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Continuing, professional, and workforce education units play a pivotal role in assisting colleges and universities navigating the complexities of today's higher education landscape. This includes meeting the growing needs of adult learners, whose significance and requirements are continually evolving, as well as augmenting revenue streams.
A few highlights:
Some Good News
Exponential Surge
45% of respondents agree their unit has appropriate staffing required to execute their goals, nearly double from 23% in 2023.
81% agree that they have support and buy-in from senior academic leadership to scale and expand. Room For Improvement Access to Data 48% do not know enrollment numbers for their online and professional education units.
29% agree it is easy to access real-time enrollment data. Bridging the Gap
54% believe their unit is the most academically innovative at the institution, yet 61% disagree that their unit is seen as academically equal.
Based on a systematic literature review, we demonstrate that college continuing education in Quebec is poorly represented in colleges’ specialized publications and generally absent from the field of educational research, despite its importance in the field of professional and technical training. We first describe the context of adult college education and training in Quebec and demonstrate its significance as a distinct training sector. We then present findings from our exhaustive literature review. Using these results, we show that despite its role in adult education, college continuing education in Quebec remains an unexplored research area. To conclude, we present hypotheses that may explain this lack of visibility and suggest potential research avenues on a subject that merits greater consideration.
This handbook provides information, evidence and basic conceptual models to facilitate the adoption of lifelong learning (LLL) in national and local settings. It provides evidence from diverse initiatives and describes some of the contemporary issues to which LLL responds – including how it shapes the 2030 agenda for Sustainable development.
Higher education institutions are key players in promoting lifelong learning. By offering a variety of educational programmes in different modalities, they address the diverse needs and interests of learners. By establishing flexible learning pathways, they help ensure continuity of learning throughout life.
Career challenges like reorganizations, layoffs, and a lack of personal fulfillment can feel like big bumps in the road, but instead of seeing them as obstacles, start to look for the opportunities. Personal career development is critical for resilience in the face of uncertainty and change. The authors, who train over 100,000 people a year in career development, have identified four common challenges that get in the way of people’s growth. They categorize them as when, who, what, and where challenges. Here’s how you can think and act creatively to overcome these challenges and continually invest in your career development.
Higher education is known for sticking to traditional processes, but that doesn’t mean all institutions follow suit. For some, innovation and change have occurred in Continuing Ed divisions for decades. As the modern learner seeks out higher education through multiple stages of their lives, it’s critical for the institution to have the right teaching approaches and services in place to respond successfully.
For there to be a shift toward lifelong learning, there needs to be recognition of the work someone has put in, even if it occurred years before joining an institution as a student. Increasing numbers of non-traditional students will continue to move the needle in that direction and bolster a student’s resume as a lifelong learner.
This report describes and updates the picture of digital vocational education and training, providing an overview of the issues surrounding digitalisation across the key functional areas of skills systems.
The government of Canada said it is committed to making the largest investment in Canadian history to train its skilled and multicultural workforce for the 2030s and beyond.
A Future Skills Council report on behalf of the federal government from November 2020 focuses on fostering a culture of lifelong learning among Canadian workers so they can be prepared for the future of work.
The research outlines how the competences emerging as relevant for teachers need to be better activated in professional settings to become strategically important. The results related to teamwork and governance competences focus on the importance of informal and extended learning contexts to teachers’ socio-relational competence development.
Eleven crucial features of robust lifelong guidance systems were identified by the study. These features provide a framework to think about what an effective lifelong guidance system might look like and, significantly, how services could be developed to support individuals with their education and employment transitions across their lifetime.
There are more people in school today than at any time in human history. This is an obvious fact. But at the same time, we need lifelong learning opportunities. This is because learning throughout one’s life has become a necessity. And that’s not just for learning’s sake, but for economic needs as well. In today’s labor market, people need to learn how to learn; to re-learn; unlearn; and learn again.
In a rapidly changing workplace, employees need to become lifelong learners to remain relevant and in demand. Seven practices can help them be mindful in their career path and achieve success.
Via Peter Mellow
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Higher education institutions are key players in promoting lifelong learning. By offering a variety of educational programmes in different modalities, they address the diverse needs and interests of learners. By establishing flexible learning pathways, they help ensure continuity of learning throughout life. And by maintaining close interaction with the private sector and local communities, they contribute to socially relevant teaching and research, fulfilling an important social function. This research report presents six case studies of universities in different regions of the world and offers insights into the practical implementation of lifelong learning in the higher education context. It examines regulations and strategic frameworks that support universities’ commitment to lifelong learning, describes how they are responding to new learning demands, and provides examples of specific programmes and initiatives that promote lifelong learning. The report also discusses the challenges these institutions face and how they are addressing them. The case studies were developed as part of a joint research project between the UNESCO Institute for Lifelong Learning and Shanghai Open University on the contribution of higher education institutions to lifelong learning. It is published concurrently with the results of an international survey on this topic (UIL and SOU, 2023) and supplements the quantitative survey data with relevant qualitative research.This report constitutes a valuable resource for policy-makers, higher education leaders, educators and other stakeholders engaged in promoting lifelong learning. The findings presented in this report are conceived as a source of inspiration to further expand and enrich the contribution of higher education institutions to lifelong learning to better serve communities and learners.
