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10 Trends and Potentials for Workplace Education –Jim Parker, Office of Vocational and Adult Education, U.S. Department of Education
In observing workplace education at state and project levels over the years, ten "trends" have emerged. Some are in place at this time; others show potential, but may take a bit longer to work their way into the mainstream of workplace programs. Still others show promise, yet may remain isolated artifacts of progressive practice for some time. In no particular order of priority — THE NEW LITERACY
is also known as SCANS Skills, Post-Literacy, and other terms. The idea is that possessing the “3 R’s” (reading, writing, math skills) is necessary, but not sufficient, for career success. SCANS, the Secretary’s (of Labor) Commission on Achieving Necessary Skills, identified a three-part foundation: Basic Skills, Thinking Skills, and Personal Qualities, as well as five competency categories: Resources, Interpersonal, Information, Systems, and Technology. SCANS is the "Energizer Bunny" of adult education-- after six years it "just keeps going,” influencing programs in areas such as assessment, curriculum, and performance. For example, SCANS recognizes that listening and speaking are the basic skills most used on the job, and that competencies such as technology application and teamwork are critical to success in the workplace . . . at any level of employment.
LEARNER SKILL CERTIFICATION
is closely related to the above trend. West Virginia, for instance, has developed a set of skill certificates to recognize attainment of skills and competencies that help adult learners be more employable or worthy of promotion.
WORKPLACE ADULT EDUCATOR CERTIFICATION
is a way to get beyond the minimal (less-relevant) requirement that adult educators have a K-12 teaching certificate. New categories of adult educators are being invented . . . some with responsibilities for workplace education "brokering" or coordination between employers and adult education (AE) programs. Certification may well follow training, as these efforts continue.
CORPORATE “CITIZENSHIP” / PARTNERSHIP
is not a new idea, but one with only scattered success. The large part of corporate tax credits and other incentives for businesses go to higher education enrollment and management training. The National Workplace Literacy Program (NWLP), funded between 1989 and 1997, helped pave the way for more corporate investment. A number of state adult education programs have also given priority to workplace education. Only time will tell, however, if these kinds of partnerships will flourish.
FROM WELFARE-TO-WORK to WELFARE AND WORK
means that welfare reform, in most states, requires job placement before or concurrent with skills training. As more adults with minimal skills come "online" for job placement, success is becoming an issue. Workplace education programs are beginning to step up to this special challenge. Consistent support for in-depth instruction is, however, uncertain.
USE OF TECHNOLOGY
is increasing. More technology is being introduced into the workplace. Computer and Internet use has grown. These are exciting new tools for adult learning in the workplace. Learning in (virtual) context may be the next wave, but must be sold to policy-makers and employers.
STATE-BY-STATE POLICY,
including funding for workplace education, is the reality, and has been for some time. Direct federal funding for incumbent worker education and training is almost non-existent at this time. States, however, have use of various funding sources for supporting workplace programs . . . if they choose to use these. The Workforce Investment Act, Title II, shows promise and has the necessary rhetoric to give some hope. But a direct mandate is lacking. States call the plays.
WORKFORCE DEVELOPMENT INITIATIVES
drive much of the new policy, especially from Governors’ offices. If adult education (AE) programs can keep from being "gobbled-up" by larger economic development forces, and if our contributions to employability mandates are taken seriously, workplace education could be the new wave of development for the AE field.
THE QUEST FOR OUTCOMES
is part of the accountability movement. Legislators say they want employment and work-related outcomes from programs. Workplace education programs can welcome this mandate, and demonstrate how outcomes-based learning can make accountability work for adult learners and businesses.
DEDICATED ASSESSMENT,
linked to instructional design, is required for any of the above potentials to be successful. Example: What good is a SCANS program if you’re not prepared to measure need and performance? A number of field innovations were developed via NWLP projects and the practitioner-based Comprehensive Adult Student Assessment System (CASAS). We have to find creative ways to improve the practice of adult assessment, and to break out of the traditional generic reading test dilemma, to make competency and context our next big challenge.
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