The Future of Community Based-Services and Education

The Future of Community-Based Services
and Education
AET/508
September 28, 2015
James Stephens Sr.
Instructor: Elizabeth Franklin

Introduction
This presentation is about the outlook of community-based services and education
up to 15 years from now and will primarily focus on adult education
 “Adult continuing education will be of increasing importance, as the median
age of our society and the pace of change continue to increase” (Bork, 2001, p. 195)
 “Adult learning is now widely seen as a basic human right (the right to learn)
and lifelong learning is similarly recognized” (Belanger, Duke, & Hinzen, 2007, p. 245).
 “Adult learning within a lifelong learning concept has an agenda far wider than
just employability skills” (Belanger, Duke, & Hinzen, 2007, p. 245).
 “Educational inequalities between and within nations remain stark, as does the
gap between rhetoric and practice in terms of policies and structures,
legislation and finances for adult education” (Belanger, Duke, & Hinzen, 2007, p. 245).
 “Renewed commitment and effective action in line with lifelong learning
policies are required from all parties, to achieve the progress urgently needed
across formal, non-formal and informal dimensions of adult learning” (Belanger, Duke, &
Hinzen, 2007, p. 245).

Key Considerations in Anticipated
Changes
 “Adult continuing education will be of increasing importance,
as the median age of our society and the pace of change continue to
increase” (Bork, 2001, p. 195)
 U.S. population, 2014 estimate is 318,857,056 ("United States Census Bureau", 2015).
 U. S. population, 2014 age 65 or over is 14.5% of total population ("United States
Census Bureau", 2015).
 By 2050, the U.S. population is projected to grow to 439 million, an increase
of 42 percent (Grayson, 2010) .
 By 2030, nearly one in five U.S. residents will be age 65 and older (19% of
total population) (Grayson, 2010).
 “The baby boomers are largely responsible for this increase in the older
population” (Grayson, 2010).

Changes, Cont.
 “The projected growth of the older population in the United States will
present challenges to policy makers and programs, such as Social Security,
Medicare and Education” (Grayson, 2010).
 “In the future, as our population ages, lifelong learning, including adult
learning, will be the "tail that wags the dog" for all learning. All learning will
use it as a model” (Bork, 2001, p. 195).
 Distance learning, primarily computer based, will be a major factor in adult
learning.
 CD-ROM based tutorial learning will become the prime means of distance
learning.
 “As schools and universities decline in importance as centers for learning,
informal learning will become more important” (Bork 2011).

Changes, Cont.
 Community-based educational institutions such as Technical Community
Colleges will grow in popularity due to the “real world” programs offered
and low cost per credit hour.
 Larger insurgence by baby boomers for adult education programs in
personal development, continued education and new career alternatives.
 “Social Justice” will become more preeminent as a worldwide education
meritocracy evolves.
 Social Media will play a larger role in adult education
 As the population increases so will technological advances in industry
which will create a larger demand for a highly skilled and formally trained
workforce
 Adequate, accessible and affordable education will be in peak demand

Changes, Cont.
View the video clip below
“Global Campus founder Maurizio de Franciscis shares his view on how
“education is about empowering individuals to participate” and how a global
disruptive positive change in education is needed” (J.T. Stephens, personal communication,
September 24, 2015) .
 https://www.youtube.com/watch?v=OFoXVgjhW9g

Possible Funding Scenarios
 “All learning must be at reasonable cost. Even the poorest individual, at
any level of learning, should have affordable access to learning, in all
subject areas” (Bork, 2001, p. 197).
 “ Learning must be economically scalable to very large numbers” (Bork 2001).
 “With CD-ROM tutorial learning “the-large overhead costs of teachers,
schools, and universities will not be necessary, as learners can be
anywhere” (Bork, 2001).
 “Postsecondary educational institutions create innovative and effective
degree programs. In doing so they would receive a matching federal grant
for the cost of creating this program” (J.T. Stephens, personal communication, September 24, 2015)
 “The U.S. government must launch a national marketing campaign to help
millions of working adults and their employers better understand their
shared interest in more and better education and learn about effective
ways to plan, finance, and complete that education” (Lifelong learning 2007)

