2,330 results
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2. Course Corrections? The Labor Market Returns to Correctional Education Credentials. Working Paper No. 294-0224
- Author
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), James Cowan, Dan Goldhaber, and Suvekshya Gautam
- Abstract
Correctional education is a prevalent form of rehabilitation programming for prisoners in the United States. There is limited evidence, however, about the labor market returns to credentials received while incarcerated. Using incarceration, educational, and labor market data in Washington State, we study the labor market returns to GEDs and short-term vocational certificates earned in prison. We identify the returns to credentials by a difference-indifferences design that compares changes in earnings and employment for incarcerated persons who earn a credential to those who enroll in a program but fail to complete a GED or certificate. We estimate that GEDs increase post-incarceration earnings by about $450 per quarter and that vocational certificates increase earnings by about $250 per quarter. Degree completers have higher hourly wages, are more likely to be employed, and work more hours following release. For vocational programs, earnings increases are driven by certificates in construction and manufacturing. [The research presented presented in this report uses confidential data from the Education Research and Data Center (ERDC) located within the Washington Office of Financial Management (OFM).]
- Published
- 2024
3. Scholastic Home Libraries. Topic Paper
- Author
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Scholastic Inc.
- Abstract
This paper documents the impact of home libraries on academic achievement, economic success, and health. It summarizes research that shows how children without access to reading materials at home are more likely to suffer learning losses when out of school and how home libraries are one of schools' and communities' best tools to combat learning loss. In sum, the paper illustrates the importance of creating a literacy-rich home environment for all children and outlines the essential components of a student home library--a tangible, cost-effective way to afford every child access to a bright, successful future. [This report was prepared by Scholastic Research & Validation.]
- Published
- 2023
4. 2023-2024 Florida Adult Education Assessment Technical Assistance Paper
- Author
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Florida Department of Education, Division of Career and Adult Education and Kevin O’Farrell
- Abstract
This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assistance paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included. The following important information for adult education programs is provided: (1) Definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, EFL, and/or program completion; (5) Accommodation for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and (7) Training for all staff who administer the standardized assessments.
- Published
- 2023
5. The Future of Vocational Education and Training in Europe. Volume 4. Delivering Lifelong Learning: The Changing Relationship between IVET and CVET. Cedefop Research Paper. No. 91
- Author
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Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
- Abstract
This study compares the way IVET and CVET sub-systems interact to support the learning of adults, and thus facilitate lifelong and life-wide learning. By comparing the interaction between IVET and CVET sub-systems in the countries covered, the study analyses the extent to which IVET systems are opening up to adults, and questions whether national and regional policies and practices support or prevent a closer link between CVET and IVET. The study builds on concrete national case-studies, allowing for an in-depth, qualitative comparison and analysis of practices and policies. This allows for a better understanding of obstacles and opportunities in this complex area, directly supporting the stakeholders and policy-makers responsible for taking lifelong and life-wide learning in Europe forward. [The research was carried out by a consortium led by 3s Unternehmungsberatung GmbH (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supported the project as sub-contractor. For "The Future of Vocational Education and Training in Europe. Volume 3. The Influence of Assessments on Vocational Learning. Cedefop Research Paper. No. 90," see ED626202.]
- Published
- 2023
6. Six Years Later: Examining the Academic and Employment Outcomes of the Original and Reinstated Summer Pell. CCRC Working Paper No. 132
- Author
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Columbia University, Community College Research Center (CCRC), Liu, Vivian Yuen Ting, Zhou, Rachel Yang, and Matsudaira, Jordan
- Abstract
While the Pell Grant covers a substantial proportion of college tuition for low-income students, it has covered only two full-time semesters per year and has not included any support for summer courses through most of its history. As research has shown that continuous enrollment throughout the year increases college persistence and completion, the summer Pell (SP) program was added during the summer of 2009 and allowed eligible low-income students to receive an additional grant for summer tuition and eligible costs. The SP was eliminated in 2011 and then restored in 2017. Using administrative data on community college students in New York City, our difference-indifferences analysis results from both periods show that SP-eligible students had a higher retention rate in the fall of the second year, had higher associate and bachelor's degree attainment rates, and had higher earnings gains up to nine years from college entry compared to SP-ineligible students. Heterogeneous analysis indicates that the SP benefits were driven by Black students and older students.
- Published
- 2023
7. Annual Proceedings of Selected Research and Development Papers and Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (45th, Las Vegas, Nevada, 2022). Volumes 1 and 2
- Author
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Association for Educational Communications and Technology (AECT), Michael Simonson, and Deborah Seepersaud
- Abstract
For the forty-fifth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document.
- Published
- 2022
8. 2022-2023 Florida Adult Education Assessment Technical Assistance Paper
- Author
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Florida Department of Education, Division of Career and Adult Education
- Abstract
This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) Definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and (7) Training for all staff who administer the standardized assessments. [For the 2021-2022 report, see ED616047.]
- Published
- 2022
9. Improving Military Veteran Students' Academic Progress towards Earning a College Degree by Using the MGIB Education Benefits -- A White Paper
- Author
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Baskas, Richard S.
