This project was made possible in part by a Walmart Foundation Grant.
Adult learning, Work-based learning -- Research, Digital literacy
Part of our research process has been to engage the voices of individuals involved in employer-supported education and training initiatives or otherwise impacted by the issues we have been investigating. To this end, we hosted a series of convenings to discuss our findings and invited a group of 12 interested parties who represented a range of backgrounds and experience in the workforce development system to respond to our initial observations, to make sure that we are doing things that were relevant and useful, and to identify things that we had missed or that we didn't get right.
Participants in the convenings, who we consider our research partners, included working learners, individuals who work directly with front-line workers, adult education practitioners, others who work in the workforce development system, and individuals who work for organizations known to engage in research and advocacy. The practitioners and professionals among this group shared a number of characteristics that made their insight especially valuable. Many were working on innovative projects focused on adult learning and workforce development. Their interest and experience working to improve access to relevant education and training meant that they knew about different innovative initiatives or approaches. They were thus uniquely qualified to respond to our research findings in a series of three convenings, each with a different focus. We described the process that we used to involve working learners in the research process in a blog post called Manx. Voices: Participants as Research Partners. In this post, we focus on what our research partners think about our findings on learning and advancement.
21CLEO Research Team, "34. Learning and Advancement: Insights from Research Partners" (2022). 21CLEO Research Project Blog Posts. 35.