Innovative programs in adult education

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Many are from private industry or the business world. As part-time teachers, it is challenging to provide time and resources for them to engage in professional development. Current demands placed on their teaching duties include learning up-to-date best practices, highly engaging instructional strategies, and other trends.

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Stokes spoke at the recent UPCEA conference about how Professional and Continuing Education units serve as a driver of university-wide innovation at their respective institutions. In this interview, Stokes expands on that topic, discusses how these units have found themselves on the margins of their institutions and shares his thoughts on whether that is actually a bad thing. Why is this the case, and how is this exemplified?

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Adult education provides the skills people need to thrive in their families, communities, and jobs. As we celebrate Adult Education and Family Literacy AEFL week, it is useful to look back at how the program has evolved over the last 50 years through theory, legislation, and innovative practice. Congress first began investing in adult education in when it passed the Adult Education Act.

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Have a passion for continued education? Inspire adults both in and out of the classroom. In fact, adult education is one of the fastest growing industries. From working with adults in a classroom setting to teaching adults in the workplace, there are so many opportunities for continued education.

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The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system.

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Those with a continuing education program have a valuable asset they should leverage as their hub of innovation to improve opportunities not just for adults but for all students. Because of their mission and relative autonomy on university campuses, continuing education programs—in the form of extension schools and schools of continuing and professional education—are well-positioned to experiment with different student-centered learning models, create innovative programs that generate new revenue streams, and build bridges with industry partners. Continuing education programs arose in the 19th century to meet the critical workforce and social needs of the time.

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Local adult education programs help adult learners develop knowledge and skills, gain secondary credentials, and transition to further education and employment. Department of Education, Office of Career, Technical and Adult Education OCTAE is funding a five-year project to identify and highlight innovative practices in adult education that lead to improved outcomes. Innovative adult education practices are new or significantly improved :.

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The United States of America USA has been a destination for immigrants for more than years, and this trend continues today. Inthe immigrant population was more than However, for millions of immigrants, participation and inclusion in mainstream society remain a challenge, mainly due to their low literacy and numeracy skills. Roughly 40 per cent of adult immigrants in the USA lack basic English literacy skills, and 48 per cent lack basic numeracy in English Batalova and Fix,

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State Reports on Adult Education. The CAEP appropriates these funds through regional consortia consisting of community college districts, school districts and county offices of education to implement regional plans to better serve the needs of adults. During Assembly Bill 86 planning, members voted unanimously to implement the top five regional strategies: 1 expand adult education course offerings; 2 develop regional asset and pathways roadmap; 3 align courses and streamline pathways; 4 provide professional development; and 5 analyze regional labor market and needs to align implementation and expansion.

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A key function of the Future Skills Centre is to work with stakeholders across the country to develop, test, and evaluate innovative approaches to skills development. The Centre invests in action-based research through community-based projects which test innovative approaches for helping diverse Canadians gain the skills they need to adapt and succeed in the workforce. All projects will be rigorously evaluated and contribute to a stronger evidence base, generating actionable information on what works, for whom, and why. Many of these projects engage mid-career workers in specific sectors — such as oil and gas workers, truck drivers, auto workers, cashiers, and meat processing workers — that are experiencing, or at risk of, displacement.

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