- Abstract
Most military veterans who reside in a central U.S. city have not entirely used their Montgomery G.I. Bill (MGIB) education benefits to advance their careers. There is limited research on veterans' views of the effect of certain barriers, identified from prior research, on academic persistence. The problem of the lack of specific information about the barriers that prevent military veterans residing in a central U.S. city, from fully using the benefits of the MGIB, was addressed in this study. Clark and Caffarella's transition theory was used in this case study to explore the perceptions of eight military veterans on reason they dropped out of college or never used the MGIB to attend college. The research questions focused on military veterans' views of strengths and weaknesses of the G.I. Bill while they were in active duty, at the time they made the decision to not use it or respectively how the U.S. Department of Veterans Affairs processed their eligibility. Thematic analysis findings from the data collected with face-to-face semi-structured interviews revealed five themes that described military veterans' views of the barriers they faced during their duty from their supervisors, perceptions of the MGIB during active duty, applying for college, having a family prevented the use of the benefits, expired MGIB benefits, and having a job that prevented the use of the MGIB. The resulting project consisted of a white paper that proposed recommendations of how military veterans could successfully improve their academic progress towards earning a college degree. The project contributes to positive social change by informing future military recruits, active-duty military personnel, military veterans, and military veteran organizations of potential strategies to help military veterans effectively use the MGIB benefits to earn a college degree.
- Published
- 2021
10. FACILITATE: Facilitating Academic Curriculum in Learning, in Teaching, and Threaded Evidence. Research & Occasional Paper Series: CSHE.2.2021
- Author
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University of California, Berkeley. Center for Studies in Higher Education, Stevenson, Joseph Martin, and Stevenson, Karen Wilson
- Abstract
Student Learning Outcomes (SLOs) are often the center of discussion among faculty in higher education during discourse about curriculum conceptualization, design, planning development, and implementation. This commentary offers a functionally-centered framework that places faculty feasibility, fluidity, freedom, and flexibility around a core conceptualization of SLOs in the context of overall alignment within the college curriculum. The framework could be useful to readers failing to have shared governance over the curriculum, readers facing accreditation adherence, as well as readers confronting the sensitive topic of instructional quality, credibility, and integrity.
- Published
- 2021
11. 2020-2021 Florida Adult Education Assessment Technical Assistance Paper
- Author
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Florida Department of Education, Division of Career and Adult Education
- Abstract
This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level, and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and and (7) Training for all staff who administer the standardized assessments. [For the "2019-2020 Florida Adult Education Assessment Technical Assistance Paper," see ED600585.]
- Published
- 2021
12. 2021-2022 Florida Adult Education Assessment Technical Assistance Paper
- Author
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Florida Department of Education, Division of Career and Adult Education
- Abstract
This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented herein are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included. Additionally, the following important information for adult education programs is reviewed: (1) the definition of key terms and acronyms; (2) selection of appropriate assessments by student and program type; (3) appropriate student placement into program and instructional level; (4) verification of student learning gains, Educational Functioning Level and/or program completion; (5) accommodations for students with disabilities and other special needs; (6) assessment procedures for Distance Education; and (7) training for all staff who administer the standardized assessments. [For the "2020-2021 Florida Adult Education Assessment Technical Assistance Paper," see ED609706.]
- Published
- 2021
13. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 2
- Author
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]
- Published
- 2021
14. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 7: VET from a Lifelong Learning Perspective: Continuing VET Concepts, Providers and Participants in Europe 1995-2015. Cedefop Research Paper No. 74
- Author
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
This research paper is one in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). The aim of the paper is to provide an overview of how CVET is conceptualised in various international level policy documents and how it is referred to across countries. It discusses national conceptions of CVET, the providers, participation by IVET graduates in non-formal education and training (NFE), and participation of adults in VET education institutions in European Union Member States, Iceland and Norway. The paper describes how the provision of CVET by different types of provider has changed over the past two decades, discussing the main drivers of this change and speculating about possible future trends. One of the main findings is that there are many dominant conceptions of CVET across Europe and the use of this term is not consistent, sometimes not even within countries. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, led by Dr Jorg Markowitch; the consortium includes the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2019
15. Scaling High-Impact Practices to Improve Community College Student Outcomes: Evidence from the Tennessee Board of Regents. Lumina Issue Paper
- Author
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Lumina Foundation, Valentine, Jessa, and Price, Derek
- Abstract
Public two-year colleges serve as an important access point for two out of every five students enrolled in postsecondary education. However, only 40 percent of community college students earn a postsecondary credential of any kind within six years, limiting their opportunities for advancement. Hoping to increase student retention and success, many colleges are developing and scaling up evidence-based practices that engage students more effectively. Significant evidence suggests that high-impact educational practices (HIPs)--including learning communities, service learning, and other practices that deeply engage students--can enhance learning and boost academic attainment, particularly among students who are traditionally underserved in higher education. This report highlights efforts of the Tennessee Board of Regents (TBR) to advance quality and equity in higher education by increasing the number of students who experience high-quality, high-impact practices, and measuring the results of these efforts.
- Published
- 2021
16. 2019-2020 Florida Adult Education Assessment Technical Assistance Paper
- Author
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Florida Department of Education, Division of Career and Adult Education
- Abstract
This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are also included. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level, and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and and (7) Training for all staff who administer the standardized assessments. [For the "2018-2019 Florida Adult Education Assessment Technical Assistance Paper," see ED600582.]
- Published
- 2020
17. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Papers of the 2020 International Pre-Conference (69th, Virtual, October 27-30, 2020)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE), Avoseh, Mejai, and Boucouvalas, Marcie
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]
- Published
- 2020
18. CTE Basic Skills Assessment Requirements. 2019-2020 Technical Assistance Paper. Revised
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Florida Department of Education, Division of Career and Adult Education
- Abstract
Throughout the years, career and technical education (CTE) has focused on teaching technical competencies and related academic skills that prepare students to enter and advance in a variety of career fields and postsecondary education. Program and course descriptions are reviewed on a regular basis to ensure that the technical and academic skills identified for each program or course meet industry standards as well as requirements established by regulatory boards. The purpose of this paper is to provide information on the following: (1) legal basis for basic skills assessment in CTE; (2) procedures to be followed throughout the assessment process; (3) counseling of students who do not meet the basic skills exit requirements; (4) exemptions or waivers of basic skills requirements; (5) accommodations for students with disabilities; and (6) legislative changes.
