Report: Community Colleges Powering the Skills to Jobs Marketplace

Unmudl Social Impact Report emphasizes that everyone deserves equitable access to information - and the dignity and agency to determine what to do with it. We value empathy, clarity, and courage to drive systems change in education and the workforce. We believe talent is equally distributed and that opportunity should be equitably distributed too. We believe in empowering learners where they are in their working learner journey.

The rise of the working learner signifies a dramatic shift in how we think about working and learning and what that means for overall life satisfaction. Historically, research on working and learning analyzed and reported findings as parallel and separate paradigms with little or no intersection. This report provides a summary of the latest research findings on and introduces possibilities that support the vision of a new learning economy where working and learning are integrated and everyone has an equal opportunity to achieve greater life satisfaction for themselves and their families.

There seems to be general consensus among most education and economic experts that a different approach to learning is needed - an approach that guarantees successful student performance in work and life, rather than simply “knowledge gathering.” This blog looks back to the past to help us prepare for the future of learning and working where new learning models should enhance the performance of our students in such a way that they can apply those learnings to working and living.

A New Work-and-Learn Framework.” In: Ifenthaler D. (Ed.), Digital Workplace Learning (pp. 23-41) This chapter summarizes the evolution of the knowledge economy to a new learning economy, driven by new technological forces, digital signals, and the rise of the working learner. A new framework for work-and-learn options is introduced that supports the emergence of a new learning ecosystem that integrates of working, learning, and living supported by innovative tools and technology to help the learner successfully balance competing demands.

One of the forces driving transformative change over the next decade is the growth in intelligent agents (machines that act in place of humans). In 2018, Institute for the Future (IFTF) and Lumina Foundation convened experts from diverse fields to explore the conditions and context of a future rich in machine intelligence and its impact on work and learning.

This chapter defines the new learning economy, highlights factors that play into the work versus learn conflict, and summarizes the impact on various outcomes such as college completion, life satisfaction, and career success. Finally, a new work‐and‐learn framework is presented that outlines new and emerging options for working learners