The document discusses several organizations that support lifelong learning: the National Institute of Adult Continuing Education (NIACE), Council for Adult and Experiential Learning (CAEL), Coalition of Lifelong Learning Organization (COLLO), and American Association of Adult and Continuing Education (AAACE). The organizations provide programs, resources, and advocacy to support adult learners and help them advance their education and careers. They address the needs of various populations including students, employers, employees, veterans and more. While they share the goal of promoting lifelong learning, each organization has a distinct approach and targeted audiences.
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
Education and training in india issues and opinions IIM I Youth Symposia Top ...Abhimanyu Sukhwal
Education and training in india issues and opinions presented at IIM I National Youth Symposia 2011 adjudged amongst national Top 5 Entry presented by Mr Abhimanyu Sukhwal & Team
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
What can higher education contribute to developing skills for the knowledge economy?Strategies for higher education in a more open and online world: the role of open and distance learning.
An introduction of the International Association of Universities (IAU) capacity building workshop on higher education for Education for all (HEEFA), its objectives and expected results. The IAU HEEFA Workshops aim to raise awareness of the contribution of higher education in achieving EFA goals and to develop ways to strengthen higher education engagement in EFA locally.
Presented by Isabelle Turmaine, IAU at HEEFA Workshop, New Delhi, India 20-21 February 2014
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
Education and training in india issues and opinions IIM I Youth Symposia Top ...Abhimanyu Sukhwal
Education and training in india issues and opinions presented at IIM I National Youth Symposia 2011 adjudged amongst national Top 5 Entry presented by Mr Abhimanyu Sukhwal & Team
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
What can higher education contribute to developing skills for the knowledge economy?Strategies for higher education in a more open and online world: the role of open and distance learning.
An introduction of the International Association of Universities (IAU) capacity building workshop on higher education for Education for all (HEEFA), its objectives and expected results. The IAU HEEFA Workshops aim to raise awareness of the contribution of higher education in achieving EFA goals and to develop ways to strengthen higher education engagement in EFA locally.
Presented by Isabelle Turmaine, IAU at HEEFA Workshop, New Delhi, India 20-21 February 2014
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
Q & A Webinar | 27 January 2021
In 2017, the government of Norway introduced new measures to provide schools and municipalities with greater freedom to carry out systematic school improvement based on what the schools themselves believe needs to change. Hege Nilssen, Head of the Directorate for Education and Training in Norway, Andreas Schleicher, OECD Director for Education and Skills, and the OECD’s Implementing Education Policies team discuss how this innovative model was designed and implemented, and what other countries can learn from it.
Global Movement of Engaged Universities: Engaging South and NorthTalloires Network
A global coalition of universities committed to strengthening the civic roles and social responsibilities of higher education.
• Founded in 2005 in Talloires, France, by 29 presidents from 23 countries
• More than 300 members in more than 70 countries
• Elected international steering committee
IOSR Journal of Humanities and Social Science is an International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
Problems Faced by Experienced Women IT Professionals in Chennai using Fuzzy R...ijcoa
This paper deals with the relationship between health related problems and the problems in Workplace of Women IT Professionals in Chennai using Fuzzy Relational Maps. In an FRM, we have associated with it are the domain spaces and range space, the attributes contributing to the rows of the connection matrix form the concepts relating the domain of the FRM and the range attributes correspond to the columns of the connection matrix. Using this FRM we analyze the problem by giving definition for fuzzy relational maps followed by the description of the women’s IT problem along with the adaptation of the fuzzy relational maps to the women’s IT problem along with the conclusion.
A Study on the Exposures of Rag- Pickers Using Induced Neutrosophic Cognitive...ijcoa
In this paper, using a new Fuzzy bimodal called Induced Neutrosophic Cognitive Relational Maps (INCRM) we analyse the Socio-Economic problem faced by Rag-Pickers. Based on the study, conclusions and some remedial measures are stated.