Possible Funding Scenarios, Cont.
 Keep Life Long Learning Tax Credit with a full refund to low-income workers
and increase the $2000 refund ceiling for higher paid workers.
 “Educational institutions will establish a “partnership” that will allow a person
to take courses by traditional and nontraditional methods at multiple
institutions and then have a degree awarded by one of the institutions
attended” (J.T. Stephens, personal communication, September 24, 2015)
 “Indentured” cost sharing between student and sponsoring organization
and/or agency supporting a particular education program
 Increased usage of State and organized union(s) apprenticeship programs
 Increase funding by States for existing and new “free” Community College
programs from profits of national and state run lotteries.
 “More innovative mechanisms for learners' accounts, loans and saving
schemes should be piloted and evaluated” (Belanger, Duke, & Hinzen, 2007, p. 249).

Possible Funding Scenarios, Cont.
 “Within the private sector many companies see the further education and
training of their employees as an investment in their human resources”
(Belanger, Duke, & Hinze, 2007, p. 249).
 Companies subsidize employee education costs related to job.
 Make certain education courses free with employee obligated time frame to
work for the same company.
 Establishment of individual learning accounts
 Open Education websites establish free credit courses that are transferable
among sponsoring educational institutions.
 Require all educational institutions that utilize federal grants to develop new
education programs to upload grant sponsored portions to open
education websites.

Influences of Diversity and the Law
 Immigration will play an important role in how the age structure of the
United States changes over the next 15 years and influence changes in
education programs.
 “The older population is not as racially is projected to substantially increase
its racial and ethnic diversity over the next four decades” (Grayson, 2010).
 “We expect to see an increase in the proportion of the older population
that is Hispanic and an increase in the proportion that is a race other than
White” (Grayson, 2010).
 The changes in ethnic diversities will influence changes in future education
programs.
 “New policies for adult learning should result in coherent legislation, and
laws which clearly spell out ways and means for financing adult learning
activities, involving public, private and civil society agencies as well as the
individual” (Belanger, Duke, & Hinzen, 2007, p. 246).

Influences of Diversity and the Law, Cont.
 UNESCO should spearhead a collaborative effort between the
governments of all leading world nations to “develop a framework of
national and international lifelong learning and adult education policy,
legislation, and financing” (Belanger, Duke, & Hinzen, 2007).
 “A global social divide exists, with lifelong learning in the first and second
world, whereas the third world struggles with meagre resources even to
ensure basic adult literacy provision” (Belanger, Duke, & Hinzen, 2007, p. 249).
 “Governments need to consider the education of adults more as an
investment rather than merely a cost” (Belanger, Duke, & Hinzen, 2007, p. 249).
 More acceptance of government's role in supporting non-governmental
(NGO) providers in adult education and other community-based
organizations (CBO)is needed (Belanger, Duke, & Hinzen, 2007, p. 249).

References
Belanger, P., Duke, C., & Hinzen, H. (2007). POLICY, LEGISLATION AND
FINANCING FOR ADULT EDUCATION. Campus-Wide Information Systems, 40(3),
245-252. Retrieved from
http://search.proquest.com.contentproxy.phoenix.edu/docview/204597760/D
95B671DC8DF4A57PQ/2?accountid=35812
Bork, A. (2001). Adult education, lifelong learning, and the future. Campus-
Wide Information Systems, 18(5), 195-203. Retrieved from
http://search.proquest.com.contentproxy.phoenix.edu/docview/218055990/fu
lltextPDF/30621D3CBF464897PQ/1?accountid=35812
de Franciscis, M. (2010, October 12). How Education Enables Social Justice in a
Knowledge Economy [Video file]. Retrieved from You Tube website:
https://www.youtube.com/watch?v=OFoXVgjhW9g
Grayson, V. K. (2010). Www.census.gov. Retrieved from
https://www.census.gov/prod/2010pubs/p25-1138.pdf

References Cont.
 Lifelong learning - new strategies for the education of working adults. (2007,
Dec 07). US Fed News Service, Including US State News Retrieved from
http://search.proquest.com/docview/468711122?accountid=35812
 United States Census Bureau. (2015). Retrieved from
http://quickfacts.census.gov/qfd/states/00000.htm

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