- Published
- 2020
19. 2019-2020 Florida Adult High School Technical Assistance Paper
- Author
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Florida Department of Education, Division of Career and Adult Education
- Abstract
The Adult High School (AHS) program enables an adult student, as defined in section (s.)1004.02(5), Florida Statutes (F.S.), to complete the required courses and state assessments to earn a standard high school diploma. Course requirements in adult high school programs are designed in accordance with core content standards per s. 1003.41, F.S. A program of instruction for both traditional and co-enrolled AHS students shall be based on the Florida Department of Education (FDOE) adult education curriculum frameworks found in the 2019-2020 Adult General Education Curriculum Frameworks. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency- and performance-based adult education, distance learning and computer-assisted instruction. Provided is information for adult high schools regarding the following topics: (1) enrollment criteria; (2) criteria for entering into an AHS co-enrollment program; (3) tuition; (4) assessing students for the National Reporting System (NRS); (5) accountability and reporting; (6) graduation requirements; (7) granting high school credits and diplomas to adults; (8) statewide assessments; (9) assessment requirements for students with disabilities; (10) transfer of credit guidelines; (11) diploma/completion options; (12) course code directory; and (13) adult education instructor certification requirements. [For the "2018-2019 Florida Adult High School Technical Assistance Paper," see ED600584.]
- Published
- 2020
20. The Science of Adult Literacy. Social Protection & Jobs. Discussion Paper No. 2001
- Author
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World Bank, Thomas, Michael S. C., Knowland, Victoria C. P., and Rogers, Cathy
- Abstract
This report considers the science of adult literacy acquisition, with the goal of identifying principles that may improve the effectiveness of adult literacy programs. We define literacy as a continuum, from emerging literacy, through improving literacy, to fluent literacy and we outline the factors that influence how far along that continuum an adult learner is likely to proceed. Four nested levels are identified at which obstacles to literacy progress operate, but to which adult learners may also bring strengths. We consider the evidence base for each of these levels: (1) "The Brain," where the basic neuroscience of how learning changes over the lifespan gives us clues about processes that restrict adult learning, and hints about how teaching can be optimized for the adult brain; (2) "The Person," where the roles of motivation, resilience and engagement can have a profound impact on outcomes; (3) "The Learning Environment," where teaching approach, course structure, fellow learners and technology can all affect progress; and (4) "The Cultural Context," where integrating expectations and local needs into literacy programs can allow learners to access materials in the most acceptable and appropriate ways. Principles derived from this evidence base are integrated and contextualized in an analysis of six case studies from the field. We indicate areas where further research is required (e.g., determining the degree of practice adults require to achieve fluency); and identify metrics that future literacy programs should collect in order to build an evidence base of properties that improve effectiveness. The evidence summarized in this report suggests that there is scope to improve outcomes in adult literacy programs around the world, and to realize more of the social and economic benefits that such gains provide. [This paper was commissioned for the World Bank activity on Innovations in Adult Literacy.]
- Published
- 2020
21. Cost Analysis of the Minnesota Subsidized and Transitional Employment Demonstration. The Subsidized and Transitional Employment Demonstration. MDRC Working Paper. OPRE Report 2019-108
- Author
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Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), MDRC, and Webster, Riley
- Abstract
The Minnesota Subsidized and Transitional Employment Demonstration (MSTED) is testing the effectiveness of subsidized employment for individuals enrolled in the Minnesota Family Investment Program (MFIP), Minnesota's Temporary Assistance for Needy Families program, who were unable to find employment after participating in the state's existing welfare-to-work program. To learn about the program's effects and costs, the Administration for Children and Families in the U.S. Department of Health and Human Services funded a random assignment evaluation of MSTED, in which individuals were randomly assigned to a program group that had access to MSTED services or to a control group that did not have access to MSTED services but could receive other welfare-to-work services. The purpose of the cost study is to determine what it cost to provide MSTED services to a single program group member once MSTED had reached a steady state of operation. The analysis estimates the costs per sample member in three categories: (1) MSTED costs; (2) MFIP costs; and (3) education and training costs. In the first year after random assignment when program group members who had been placed in subsidized employment were still receiving subsidized wages, program group members were more likely than control group members to have been employed. However, by the end of the second year after random assignment when subsidies had ended, program and control group members were employed at similar levels. This study is part of a larger demonstration funded by the Administration for Children and Families in the U.S. Department of Health and Human Services, called the Subsidized and Transitional Employment Demonstration (STED), which is testing various subsidized employment strategies in several locations across the country.
- Published
- 2019
22. Empowering Individual Workers through Skills -- A New Labour Project Revisited. SKOPE Research Paper No. 129
- Author
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University of Oxford (United Kingdom), Centre on Skills, Knowledge and Organisational Performance (SKOPE) and Keep, Ewart
- Abstract
This article explores the efficacy and cost effectiveness of New Labour's skills-based policies to help low paid workers adjust to the pressures generated by globalisation, of which the leading example was Train to Gain (T2G). It also analyses the more general issue of how, why and under what circumstances education, training and skills can help imbue low paid workers with greater bargaining power within the labour market.