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
Q & A Webinar | 27 January 2021
In 2017, the government of Norway introduced new measures to provide schools and municipalities with greater freedom to carry out systematic school improvement based on what the schools themselves believe needs to change. Hege Nilssen, Head of the Directorate for Education and Training in Norway, Andreas Schleicher, OECD Director for Education and Skills, and the OECD’s Implementing Education Policies team discuss how this innovative model was designed and implemented, and what other countries can learn from it.
Global Movement of Engaged Universities: Engaging South and NorthTalloires Network
A global coalition of universities committed to strengthening the civic roles and social responsibilities of higher education.
• Founded in 2005 in Talloires, France, by 29 presidents from 23 countries
• More than 300 members in more than 70 countries
• Elected international steering committee
IOSR Journal of Humanities and Social Science is an International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
Problems Faced by Experienced Women IT Professionals in Chennai using Fuzzy R...ijcoa
This paper deals with the relationship between health related problems and the problems in Workplace of Women IT Professionals in Chennai using Fuzzy Relational Maps. In an FRM, we have associated with it are the domain spaces and range space, the attributes contributing to the rows of the connection matrix form the concepts relating the domain of the FRM and the range attributes correspond to the columns of the connection matrix. Using this FRM we analyze the problem by giving definition for fuzzy relational maps followed by the description of the women’s IT problem along with the adaptation of the fuzzy relational maps to the women’s IT problem along with the conclusion.
A Study on the Exposures of Rag- Pickers Using Induced Neutrosophic Cognitive...ijcoa
In this paper, using a new Fuzzy bimodal called Induced Neutrosophic Cognitive Relational Maps (INCRM) we analyse the Socio-Economic problem faced by Rag-Pickers. Based on the study, conclusions and some remedial measures are stated.
Science - How Mobile Phone Works (Grade 5)10xSchool
Grade: 5
Subject: Science
Lesson: How Mobile Phone Works
Description: In this lesson, you wil In this lesson, you will learn how mobile phone works. First, you will learn about sound waves that are created in air around you when you talk. Then, you will see how those sound waves are convereted into radio waves by encoder in your mobile phone. You will see that the radio waves travel to mobile tower and to mobile phone of other person where the radio waves are converted back to sound waves by decoder in the mobile phone.
You will also learn that sometimes the radio waves have to travel via base station and also undersea cable to reach the person located on other side of ocean.
Enjoy the journey of your voice reaching the other person!
Presentation for the 2017 AACC conference featuring three ATD initiatives: Adjunct Faculty, Teaching & Learning National Institute, and the OER Degree Initiative
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
Redefining lifelong learning webinar presentation slides.pptxILC- UK
We know that we’re living longer, which means many people will also be working for longer. One in seven people over 65 are still employed in the UK, but we’re still seeing challenges in our labour markets.
According to the ILC’s Healthy Ageing and Prevention Index, the UK’s work span is only 31.5 years, ranking the UK 47th out of 121 countries. Skills shortages driven by demographic change are hitting all sectors of the UK’s economy: by 2030, we could see a shortage of 2.6 million workers. On the other hand, if UK employment rates for those aged 50 to 64 matched the rates of those aged 35 to 49, the country’s GDP would increase by more than 5%.
One way to improve work span and employment is through lifelong learning. However, in the UK, as the Learning and Work Institute’s Adult Participation in Learning survey showed, rates of learning continue to fall with age. In 2023, only 36% of people aged 55 to 64, 24% of those aged 65 to 74, and 17% of those aged 75 and over said that they’d taken part in any kind of learning in the past three years.
To better understand the approaches in other countries, we consulted with experts in lifelong learning, both from the UK and globally. ILC's report, in collaboration with Phoenix Insights, Redefining lifelong learning: lessons from across the globe considers the approaches taken in Singapore, Japan, South Korea, Canada, Germany, the Netherlands and Sweden. While each country’s approach is different, and shaped by its wider cultural, political and economic context, there are some common threads including: learning culture; the range of learning opportunities on offer; levels of support and investment; and accessibility
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. NATIONAL INSTITUTE OF ADULT
CONTINUING EDUCATION
• The National Institute of Adult Continuing Education (NIACE) is based upon an international organization that focuses on
education policy, procedures and economic issues that are primarily based in the United Kingdom. This organization is an
independent agency that focuses on research based upon economic and social issues that may be pertinent and relevant
toward learning through various aspects of work that will lead to heightened workforce based on socioeconomic factors.
