Earlier this month, Strada Education Network hosted a webinar that was particularly close to our heart. For one, it was exclusively for CAEL members. And it featured 2020 CAEL Learner of the Year Alphur 'Slim' Willock.
Not only did Slim overcome multiple barriers in his pursuit of higher learning, he earned multiple degrees doing so. Slim is a telecommunications associate with Verizon Wireless. You can read more about his story here.
Slim was joined by Tunisha Miles, a member of the Air Force Reserves and a partnerships specialist at Excelsior College, a CAEL institutional member. As stellar 'real world' examples of what it's like to pursue postsecondary learning amid life's many other demands, Slim and Stella shared personal insights to complement the webinar's compelling data. Culled from survey results, they revealed trends in motivations, barriers, and expectations around adult learner enrollment in postsecondary education.
Tying it all together were Dave Clayton, senior vice president, and Nichole Torpey-Saboe, director of research, from the Strada Center for Education Consumer Insights. Discussion focused on how Strada's Public Viewpoint findings related to Slim's and Tunisha's own experiences in pursuing postsecondary education.
Public Viewpoint is a recurring survey of 1,000 American adults launched in April to measure the effect of the pandemic on individuals' careers. The webinar also incorporated findings from the Strada-Gallup Education Consumer Survey and the Aspiring Adult Learner Survey. Results were compiled from respondents with the following characteristics:
Discussion started with the sobering statistics now all-too familiar amid the pandemic crisis. Six in ten employed Americans are worried they will lose their job. Half of Americans have lost work or income because of the pandemic.
Because the study data showed that 60 percent of respondents had been interested in postsecondary education when they left high school, it's apparent that their desire for more education has been a persistent one. At the same time, this is more evidence that detours confront many in their pursuit of postsecondary learning.
Despite their interest in returning to education, many respondents did not have the greatest expectations toward it. Only a third described their most recent educational experience as a positive one. For many, this last experience was a postsecondary one. Most (two thirds) of those harboring a negative impression had been previously enrolled in college at some point.
In terms of how the COVID-19 crisis is affecting the decision to continue their education, data reviewed during the webinar showed that interest has grown. When asked if they were more or less likely to enroll in education because of the pandemic, 42 percent of respondents indicated they were more likely. Overall, a quarter reported it was likely that they would enroll in an education or training program within six months.
In another sign of ongoing economic and labor market turmoil, the percentage of respondents who were motivated to pursue additional education to pay bills or take care of immediate needs doubled year over year, from 16 percent to 33 percent. This desire for education with a near-term impact also is echoed in what type of credentials respondents are favoring. In 2019, the split was 50-50, nondegree vs. degree. In 2020, 68 percent of respondents indicated an interest in nondegree credentials.
At the same time, the overall confidence in the value of education has dropped among adults without degrees. In 2019, 37 percent agreed that additional education would be worth the cost. In 2020, that percentage has dropped to 18. Meanwhile, more than half felt that additional education would make them a more appealing job candidate in 2019. Only a quarter felt that way this year.
When examining variables that might affect how adult learners feel about investing in education, the webinar found a strong majority (74 percent) of respondents reported that time/logistics would be extremely or very challenging. More than half (56 percent) said the same of self-doubt, placing this even above the familiar hurdle of cost (51 percent) in importance. The data suggest that this lack of confidence may arise from a lack of understanding. Fewer than one third of respondents said they 'understood very well' the following:
This uncertainty underscores the substantial potential of helping adult learners navigate educational choices and clarifying links between learning and work. The demand for such support also is clear in survey responses, ranked below, to 'What would increase your confidence in the value of education?'
During the panel discussion, which included questions from CAEL members, Slim and Tunisha offered several accounts of their own lifelong learning experiences that echoed the survey findings. They also offered some advice and observations for fellow adult learners and postsecondary institutions who seek to better serve them. Below is a summary:
For institutions
For adult learners
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