- Published
- 2019
23. A Tale of a Discursive Shift: Analysing EU Policy Discourses in Irish Adult Education Policy -- From the 'White Paper' to the 'Further Education and Training Strategy'
- Author
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Shannon, Denise
- Abstract
This article discusses some of the main findings of a Critical Discourse Analysis of two landmark documents in Irish adult education: Learning for Life: The White Paper on Adult Education (DES, 2000) and the Further Education and Training Strategy (SOLAS, 2014) (from here on referred to respectively as the White Paper and the FET Strategy). The diachronic approach taken by this inquiry permits an exploration of the ways in which language in policy documents has changed over time, particularly in terms of how policy addresses educational inequality. It is in this way that the notion of a discursive shift could be explored, setting this change in language in starker relief. Policy as discourse shapes the formation of this inquiry so the article briefly explicates the approach taken to a Critical Discourse Analysis. Considerations of methodological nationalism widened the focus to consider the influence of European Union (EU) policy discourses specifically in Irish policy formation and these discourses in the statecraft of the EU and nation states. It is from this perspective that the Irish story is also a European one, so the article analyses how the White Paper and the FET Strategy were framed by the EU policy discourses of 'lifelong learning' and 'skills' respectively. As part of this analysis, this article considers the significance of the redefinition of the notion of 'inclusion' to 'active inclusion' and the sharpening of 'evidence based' discourse in policy resourcing of adult education provision. Finally, the article briefly elaborates on the authors' experience of this research and the value of Critical Discourse Analysis as a normative force and a tool for advocacy.
- Published
- 2019
24. Noncredit Instruction: Opportunity and Challenge. Position Paper. Revised Spring 2019
- Author
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Academic Senate for California Community Colleges
- Abstract
This paper provides information about noncredit instruction in the California Community Colleges and updates the 2009 paper "Noncredit Instruction: Opportunity and Challenge" to incorporate subsequent changes from the last decade. Since the passage of SB 361 (Scott, 2006), noncredit instruction has seen significant changes, including the equalization of funding for some areas of noncredit instruction, the passage of the Adult Education Block Grant that created adult education consortia including K-12 and community college adult education providers, and the passage of AB 705 (Irwin, 2017) that specifically encouraged colleges to use noncredit courses to support the needs of credit students. Despite noncredit's long history in the community colleges, a limited number of robust noncredit programs currently exist, and many colleges may be looking to or are beginning to offer noncredit courses for the first time. This paper is intended to provide information about noncredit instruction that will be useful to individuals with varying backgrounds and experience with noncredit and to provide recommendations that will help noncredit continue to serve the needs of diverse student populations. [For the original paper, "Noncredit Instruction: Opportunity and Challenge" (adopted spring 2009), see ED510579.]
- Published
- 2019
25. 2018-2019 Florida Adult Education Assessment Technical Assistance Paper
- Author
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Florida Department of Education, Division of Career and Adult Education
- Abstract
This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are also included. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level, and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and (7) Training for all staff who administer the standardized assessments. [For the "2017-2018 Florida Adult Education Assessment Technical Assistance Paper," see ED591498.]
- Published
- 2019
26. Making 'Free College' Programs Work for College Students with Children. Briefing Paper #C483
- Author
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Institute for Women's Policy Research (IWPR), Holtzman, Tessa, Cruse, Lindsey Reichlin, and Gault, Barbara
- Abstract
College is one of the most reliable routes to economic security for parents and their children. College credentials are linked to increased earnings, higher rates of employment, lower poverty rates, and improved economic and educational outcomes among the children of college graduates. Student parents and their families stand to gain disproportionally from college degrees, through both short-term economic returns and long-term multigenerational benefits. College students with children, however, face financial and time demands that challenge their ability to enroll and persist in college. Students with children spend substantial time caring for their families, often work long hours, and face significant financial insecurity, which can make it difficult for them to complete their educational programs. College promise programs, sometimes referred to as "free college" programs, offer invaluable college opportunities for many students who face obstacles to higher education. This briefing paper focuses on characteristics of the student parent population that make inclusive college promise programs an imperative for improving equity in college access and completion.
- Published
- 2019
27. 2018-2019 Florida Adult High School Technical Assistance Paper
- Author
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Florida Department of Education, Division of Career and Adult Education
- Abstract
The Adult High School (AHS) program enables an adult student, as defined in section (s.)1004.02(5), Florida Statutes (F.S.), to complete the required courses and state assessments to earn a standard high school diploma. Course requirements in adult high school programs are designed in accordance with core content standards per s. 1003.41, F.S. A program of instruction for both traditional and co-enrolled AHS students shall be based on the Florida Department of Education (FDOE) adult education curriculum frameworks found in the 2018-2019 Adult General Education Curriculum Frameworks. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency- and performance-based adult education, distance learning and computer-assisted instruction. Provided is information for adult high schools regarding the following topics: (1) enrollment criteria; (2) criteria for entering into an AHS co-enrollment program; (3) tuition; (4) assessing students for the National Reporting System (NRS); (5) accountability and reporting; (6) graduation requirements; (7) granting high school credits and diplomas to adults; (8) statewide assessments; (9) assessment requirements for students with disabilities; (10) transfer of credit guidelines; (11) diploma/completion options; (12) course code directory; and (13) adult education instructor certification requirements. [For the "2017-2018 Florida Adult High School Technical Assistance Paper," see ED591367.]