• The organization focuses on the fact that there are many people e on benefits however, there is a large employment gap
that tends to be unfilled. Therefore, the NIACE embarks on focusing programs to maximize the skillset, diversity, and
training of working adults.
3. NATIONAL INSTITUTE OF ADULT
CONTINUING EDUCATION
• Philosophy – The NIACE focuses on working with a multitude of organizations and councils to provide more
opportunities to inclusive communities to help build and stabilize the economy (Learning and Working
Institute, 2016)
• Populations served- The NIACE works with a variety of organizations which in turns provides the company
with a diversified portfolio of businesses they partner with in conjunction to sectors of the organization and
community that are serviced (Learning and Working Institute, 2016).
4. NATIONAL INSTITUTE OF ADULT
CONTINUING EDUCATION
• Specific needs addressed focus on providing people with the skills and functions
they need to achieve and maximize career opportunities therefore, decreasing the
gap in the work force. Expanding the basic knowledge of skills sets to help increase
earning potential as a more productive and skilled individual will have the
opportunity to increase their earning potential (Learning and Working Institute,
2016).
5. COUNCIL FOR ADULT AND
EXPERIENTIAL LEARNING (CAEL)
• Philosophy and approach to lifelong learning
• The mission statement of the Council for Adult and Experiential Learning (CAEL) is to “
advance lifelong learning in partnership with educational institutions, employers,
labor organizations, government, and communities. CAEL works to remove policy
and organizational barriers to learning opportunities, identifies and disseminates
effective practices, and delivers value-added services (Philanthropedia, n.d.).”
Nowadays college students vary from the stereotypical 18 to 23-year-old.
Increasingly, working adults strive to reach desired economic goals by pursuing a
college degree. Traditional colleges are not prepared for the influx of the non-
traditional students. CAEL’s Adult Learning Focused Institution (ALFI) Initiative
focuses on helping higher learning institutions aid today’s adult learners. At the core
of the ALFI Initiative is a framework known as CAEL’s Principles of Effectiveness for
Serving Adult Learners that recommends alternative policies and practices that
universities can implement or adopt that either eliminates or alleviates obstacles to
realizing degree completion.
6. COUNCIL FOR ADULT AND
EXPERIENTIAL LEARNING (CAEL)
• Programs offered:
• 1) webinars:
• a) Developing Challenging Exams (to determine prior knowledge); b) How to Serve
Adult Learners Effectively
• 2) workshops:
• a) Fundamentals of Prior Learning Assessment (PLA); b) Implementing an Effective PLA
Program, c) Faulty Assessor Training; and d) Competency-Based Education and
Assessment
• 3) certifications:
• a) Career and Education Advisor certifications; and b) online PLA certifications
7. COUNCIL FOR ADULT AND
EXPERIENTIAL LEARNING
(CAEL)• Populations served and needs addressed:
• Employers – CAEL develops employee education programs for the workforce to develop talent at all levels.
• adult students - CAEL aids high school graduates who do not go directly to college but take a break as they begin a higher learning
program.
• colleges and universities – CAEL helps colleges service the needs of adult learners transitioning to higher learning programs.
•
• workforce and economic developers -CAE aids with the understanding of employers’ needs, workers’ skills and training; CAEL links
the two.
•
• adult students - CAEL gives working adults access to adult-friendly colleges, recognition for life and work experiences, and new
ways to pay for education. CAEL helps adult learners earn college credit for what they already know and helps them find career and
education options in growth industries.
•
• Military and Veterans – CAEL provides active duty and military access to military-friendly universities, recognition for life and military
experiences0 and paths to civilian jobs
•
• Low income and unemployed – CAEL helps them return to school by allowing them access to The Right Way Forward, The Wrong
Choices and Long-term Employability
• Employees – CAEL allows employees access to aid adult learners choose the right career, select the right school and earn degree or
quicker
• Older workers – CAEL identifies what adult learners need to prepare for this new stage of their work life and helps organizations
create roles that both address emerging needs and also offer the flexibility that many seek.
