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Life Long Learning and Workforce Development

This presentation discusses the importance of lifelong learning and its connection to workforce development. It explores the barriers to lifelong learning and perspectives on the role of higher education. It also highlights Marist College's contribution to lifelong learning, including embedding supportive attitudes and aptitudes in all graduates and offering accessible programs for adult students.

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Life Long Learning and Workforce Development

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  1. Life Long Learning and Workforce Development Presentation to Dutchess County Workforce Development Board May 27, 2004

  2. 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).

  3. 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

  4. 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

  5. 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

  6. Perspective #3 Citizens (Potential Learners) “No more pencils, no more books, no more teachers’ dirty looks!” Alice Cooper, Schools Out 1972

  7. Barrier to Life Long Learning #1 Societal 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.”

  8. 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

  9. 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

  10. 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.

  11. 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.

  12. Traditional Variation in HE Role

  13. 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

  14. 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

  15. 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.

  16. 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

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