- Published
- 2019
28. Long-Run Impact of Welfare Reform on Educational Attainment and Family Structure. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-07
- Author
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University of Kentucky Center for Poverty Research and Vaughn, Cody
- Abstract
In the early 90's, the United States reformed its welfare system through state waivers and the Temporary Assistance for Needy Families program. These changes altered family resources and potential investments for childhood human capital, which in turn could affect later adult outcomes. Using data from the Panel Study of Income Dynamics, I examine the long-run impact of growing up under welfare reform on adult education and family structure through age 28. I find that as children, these individuals have higher reading test scores by an average of 6% of a standard deviation. As adults, I find robust evidence that these treated individuals are on average 9% more like to graduate college. I find some evidence that they are more likely to be married and less likely to have a child out of wedlock. The effects for women are larger than men for college completion, marriage rates, and out of wedlock births.
- Published
- 2018
29. Impacts of State Aid for Non-Traditional Students. CEPA Working Paper No. 18-19
- Author
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Stanford Center for Education Policy Analysis (CEPA) and Gurantz, Od
- Abstract
Do tuition vouchers and cash subsidies promote educational or labor force outcomes for "non-traditional" students? I use a regression discontinuity design to estimate the impacts of a state aid program with an unobserved eligibility cutoff. Eligibility has no impact on degree completion for students with a preference for community colleges or four-year colleges but increases bachelor's degrees for students interested in for-profit colleges by four percentage points. I find no impact on employment or earnings for all applicants. This research highlights challenges in promoting human capital investment for adults.
- Published
- 2018
30. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (41st, Kansas City, Missouri, 2018). Volume 2
- Author
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Association for Educational Communications and Technology, Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-first time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Kansas City, Missouri. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains twenty-seven papers dealing primarily with research and development topics. Twenty-one papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED600551.]
- Published
- 2018
31. 2017-2018 Florida Adult Education Assessment Technical Assistance Paper
- Author
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Florida Department of Education
- Abstract
This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), titled, General Requirements for Adult General Education Programs, requires all adult education programs to report all student measurable educational gains and demographic information to Florida's reporting system. State policies outlined in this rule apply to the state-approved assessments that programs may use to report educational gains and are in compliance with both the state and National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). There are three important reasons for creating a data-driven accountability system for adult education programs: (1) The U.S. Department of Education (USDOE) requires each state to establish and utilize performance measures for making continued funding decisions for federal grant programs. Furthermore, each state is expected to institute a system for program monitoring and continued technical assistance that is centered on program enrollment and performance. (2) The Florida Department of Education (FDOE) has enhanced its monitoring processes by instituting a data-driven system for determining program performance. (3) The FDOE program administrators can focus attention on establishing program performance targets and program improvement. To assist programs with student and program performance reporting and accountability, Florida's data reporting system and the NRS are uniform and compatible for measuring student's educational gains. Progress is measured in Literacy Completion Points (LCPs). The term, Literacy Completion Point, used by the state is synonymous with the federal term Measurable Skill Gain (MSG). LCPs are required to be reported to show gains and progression in Educational Functioning Levels (EFLs) for NRS. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (3) Verification of student learning gains, Educational Functioning Level, and/or program completion; (4) Accommodations for students with disabilities and other special needs; (5) Assessment procedures for Distance Education; and (6) Training for all staff who administer the standardized assessments. [For the 2016-2017 version of this paper, see ED579162.]
- Published
- 2018
32. Linking the Past, Present, and Future of Canada's University Continuing Education Units: A Conceptual Paper for Post-Pandemic Times
- Author
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Carter, Lorraine and Janes, Diane
- Abstract
In this conceptual paper based on ideas proposed by Gilson and Goldberg (2015), we consider how themes in the Canadian Journal for the Study of Adult Education from 2010 to 2020 and other themes from the broader post-secondary education literature inform a conceptual framework for university continuing education units in a post-pandemic world. In turn, a descriptive snapshot of the lived experience of one continuing education unit in 2020 to early 2021 will serve as extra value for the reader. This consideration of the unit relative to the emergent conceptual model points to the future of continuing education practice in universities for years to come.
- Published
- 2021
33. CTE Basic Skills Assessment Requirements. Technical Assistance Paper. Revised
- Author
-
Florida Department of Education, Division of Career and Adult Education
- Abstract
Throughout the years, career and technical education (CTE) has focused on teaching technical competencies and related academic skills that prepare students to enter and advance in a variety of career fields and postsecondary education. Program and course descriptions are reviewed on a regular basis to ensure that the technical and academic skills identified for each program or course meet industry standards as well as requirements established by regulatory boards. The purpose of this paper is to provide information about: (1) the legal basis for basic skills assessment in career and technical education (CTE); (2) procedures to be followed throughout the assessment process; (3) counseling of students who do not meet the basic skills exit requirements; (4) exemptions or waivers of basic skills requirements; (5) accommodations for students with disabilities and English Language Learners (ELL); and (6) legislative changes.