8. THE COALITION OF LIFELONG
LEARNING ORGANIZATION
Philosophy and approach to lifelong learning: The viewpoint and attitude to lifelong
initiates offered by The Coalition of Lifelong Learning Organization is an evolving
association created to help others understand the significance of constant learning.
The developmental process of technology used throughout learning suggested that
education is a necessary is important to excel in today’s society.
9. THE COALITION OF LIFELONG
LEARNING ORGANIZATION
• Programs offered: The Programs offered by The Coalition of Lifelong Learning Organization (COLLO) include
assistances that support and motivate the learner to complete their desired programs. It also helps identify
complications learners may have with absorbing information.
• The Coalition of Lifelong Learning Organization (COLLO) serves a population of many. These members include
any person who has chosen to further his or her education. Any association or organization that has an
involvement in adult learning is also eligible for affiliation. The relationships connected with COLLO helps
facilitators express what is needed to better assist students. It also allows learners to offer suggestions that
would assist in getting their needs met regarding education.
10. THE COALITION OF LIFELONG
LEARNING ORGANIZATION
• Specific needs addressed: (COLLO) The Coalition of Lifelong Learning Organization addressed specific needs
of learners. The basics may not always be easy to acquire in this technology based society, but COLLO has
created many advantages to assist in life. According to Collo (2014) “The overall purpose of the Coalition is to
operate on a non-profit basis for the promotion of social welfare by developing, maintaining and improving a
balanced system of lifelong learning.” There are times when adults can become displaced. Programs such as
this offer encouragement to continue in life by making steps towards improving individual situations.
11. AMERICAN ASSOCIATION OF ADULT
AND CONTINUING EDUCATION
• Philosophy and approach to lifelong learning
• Provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and
development; unifying adult educators; fostering the development and dissemination of theory, research, information, and the
best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change
initiatives.
• Programs offered
• Webinar
• Conferences
• Membership options
• Online resources
• Member Insurance
• Access to National Literacy Advocacy List
12. AMERICAN ASSOCIATION OF ADULT
AND CONTINUING EDUCATION
• Populations served
• Individuals
• Students
• Retiree AAACE members
• Affiliates
• Specific needs addressed
• Access to publications, conferences, and webinars that promote leadership among adult
learners.
13. SIMILARITIES OF THESE LIFELONG
LEARNING ORGANIZATIONS
• The CAEL, COLLO, and AAACE all strive to provide opportunities for students trying
to further their education by aiding these students through the educational process.
These programs all have tools to make their learning and transition back into
college or a classroom go more smoothly
• All of the organizations strive to help learners no matter their age
• Each of the organizations make a push in the utilization of technologies available to
the learners. In our ever changing and fast paced world, technology allows the
learner to be connected to people at any given moment for the maximized
educational experience
14. DIFFERENCES OF THESE LIFELONG
LEARNING ORGANIZATIONS
• The NIACE is an organization that is not necessarily set up to help adult learners just
to gain more knowledge or to finish a degree, but to help them increase their
productivity at work or reach their maximum pay by increasing their skills within a
specific job setting
• The CAEL has broadened its horizons and has a larger targeted audience than the
other three organizations and reaches more adult learners.
• CAEL also offers certification to show the credentials of its adult learners as they
progress throughout the courses and programs within the CAEL.
15. WORKS CITED
• CAEL. (2015). Retrieved from http://www.cael.org/
• Learning and Working Institute (2016). Retrieved from http://www.learningandwork.org.uk/
• Philanthtropedia. (n.d.). The council for adult and experiential learning (CAEL) Retrieved from
http://www.myphilanthropedia.org/top-nonprofits/national/workforce-
development/2010/the-council-for-adult-and-experiential-learning-cael
• The Coalition of Lifelong Learning Organization. (2014). the Coalition of Lifelong Learning
Organization (COLLO). Retrieved from http://www.thecollo.org/aboutus.php#membership