CHAPTER 18

What Might an Effective System of Lifelong Learning Look Like?

Jason Wingard and Michelle LaPointe

The lifelong learning programs described in this book suggest components of a system of lifelong learning. The goal is to move beyond disconnected programs to integrate a seamless system to support the education and training of all. A system would require a comprehensive understanding of the local context and target population, well-defined economic and community goals, and identification of the resources needed to develop and sustain such a system.

Six Steps for Developing a System of Lifelong Learning

1. Engage employers and community in an audit of education and workforce development needs/skills needs/available resources.

2. Identify and engage necessary partners and supporting sponsorship and investment.

3. Select or create a coordinating agency to facilitate the system.

4. Determine the goals and program design.

5. Pilot, evaluate, and refine the program.

6. Take the initiative to scale.

An Approach to System Development

In a country as vast and diverse as the United States, regional factors and have impact on lifelong learning requirements. For example, the economy and population of Southern California face an entirely different context than in New England. Thus, any national policy regarding lifelong learning and workforce development must take into account these regional differences in both industry and the population base as well foster local economic and societal “ecosystems.”

Understanding Community Context

The Northern Tier Industry and Education Consortium (NTIEC) is an example of a local micro-ecosystem with a common population base, common community context, and local employers that provide common types of jobs (manufacturing, health care, etc.). Middlesex Community College recognizes that biotech provides a considerable percentage of employment opportunities employer in the greater Boston metropolitan area and thus has focused on programs that foster the development of skills appropriate to that sector. While a first and crucial step in developing a system of lifelong learning is identifying the regional ecosystem, there is likely a defined context and organizations that have focused on regional economic development, such as the Workforce Investment Board or the local chamber of commerce.

Defining the ecosystem is only the first phase of a needs assessment. Next, it is important to collect and analyze data: economic statistics, interviews with local leaders for all sectors, and focus groups with residents. What is the economic base? Are there any natural synergies or complementary sectors that could expand the economic base? What jobs are available in those sectors? What skills are needed to fill those positions?

Creating Partnerships

With a deep understanding of the community context, it is essential to identify partners from the three sectors: education providers, employers, and coordinating agencies. Each type of organization has a distinct role, and together these organizations provide stability and foster sustainability. In addition to identifying lead partners, it is essential to recognize and engage community stakeholders. (Ideally, there is overlap between the people consulted in the needs assessment phase and the important partners and stakeholders.) What resources can these partners invest in a system of lifelong learning and workforce development?

When partners are identified, it is important to delineate their roles and designate an organization to coordinate the work. In some places, there may be an existing organization that can operate as the coordinating agency. In others, it may be better to incorporate a new organization that is solely focused on this work. There are pros and cons to both approaches; the important piece is hiring people who are passionate about the work and can move it forward.

Partners need to clarify common and measurable goals for lifelong learning in the ecosystem. Common goals guide the development of programs and policies that will shape the system of lifelong learning. Once the programs are fully designed, it is prudent to start with a small-scale pilot program.

Implementation

Careful implementation of the program includes collecting formative data on the quality of the program and to guide ongoing course corrections. After a period of 2 or 3 years, data collection should expand to include outcome data. Together, formative and outcome data facilitate evaluating the effectiveness of the program. It is important to incorporate evaluation and continuous improvement into the design of the program and the implementation plan rather than layering on improvement efforts after the program is implemented.

Finally, after making any necessary course corrections, the programs and policies are ready to go to scale. This often requires identifying additional supporters and additional resources. Sustainable programs pay constant attention to stakeholder engagement and fund-raising. Data collection is also an ongoing task. As in the pilot phase, full implementation should also be conducted carefully and include data collection from the beginning. Evaluation and continuous improvement are essential to ensure that the system of lifelong learning is meeting its goals.

Conclusion: A Crossroads

The United States currently lacks a system for high-quality education and workforce readiness. Without a coherent learning system in place to prepare people to participate in society and the economy, employers will be ill-prepared to conduct business. The talent pipeline is weak, and coordinated resources for development are not uniformly available at any level. Ignoring the current dearth of appropriately prepared and high-value human capital is a mistake that renders organizations not only ineffective but also obsolete. We can either choose to invest in our people and maintain the dynamic economy and high quality of living in the United States, or we can slide into a stagnant economy and increasing disparities in the quality of life in this country.

Employers may dismiss this crisis if they are able to identify qualified candidates to fill their existing needs, but investing in the continuous professional development of those employees is critical for maintaining the necessary skills in a dynamic economic environment. Employees who were highly skilled when hired require ongoing support to keep pace with rapidly changing expectations. To remain competitive, businesses must invest in their most expensive and most valuable asset—skilled employees. Even in cases where the cost of training is higher than it has ever been, the relative cost of not doing it is even greater. Staff turnover and recruitment are unnecessary expenses, and they cost more than investing in employees. Further, the return on investment for people development is now higher than it has ever been, given the increasingly rapid advancements in technology and innovation.

The reality is bleak, but the organizations presented in this book have demonstrated that it is possible to create programs and policies to support learning at every stage of life. The range of programs underscores the idea that many types of organizations can take on this work. Successful businesses invest in their own workforce. Community-minded organizations develop the talent in their local area. Nonprofit organizations provide direct services to support learning in their communities. Institutions of higher education offers education and training to people at many stages of life: “first chance” supports for young adults, remedial education, and graduate education for experienced adults. A variety of organizations coordinate partnerships to reinforce these programs and policies. This book has demonstrated that all types of organizationscan fostered access to lifelong learning and have reaped a high return on their investment.

We included a wide range of organization in the hopes that you will recognize your organization and will begin to think about how you could support lifelong learning. When reflecting on options for developing your own program, consider the following questions:

• Assessment:

What are the needs in your community? What strategies described in the book might address them?

What skills and knowledge does your organization prioritize? Content knowledge? Technical skills? Collaboration? Creativity?

What resources does your organization have to support lifelong learning?

What resources exist in your community to support lifelong learning?

What state or federal resources can support the program?

• Planning:

Thinking about the strategies described in the case studies, what strategies could enhance your companies’ workforce?

What barriers in your region have limited the education and training programs?

How will you identify partners within your community?

How can you access external resources to support the program? Share costs with other organizations? Solicit support from foundations or professional associations? Apply for state or federal grants?

How will you know if the program is successful? What goals and metrics will provide the information you need?

• Execution:

How will you develop and maintain strong partnerships to support lifelong learning in your community.

How will you tap into potential resources to implement and sustain the program?

Reviewing the examples presented in this book, what factors are linked to successful implementation?

How will you measure progress toward goals and adjust execution to align with goals?

These questions can prompt conversations within your sector or community about identifying both common needs and common goals. Ideally, these discussions will help reveal opportunities to collaborate in support of both the employers’ need for a skilled workforce and to removed the regional barriers that hinder workers’ abilities to develop those skills. Ultimately, we all lose—employers, employees, and society—if we do not address these issues. Despite the up-front costs, the return on investment in education and training is high. Lifelong learning benefits all of us.