- Published
- 2018
34. 2017-2018 Florida Adult High School Technical Assistance Paper
- Author
-
Florida Department of Education, Division of Career and Adult Education
- Abstract
The Adult High School (AHS) program enables an adult student, to complete the required courses and state assessments to earn a standard high school diploma. Course requirements in adult high school programs are designed in accordance with core content standards. A program of instruction for both traditional and co-enrolled AHS students shall be based on the Florida Department of Education (FDOE) adult education curriculum frameworks. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency- and performance-based adult education, distance learning and computer-assisted instruction. Adult general education programs are authorized by s. 1004.93, F.S., and defined as comprehensive instructional programs designed to improve the employability of the state's workforce through adult basic education, adult secondary education, English for Speakers of Other Languages (ESOL), applied academics for adult education instruction, and instruction for adults with disabilities in s. 1004.02(3), F.S. The AHS curriculum framework is correlated to the Florida Standards, and courses offered are the same as those offered in the K-12 school system. The FDOE AHS curriculum frameworks provide a minimum set of standards to be used by all facilitators delivering AHS education programs. AHS education includes both adult high school diploma programs and co-enrollment courses of study. Students in the AHS program must meet all state and local graduation requirements for a standard high school diploma, unless otherwise noted in this guide. Provided is information for adult high schools regarding the following topics: (1) enrollment criteria; (2) tuition and out-of-state fees; (3) assessing students for National Reporting System (NRS) reporting; (4) accountability and reporting; (5) graduation requirements; (6) statewide assessments; (7) assessment requirements for students with disabilities; (8) transfer of credit guidelines; (9) diploma/completion options; (10) course code directory; and (11) adult education instructor certification requirements. [For the 2016-2017 version of this paper, see ED579163.]
- Published
- 2018
35. Digging into an International Adult Education Andragogy Epistemological Foundation: Four Variations of Caring Love (Dealing Bountifully)
- Author
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Henschke, John A.
- Abstract
This paper recaps Henschke's 2021 CIAE Pre-conference paper on the fact that the first 200 years of the epistemology and practice of adult education in the United States was almost exclusively sponsored by the Church. Even in ancient times from the Bible book of Ecclesiastes, third chapter, there are 14 sets of things [28 in number] that God set to occupy us in this life on earth; beside this He also placed 'eternity in our hearts.' Thus is identified an often-overlooked broad spectrum of adult education/ andragogical epistemology of religion, spirituality, and piety/devotion. My life has been mainly guided by what I declare as God's call(s) for me on earth and 'eternity in my heart' for the afterlife to come. This background will then be connected with this year's (2022) CIAE Pre-conference focus of the paper on a deeper probe into four major variations of caring and love exemplified and included in God's creation with elements, such as: Four sets of Greek, Hebrew words, and English explanations with supporting illustrations of caring and love; presented in the order mentioned above a. Eros, Yada, sublime intimate sexual love; b. Storge, Basar, the good news of 'I've got your back'; c. Philia, Rea, family relationships and common interests; and d. Agape, Ahav, God's eternal, divine love for humankind. All of this is set within this life on earth and in the afterlife (eternity) to come. [For the full proceedings, see ED628982.]
- Published
- 2022
36. Continuing Professional Development for a Diverse VET Practitioner Workforce. Occasional Paper
- Author
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National Centre for Vocational Education Research (NCVER) (Australia), Tyler, Mark, and Dymock, Darryl
- Abstract
This occasional paper provides a stocktake of recent developments in continuing professional development for VET practitioners. It explores issues such as industry currency, the debate around a professional association for VET and the Certificate IV in Training and Assessment as the minimum qualification for VET practitioners. Through synthesising the literature, the paper highlights enduring issues for continuing professional development in VET, such as the need to address both pedagogical knowledge and industry skills, and the necessity for individuals to actively engage and willingly participate in professional development in order for changes in practice to occur.
- Published
- 2017
37. Studying Again: Former Associate Degree, Diploma, and Certificate Students Who Continue Their Education. Information Paper
- Author
-
BC Student Outcomes (Canada)
- Abstract
Since its inception almost 30 years ago, BC Student Outcomes has looked at the outcomes of students who have taken associate degree, diploma, and certificate programs. Subsequent study or further education has always been considered an important outcome for the students who leave these programs. Each year for the last two decades, between 40 and 48 percent of respondents have taken some form of further studies. These studies range from continuing education courses for personal interest to credential programs in baccalaureate and postgraduate programs. The information for this paper comes from the Diploma, Associate Degree, and Certificate Student Outcomes Survey, which is conducted annually, approximately one and a half years after students leave their programs. Unless otherwise noted, the information comes from the 2016 survey. The paper looks at who took further education (demographics, program and credential, over time), what their pathways to continued learning were (previous education, location, destination studies, over time), and what their experience was (satisfaction with education, transfer credits, prepared for further studies). Lastly, it provides a portrait of those who were studying at the time they were surveyed. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, Skills and Training, the participating British Columbia post-secondary institutions, and the Industry Training Authority.]
- Published
- 2017
38. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 2: Results of a Survey among European VET Experts. Cedefop Research Paper. No 64
- Author
-
Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
This paper discusses national definitions and conceptions of vocational education and training (VET) in European Union Member States, Iceland and Norway and describes how these have changed over the past two decades. In autumn 2016, Cedefop invited national VET experts to respond to a questionnaire regarding the way national VET systems are understood (in the form of official definitions and overall conceptions). While the survey demonstrates significant diversity across Europe, VET is largely perceived as occupations-specific education and training geared towards securing supply of skilled labour and inferior to general or academic education. The survey also identifies two major trends: significant diversification of VET (in terms of providers, levels and target groups), and strengthening of VET (in the form of renewed emphasis on apprenticeships and increased work-based elements). [This research paper is the second in a series produced as part of the Cedefop project, "The changing nature and role of VET (2016-18)." The research was carried out by a consortium led by 3s Unternehmensberatung GmbH. For Volume 1, see ED586251. For Volume 3, see ED586256.]
