scholarly journals Non-Formal Adult Learning Programs at Canadian Post-Secondary Institutions: Trends, Issues, and Practices

2009 ◽  
Vol 35 (2) ◽  
Author(s):  
Dale Kirby ◽  
Vernon Curran ◽  
Ann Hollett
Keyword(s):  
Community Colleges ◽  
Adult Learners ◽  
Adult Learning ◽  
Postsecondary Education ◽  
Adult Learner ◽  
Skills Training ◽  
Policy Implications ◽  
Financial Barriers ◽  
Post Secondary ◽  
Learning Programs

A number of recent policy reports have suggested that Canadian universities and community colleges should play a more significant role in response to the adult education and training needs of Canada’s workforce. This article discusses the results of a study that examined investment trends and the characteristics of non-formal adult learner programming at Canadian postsecondary institutions. Public universities and community colleges were surveyed, and a purposive sample of key informants, representing the broad spectrum of postsecondary education in Canada, was interviewed. The results indicated that institutional investments in non-formal programs for adult learners have trended upward over the past decade. Colleges reported larger average annual institutional expenditures on and larger enrolments in non-formal adult learner programs. However, adult learners comprise only a small minority of the overall student population at post-secondary institutions. Financial barriers at both the institutional and individual levels were identified as key barriers to increasing access and participation. Limited operational funding at the institutional level has influenced the nature and scope of offerings and, for many institutions, has resulted in program offerings that do not necessarily target the needs of nontraditional and disadvantaged adult learner groups. The study findings have important public-policy implications for improving access and participation in non-formal adult learning, including the need for greater incentives for individuals (e.g., tax incentives) and increased support for disadvantaged learners to enhance basic-skills training.

Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Work Experience ◽  
Adult Learner ◽  
Educational Aspirations ◽  
Academic Program ◽  
Extrinsic Factors ◽  
Learner Motivation ◽  
Post Secondary

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

The Adult Learner in Higher Education

2021 ◽  
pp. 34-47
Author(s):  
Sumitra Balakrishnan
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Learner ◽  
Classroom Environments ◽  
Theoretical Approaches ◽  
Behavioral Features ◽  
Learning Programs ◽  
Life Circumstances

Researchers and practitioners have come to understand adult learners as unique and different from child learners, and have developed different theoretical approaches, methodologies, and strategies attuned to their educational needs and life circumstances. This chapter examines the factors that impact the effectiveness of adult learning programs and classroom environments by using perspectives of education theorists. The needs of the adult learner, advantages of teaching adults, and principles that can be followed are explored with the help of Knowles' andragogy model. The importance of the classroom's eco-behavioral features—their physical and emotional environments—along with other factors that effectively facilitate the process of adult education are discussed. In this context, an adaptation of Astin's I-E-O's model is proposed to deepen the understanding of adult learning programs.

The Adult Learner in Higher Education

2020 ◽  
pp. 250-263
Author(s):  
Sumitra Balakrishnan
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Learner ◽  
Classroom Environments ◽  
Theoretical Approaches ◽  
Behavioral Features ◽  
Learning Programs ◽  
Life Circumstances

Researchers and practitioners have come to understand adult learners as unique and different from child learners, and have developed different theoretical approaches, methodologies, and strategies attuned to their educational needs and life circumstances. This chapter examines the factors that impact the effectiveness of adult learning programs and classroom environments by using perspectives of education theorists. The needs of the adult learner, advantages of teaching adults, and principles that can be followed are explored with the help of Knowles' andragogy model. The importance of the classroom's eco-behavioral features—their physical and emotional environments—along with other factors that effectively facilitate the process of adult education are discussed. In this context, an adaptation of Astin's I-E-O's model is proposed to deepen the understanding of adult learning programs.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques

2010 ◽  
Vol 1 (3) ◽  
pp. 15-31 ◽  
Author(s):  
Jeffrey Hsu ◽  
Karin Hamilton ◽  
John Wang
Keyword(s):  
Information Technology ◽  
Adult Learners ◽  
Adult Learning ◽  
Business Education ◽  
Adult Learner ◽  
Real Life ◽  
Learning Preferences ◽  
Information Technology Professionals ◽  
Learning Needs ◽  
It Professionals

Information technology professionals comprise an important segment of adult learners seeking a four-year undergraduate degree, and it is important to provide programs that address not only the conceptual and theoretical, but also adult learning needs in terms of career orientation and practicality together with providing real-life applications relevant to the needs of the IT job marketplace. The techniques of employing distance learning, providing modular and practical learning segments, emphasizing adult-oriented learning preferences, engaging users toward learning, and providing appropriate course schedules and sequencing are discussed in the context of an actual adult learner program. This program integrates job and career-oriented needs with that of a well-rounded business education. Examples and illustrations are provided to illustrate how an adult-oriented program was customized to provide needs important to adult learners and IT professionals, with the objective of producing superior and useful learning results.

Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques

2012 ◽  
pp. 109-126
Author(s):  
Jeffrey Hsu ◽  
Karin Hamilton ◽  
John Wang
Keyword(s):  
Information Technology ◽  
Adult Learners ◽  
Adult Learning ◽  
Business Education ◽  
Adult Learner ◽  
Real Life ◽  
Learning Preferences ◽  
Information Technology Professionals ◽  
Learning Needs ◽  
It Professionals

Information technology professionals comprise an important segment of adult learners seeking a four-year undergraduate degree, and it is important to provide programs that address not only the conceptual and theoretical, but also adult learning needs in terms of career orientation and practicality together with providing real-life applications relevant to the needs of the IT job marketplace. The techniques of employing distance learning, providing modular and practical learning segments, emphasizing adult-oriented learning preferences, engaging users toward learning, and providing appropriate course schedules and sequencing are discussed in the context of an actual adult learner program. This program integrates job and career-oriented needs with that of a well-rounded business education. Examples and illustrations are provided to illustrate how an adult-oriented program was customized to provide needs important to adult learners and IT professionals, with the objective of producing superior and useful learning results.

scholarly journals Canadian Postsecondary Students With Disabilities: Where Are They?

2003 ◽  
Vol 33 (3) ◽  
pp. 71-113
Author(s):  
Catherine S. Fichten ◽  
Jennison V. Asuncicion ◽  
Maria Barile ◽  
Chantal Robillard ◽  
Myrtis E. Fossey ◽  
...  
Keyword(s):  
Community Colleges ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Support Services ◽  
Postsecondary Institutions ◽  
Related Services ◽  
Disability Support Services ◽  
Post Secondary ◽  
Disability Support ◽  
To Receive

Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their post- secondary institutions, and (3) this varies from 1/2% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (1/2%) vs 2 1/2%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related services in Quebec's public junior/community colleges, the CEGEPs, revealed that lack of recognition of learning disabilities for postsecondary funding by the Quebec government is an important contributor to the small percentages, although it cannot explain the huge discrepancies between Quebec and the rest of Canada. Extrapolation suggests that there are over 100,000 students with disabilities currently enrolled in Canadian postsecondary education, although only 1/4 to 1/2 of them register to receive disability related services.

Understanding Adult Learning Principles, CGMP Training Modalities and the Pharmaceutical Regulatory Landscape

2019 ◽  
Vol 23 (5) ◽  
Author(s):  
Lori Richter ◽  
Keyword(s):  
Adult Learning ◽  
Knowledge Transfer ◽  
Adult Learner ◽  
Adult Learning Principles ◽  
Learning Programs ◽  
Learning Principles ◽  
Training Modalities ◽  
Regulatory Landscape

In this first article, we consider whether our CGMP learning programs providing the benefits that we are seeking; with effective knowledge transfer relevant to the adult learner in the CGMP environment. In the second and third article in this series, we will explore these questions, with actual examples to determine if the needs of the adult learner are being met.

Providing Adult Learners in Community Colleges With Education and Support

2020 ◽  
pp. 151-174
Author(s):  
Stephanie B. King
Keyword(s):  
Community Colleges ◽  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Geographic Location ◽  
Academic Ability ◽  
Financial Pressures

This chapter provides an overview of the development and mission of community colleges to present the challenges that adult students who attend community colleges often face, and to explore ways that community colleges can help students overcome these challenges. Challenges are often related to other obligations adult students face, financial pressures, geographic location, academic ability, and feelings of not belonging. Community colleges are uniquely situated to address these challenges through programs and practices from beginning orientation, through coursework, and onto graduation. Postsecondary education can lead to employment that can give students the resources they need to improve the lives of their families and communities.

scholarly journals Saving Some Inequality for Young Adulthood? Social Origin Differences in ‘Re’-enrollment in Postsecondary Education in the United States, Sweden, and Germany

2019 ◽  
Vol 18 (4) ◽  
pp. 522-565
Author(s):  
Felix Weiss
Keyword(s):  
Labor Market ◽  
Adult Learners ◽  
Postsecondary Education ◽  
The United States ◽  
Educational Inequalities ◽  
Post Secondary Education ◽  
Social Origin ◽  
Post Secondary ◽  
Late Entry ◽  
The Us

Abstract In this article, three country contexts are compared with regard to inequality by social origin in late enrollment in post-secondary education. Countries differ in the frequency at which young adults leave the labor market and (re)-enroll. This article discusses how inequality in late entry into education by social origin can be linked to characteristics of the education system and the labor market. Two cases with education systems that welcome adult learners and offer many second chances – Sweden and the US – are contrasted with the German system before its recent reforms. Systems with a welcoming environment for adult learners in higher education are shown to have higher educational inequalities in later transitions, while inequality in earlier transitions is lower.

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