Reimagining Lifelong Learning: Alternative Terms and Approaches
The concept of "lifelong learning" is frequently touted in higher education and corporate training as an aspirational goal. However, the term can be misconstrued and may not resonate with all learners, particularly those focused on specific skills development for career advancement. Confusing lifelong learning with skilling is holding back talent development. It's crucial to differentiate between individuals driven by a genuine passion for learning and those seeking targeted skills to improve their employment prospects.
The Limitations of "Lifelong Learning"
Jamie Merisotis, in his book "Human Work In The Age Of Smart Machines," highlights the potential drawbacks of the term "lifelong learning" from a consumer perspective. He argues that it can sound like a "prison sentence" rather than an opportunity, and that lifelong learning translates in worker/learner minds to a "lifetime of paying for college - something that is…terrifying.” This is especially intimidating for those who didn’t thrive or persist in traditional schooling or higher education. The term can be particularly off-putting to individuals who did not excel in traditional academic settings. There is real debate about whether lifelong learning is something that can be taught or whether it is more of an innate trait in people. Further, there is essentially no evidence that their education produces lifelong learners. It appears only those who have pursued or completed master’s degrees get to this point - which simply further raises the debate of whether it can be trained or taught vs. being an artifact of people who love learning and continue to pursue more and more education. The reason this is important to point out is that if our agenda is to create lifelong learners and lifelong learning journeys, we may be sorely missing the mark.
MOOCs: A Case Study
The evolution and usage of Massive Open Online Courses (MOOCs) provide an interesting illustration of this distinction. Extensive data and insights from MOOCs paint a bit of this picture. Despite initial hopes of democratizing education, studies revealed that a significant majority of MOOC users already possessed a bachelor's degree (80%) and resided in countries with very high human development indices (69%), with only a small fraction (1.43%) coming from countries considered ‘low’. Average completion rates of those who start MOOC courses is just 3%. Although MOOCs have shifted in the past couple of years toward adding more specific skilling and training courses, their core platforms have been based on courses from universities. And their users - at least up until very recently - have largely been the lifelong learning crowd interested in sniffing around courses from top universities out of curiosity and general intellectual fulfillment. In short, they have not traditionally been skilling platforms serving the vast population of worker/learners looking to upskill or reskill (what I call ‘skill-seekers’). This suggests that MOOCs initially catered more to individuals with a pre-existing interest in academic exploration rather than those primarily seeking specific skills for employment.
The Rise of "Skill-Seekers"
"Skill-seekers" represent a distinct group of learners with specific motivations. They are looking for ‘just-in-time’ education and training. They are seeking the fastest, most effective and most affordable options for accomplishing very specific goals. They want raises, promotions and new jobs. They want to put more money on the table for their families. And they want real outcomes and accountability. It won’t just be whether they finished a course or program but whether doing so actually leads to a better work outcome. They aren’t doing this for fun; they’re doing it for funds. And it is critical that any educational institution or employer understand the distinction. Their primary focus is on acquiring skills that directly translate into tangible career benefits, such as raises, promotions, or new job opportunities. They prioritize efficiency, affordability, and demonstrable outcomes. For them, the ultimate measure of success is not just completing a course but achieving improved work outcomes.
"Lifelong Earning": A More Relevant Paradigm?
This is not to suggest that skill-seekers can’t and won’t pursue a skilling journey over time; they very well may. If they do, it will be driven by very clear next steps where they see direct economic benefit or improvements in their job or career quality. Programs with guaranteed raises, promotions or jobs at the end will be essential to creating lifelong journeys for skill-seekers. But please don’t pitch it as lifelong learning. Perhaps lifelong earning? It’s time we take great care in the framing, purpose and outcomes of learning. For this group, the concept of "lifelong earning" might be more appealing. This framing emphasizes the direct link between continuous learning and improved economic prospects. Educational institutions and employers should carefully consider the framing, purpose, and outcomes of learning initiatives to effectively engage and motivate different learner populations.
Read also: Lifelong learning for adults
Read also: Lifelong Learning Opportunities
Read also: Continuing Education at Boise State
tags: #lifelong #learner #alternative #terms