- Published
- 2017
39. 2016-2017 Florida Adult Education Assessment Technical Assistance Paper
- Author
-
Florida Department of Education
- Abstract
This technical assistance paper provides guidance to individuals with test administration responsibilities in adult education programs. These policies apply to the approved assessments that programs may use to report educational gains in compliance with the National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). NRS identifies twelve Educational Functioning Levels (EFLs) in its accountability measures. Four EFLs are in Adult Basic Education (ABE), two in Adult Secondary Education (ASE), and six in English for Speakers of Other Languages (ESOL). The descriptors of each EFL are entry-level descriptors and illustrate student performance expectations at the particular level. The Florida assessment policy guidelines include the selection and use of appropriate student assessment and procedures for the following: (1) accurate student placement into appropriate program and instructional level; (2) diagnostic information to guide instruction; (3) pre- and post-testing to monitor progress toward goals; and (4) verification of level and program completion. These policy guidelines also include staff training and test security requirements for all staff who administer the standardized assessments and use the results from these assessments. [For the 2015-2016 version of this paper, see ED579158.]
- Published
- 2017
40. 2016-2017 Florida Adult High School Technical Assistance Paper
- Author
-
Florida Department of Education, Division of Career and Adult Education
- Abstract
The Adult High School (AHS) program enables an adult no longer enrolled in public high school to complete the required courses and state assessments to earn a standard high school diploma. Course requirements are in accordance with standards established by the state. A program of instruction for both traditional and co-enrolled AHS students shall be based on the State of Florida adult education frameworks and the Florida Standards. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency and performance-based adult education, distance learning, and computer-assisted instruction. This guide provides information for adult high schools regarding the following topics: (1) enrollment criteria; (2) tuition and out-of-state fees; (3) assessing students for National Reporting System (NRS) reporting; (4) accountability and reporting; (5) graduation requirements; (6) statewide assessments; (7) assessment requirements for students with disabilities; (8) transfer of credit guidelines; (9) diploma/completion options; (10) course code directory; and (11) adult education instructor certification requirements. [For the 2015-2016 version of this paper, see ED579159.]
- Published
- 2017
41. Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa
- Author
-
Akoojee, Salim
- Abstract
This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.
- Published
- 2016
42. Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa
- Author
-
Akoojee, Salim
- Abstract
This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training (DHET, 2013) approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" (DHET, 2013, p.4) and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.
- Published
- 2016
43. 2015-2016 Florida Adult Education Assessment Technical Assistance Paper
- Author
-
Florida Department of Education
- Abstract
This technical assistance paper provides guidance to individuals with test administration responsibilities in adult education programs. These policies apply to the approved assessments that programs may use to report educational gains in compliance with the National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). NRS identifies twelve Educational Functioning Levels (EFLs) in its accountability measures. Four EFLs are in Adult Basic Education (ABE), two in Adult Secondary Education (ASE), and six in English for Speakers of Other Languages (ESOL). The descriptors of each EFL are entry-level descriptors and illustrate student performance expectations at the particular level. The Florida assessment policy guidelines include the selection and use of appropriate student assessment and procedures for the following: (1) accurate student placement into appropriate program and instructional level; (2) diagnostic information to guide instruction; (3) pre- and post-testing to monitor progress toward goals; and (4) verification of level and program completion. These policy guidelines also include staff training and test security requirements for all staff who administer the standardized assessments and use the results from these assessments.
- Published
- 2016
44. Annual Proceedings of Selected Papers on the Practice of Education Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (38th, Indianapolis, Indiana, 2015). Volume 2
- Author
-
Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 23 papers in this volume include: (1) Acculturation into a Collaborative Online Learning Environment (Iryna V. Ashby and Victoria L. Walker); (2) TriviaPrep: Inside the Research, Design, Development, and Implementation of an Educational Competitive-Trivia Mobile Application (Sean D. Bailey); (3) Social Network Analysis as a Design-Based Research Tool in Deploying University-Wide Online Quality Course Standards (John Cowan, Aline Click, Stephanie Richter, Jason Rhode, and Jason Underwood); (4) A Revision to the "Revised" Bloom's Taxonomy (Afnan N. Darwazeh and Robert Maribe Branch); (5) ElevatEd: An Innovative Web-Based Solution for Strategic Planning and Continuous Improvement in Schools (Ioan G. Ionas, Matthew A. Easter, and Blake A. Naughton); (6) Using a Backchannel to Build a Community of Practice in a Professional Development (Lenora Jean Justice); (7) Learning to Lose: Using Gaming Concepts to Teach Failure as Part of the Learning Process (Lenora Jean Justice); (8) Active Learning in Online Learning Environments for Adult Learners (Yu-Chun Kuo and Yu-Tung Kuo); (9) Assessment Strategies for Competency-Based Learning--Lessons Learned (Darci Lammers and Stephen Beers); (10) Peer-Led Hackathon: An Intense Learning Experience (Miguel Lara, Kate Lockwood, and Eric Tao); (11) Fostering Interaction In Distance Learning through Purposeful Technology Integration in Support of Learning Goals (Wei Li and Jennifer. M. Brill); (12) Collaborative Communications in the Classroom (Patrice C. Nyatuame); (13) A Mixed-Methods Study: Student Evaluation Response Rates of Teacher Performance in Higher Education Online Classes (Kelli R. Paquette, Frank Corbett, Jr., and Melissa M. Casses); (14) Creating Effective Instructional Design: Feedback Loops And Habitus (Ardelle Pate and Jeffrey L. Hunt); (15) Efficiency in the Online Environment: Digital Tools That Streamline the Research Paper Process (Kelly Paynter and Jimmy Barnes); (16) An Online Social Constructivist Course: Toward a Framework for Usability Evaluations (Alana S. Phillips, Anneliese Sheffield, Michelle Moore, and Heather Robinson); (17) Games and Simulations: A Potential Future for Assessment (DeAnna L. Proctor and Lenora Jean Justice); (18) An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System (Mapopa William Sanga); (19) AuthorIT & TutorIT: An Intelligent Tutor Authoring & Delivery System You Can Use (Joseph M. Scandura); (20) Design of Instructional Modeling Language and Learning Objects Repository (Altaf Siddiqui); (21) Training Instructional Designers: Engaging Novices in ID Process through a Progressive Case (Lina Souid and Tiffany A. Koszalka); (22) How Human Agency Contributes to Thinking about E-learning (Brent G. Wilson and Andrea Gregg); and (23) Issues in Activity to Improve Subjects and Methods in University Lesson through Active Learning Using Media (Morio Yoshie). (Individual papers contain references.) [For Volume 1, see ED570117.]