For schools with a long history of providing Continuing Education, the CE departments can serve as hubs for experimentation and innovation in different learning modalities and formats, approaches to teaching and meeting students where they are.
Higher education is known for sticking to traditional processes, but that doesn’t mean all institutions follow suit. For some, innovation and change have occurred in Continuing Ed divisions for decades. As the modern learner seeks out higher education through multiple stages of their lives, it’s critical for the institution to have the right teaching approaches and services in place to respond successfully. In this interview, Tanya Zlateva discusses marketing lifelong learning to the modern learner, how Continuing Ed units can drive the institution to innovative change and the evolution of lifelong learning.
While for some people, lifelong learning is a buzzword from yet another New York Times bestseller, for others, it is a lifestyle. Learning throughout life means continuously seeking knowledge and expanding your horizons, regardless of your age or life circumstances. This mindset encourages you to never stop growing and discovering new things, whether that means learning to code or cook brownies.
Much like the latest iteration of Star Trek, lifelong learners see the benefits of seeking out strange new worlds.
Despite the long-standing faculty development initiatives for improving teaching skills in the health professions, there is still a growing need for educators who are formally trained in educational theory and practice as health professions schools experience dramatic demand and growth. Graduate programs in health professions education (HPE) provide an avenue for health professions’ faculty continuing professional development to enhance their knowledge and skills for teaching and curriculum leadership roles. There has been a proliferation of certificate, master’s, and doctoral programs in HPE over the last two decades to respond to the growing need for well-prepared faculty educators and program leadership. The purpose of this study was to identify and describe current HPE doctoral programs in United States (U.S.) and Canada.
Conclusions
The workforce shortage facing health professional schools presents an opportunity, or perhaps imperative, for continuing professional development in HPE through certificate, master’s, or doctoral programs. With the current exponential growth of new doctoral programs, there is a need to standardize the title, degree requirements, and further develop core competencies that guide the knowledge and skills HPE graduates are expected to have upon graduation.
This handbook provides information, evidence and basic conceptual models to facilitate the adoption of lllin national and local settings. It provides evidence from diverse initiatives and describes some of the contemporary issues to which lifelong learning responds – including how it shapes the 2030 agenda for Sustainable development.
Pursuant to Law n° 2014-288 of 5 March 2014 on vocational training, employment and social democracy, decentralisation to the regions is regulated by allocating competences, which were previously a responsibility of the central State, in the field of vocational training, apprenticeship and guidance. This reform strengthens the power of regional councils in this area, by integrating lifelong guidance issues into their competences, with limited action on pupil and student guidance policy.
In response to the UN Sustainable Development Goals and the COVID-19 crisis, this paper envisions a regional education and training curricula based on inclusive learning policies and infrastructure. In addition, strengthening early childhood education and creating permeable regional and national qualifications frameworks are regarded as essential to the region’s sustainable future.
This paper considers the potential significance of a concept of lifelong learning in the context of digital disruption. Having noted some contemporary contrasts in the visibility of lifelong learning policy, it revisits the earlier more widespread dominance of the concept, identifying not only variety but also tensions that are inherent and constituent. Drawing on examples from England and Singapore, difficulties arising from compass, scope and fluidity of goals are discussed, illustrating how lifelong learning can lose its meaning. The paper then turns to the prospects for a new concept of lifelong learning that may be more sustainable and meaningful in a context characterised by digital and other changes to the nature of work, suggesting that such a concept must be both life-facing and work-facing.
This joint ILO-UNESCO paper presents the results of an international literature review of how countries have introduced systems and initiatives to provide individuals with an entitlement to lifelong learning. It seeks to establish what is meant by an ‘entitlement’, and how that can be interpreted in the context of lifelong learning. The report responds to the growing international policy interest in the implementation of lifelong learning and reviews national policies and practices that attempt to apply that principle. Drawing on the examples and the challenges involved, the report concludes by recommending a set of key principles and conditions to be met and the challenges that will need to be overcome before a universal entitlement scheme can be implemented.
Institutions are going to need to look at incorporating more online structures for future teaching methods that will last beyond this moment of crisis.
The “60-year curriculum” reflects a new educational model in which students take a series of courses and programmes throughout their lives to remain relevant in the workforce
The model extends the notion of a higher education student being a young 20-something to a student of any age, at any point in their career, opening up a wealth of opportunity for education providers
Key to incorporating the trend is understanding the key role of career services professionals, whose function – in leading universities and colleges – is now being “elevated” and integrated into leadership circles
A demonstrably strong career services capability – increasingly reflected in graduate employment outcomes made publicly available – is a competitive advantage in recruitment
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