This report provides a comprehensive look about what was known in about adult participation in education nationally and across the fifty states. This report from the Council for Adult and Experiential Learning CAEL uses numerous data sets to provide evidence about what is known about adult learning nationally and across each of the fifty states and to identify gaps that hinder increasing numbers of Americans from earning a living wage defined by some as percent of minimum wage. The authors stress the policy implications of addressing these gaps to gain a better understanding of education levels and patterns of learning. The authors show that available jobs with living wages will be difficult to come by for adults who lack the higher skills, knowledge, credentials or degrees that are earned in the post-secondary education. The report highlights the importance of adult education in helping to close the growing gap between the nation's postsecondary attainment and that of other countries, and makes the case that individuals, states and the nation will benefit if larger numbers of adult citizens earn postsecondary credentials.
Adult learning statistics - characteristics of education and training
Active Learning Strategies | Center for Teaching & Learning
This article provides an overview of adult learning statistics in the European Union EU , on the basis of data collected through the labour force survey LFS , supplemented by the adult education survey AES. Adult learning means the participation of adults aged in education and training, also referred to as lifelong learning. For more information about this subject, please also see the article Adult learning statistics - characteristics of education and training. In general, lifelong learning encompasses all purposeful learning activities, whether formal, non-formal or informal, undertaken on an ongoing basis with the aim of improving knowledge, skills and competences. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities.
Participation of Adults In Higher Education
In northern countries discussions of participation in adult and continuing education are far more likely to be found in the literature than, say, explorations of involvement in primary and secondary schooling. In many southern countries — where, through various economic and political reasons, schooling is not available to all and there are various barriers to participation — this tends to be far less true. The main reason for the northern attention to adult participation is not difficult to see. In those situations where participation in educational activities is voluntary the picture changes.
This structure gives students a chance to organize their ideas—first in their own minds, then in a smaller group setting before sharing with the entire group. In a Think-Pair-Share, students Think individually about the question or idea s put forth, Pair up with someone to discuss their thinking, and then Share their conversation with their table group, and then finally with the whole group. Display Think-Pair-Share prompts about a concept or topic. Give students minutes to think about the prompt on their own. Then discuss with a partner for another few minutes.