- Published
- 2015
45. Scaling Completion College Services as a Model for Increasing Adult Degree Completion. Lumina Issue Papers
- Author
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Lumina Foundation for Education, Johnson, Nate, and Bell, Alli
- Abstract
An estimated 46 million adults have some college education but have not completed their degrees. For many, especially those who have accumulated several years' worth of credits, the inability to finish college remains a frustration. If the United States is to achieve its ambitious education attainment goals, many more adults with such experience must finish their degrees. While there is a role in this effort for every college and university, "Completion Colleges" offer an extremely cost-effective route to degrees for students who have substantial amounts of prior credit or experiences that can be translated into credit through prior-learning assessment. Serving adults with some college experience, while widely recognized as important, rarely gets the same attention from policymakers, trustee boards, and the news media as other key issues in American higher education. This paper, supported by Lumina Foundation, highlights the potential of Completion College services to help states, higher education systems, and separately accredited institutions to affordably graduate larger numbers of adults who have stepped out of college. There clearly is a market nationally for the types of flexible, student-centered, outcomes-based degree programs Completion Colleges deliver. In the vast majority of states that do not have a Completion College, this demand is often met by for-profit colleges, which market aggressively to recruit non-traditional students. Completion Colleges offer a public or nonprofit alternative to these students, for whom traditional public institutions are not always well suited. States with Completion Colleges are benefiting from a decades-old service model that is as relevant today as when the institutions were created. The potential for scaling these models is strong and should be explored.
- Published
- 2014
46. On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews. 2014 Update. Cedefop Research Paper. No 45
- Author
-
Cedefop - European Centre for the Development of Vocational Training
- Abstract
This report provides an update of Cedefop's statistical overview of vocational education and training (VET) and lifelong learning in European countries. It illustrates progress on 33 indicators selected for their policy relevance and contribution to Europe 2020 objectives. These also provide a review of progress in key areas of education and training policy in Europe, using country-based evidence: access, attractiveness, and flexibility of initial and continuous VET; investment, skill developments, and labour market relevance in VET; and labour market transitions and employment trends. The report is an updated edition of the Cedefop publication, "On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews" (2013). This third edition helps disseminate relevant data on VET in a concise and user-friendly way. There is new evidence from the European statistical system (ESS), including data from latest rounds of the continuing vocational training survey (CVTS) and adult education survey (AES), as well as recent updates from the EU labour force survey (EU LFS) and Unesco-OECD-Eurostat (UOE) joint data collection on education. Latest data from Cedefop skills supply and demand forecasts are also included. Data is based on internationally comparable statistics, including 33 selected indicators, providing policy-relevant and useful information on European VET priorities and lifelong learning policies. This information is supplemented by a chart and short text highlighting particularly interesting findings in each country. This publication should be regarded as a valuable tool to help policy-makers better understand VET developments in each country. [For the 2013 Country Statistical Overviews, see ED607077. For the updated 2013 Country Statistical Overviews, see ED560832.]
- Published
- 2015
47. Multimodal Adult Learning through Arts-Based Organisations
- Author
-
Susan M. Holloway and Patricia A. Gouthro
- Abstract
Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.
- Published
- 2024
48. The Fruits of Research Editors' Perspectives on Publishing Work from ICME-13
- Author
-
Safford-Ramus, Katherine and Coben, Diana
- Abstract
The Thirteenth Meeting of the International Congress on Mathematical Education (ICME-13) convened in Hamburg, Germany, in July, 2016. There were two Topic Study Groups (TSGs) dedicated exclusively to adult learners and the authors of this paper served on the organizing committees of these groups. Arrangements were made by the congress committee for the publication of peer-reviewed papers from each TSG by Springer International Publishing AG in a series of edited books. In this paper we focus on our experiences as editors of the monographs resulting from our two TSGs.
- Published
- 2018
49. Training Adult Education Researchers in a Remote Doctoral Program: Experiences, Reflections, and Suggestions for Moving Forward
- Author
-
Stojanovic, Maja and Biniecki, Susan M. Yelich
- Abstract
This paper focuses on the experience, reflections, and best practices related to training adult education researchers in an adult learning and leadership doctoral program at a Research I institution in the United States. We discuss embedding technology into the curriculum, fostering connections, and supporting the development of self-directedness as key elements of an effective online doctoral program. The paper offers suggestions applicable to other online, research-intensive programs catering to the working learner population. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
50. Analysis of the Missions of Higher Education Institutions within the Scope of Third Mission Understanding
- Author
-
Kesten, Alper
- Abstract
Universities are more than institutions only conducting research and educating students in today's world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the "third mission," one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world's leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey's future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.
- Published
- 2019
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