss directions and practices necessary to support adult working learners. I begin with my reflections regarding the learning of working adults. I then provide an overview of the collection of articles to show how they address the main points of my reflections and recent field trends through their findings. Finally, while discussing their implications, I conclude with my thoughts toward creating a lifelong learning society for adult working learners highlighted by five aspects: (a) collaborative efforts and partnerships, (b) contextual and situational supportive systems, (c) government‐driven approaches, (d) interactions beyond isolation, and (e) interdisciplinary collaboration. In the end, I also present areas and agendas for future investigations not included in the issue.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The politics of the mask, or how Mike Pence's bare face has already killed us all","authors":"Jake Burdick","doi":"10.1002/ace.20487","DOIUrl":"https://doi.org/10.1002/ace.20487","url":null,"abstract":"","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131895676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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