A new back-to-school focus on non-traditional learners

As millions of students return to campuses this fall, educational institutions are concentrating on new freshmen and retention rates. However, another group requiring attention consists of over 37 million Americans under 65 who possess college credits without a degree. In an era demanding more skilled workforce members, these 37 million represent a substantial untapped talent pool for U.S. employers.

Many adults in this category do not conform to the typical student profile. They are parents, frontline workers, veterans, caregivers, and professionals advancing their careers. Despite their prior enrollment, life circumstances impede their progress. A recent report from Pearson and the American Council on Education, "Reengaging Stopped-Out Learners: Institutional Strategies for Return and Completion," examines why these individuals abandon their education and what motivates them to return.

Financial hardships, competing responsibilities, and readiness concerns frequently disrupt educational pursuits. Still, career advancement, personal satisfaction, and family goals remain significant motivators for reengagement.

The key challenge for higher education is clear: to attract these learners back, institutions must alter the system that previously failed to accommodate their circumstances. For decades, higher education has primarily catered to full-time, campus-based students. However, stopped-out learners necessitate a different approach. They require flexible pathways that consider work schedules, caregiving duties, and credits for prior learning.

They need educational models that fit into their lives rather than interrupting other commitments. Fortunately, several institutions are initiating a reevaluation of learner-centered education. Three primary areas where colleges can achieve significant progress include flexible program delivery, improved data infrastructure, and expanded recognition of prior learning, work experience, and military training.

These suggestions signify a substantial shift in how we perceive student success. Picture a working professional who discontinued college eight years ago, having completed most of a business degree. Today, this individual may possess relevant workplace experience, completed employer training, and developed sought-after technical skills.

Requesting them to restart from scratch is impractical. Instead, institutions should identify innovative methods to acknowledge demonstrated competencies, expedite degree completion, and align learning directly with career objectives.

Technology also plays a crucial role. Advancements in digital learning, artificial intelligence, and personalized education enable higher education to be more responsive. Learning experiences can now adapt to individual needs, provide support on demand, and facilitate progress at a pace suited to each student. The future of higher education will be determined by how effectively it helps individuals achieve meaningful outcomes.

This importance extends beyond the campus. The United States faces a growing skills gap. Employers across industries are in search of talent. Simultaneously, millions of adults possess partial college experience and valuable workplace knowledge, but lack the degree credential that could unlock new opportunities. Reengaging stopped-out learners offers one of the quickest and most effective ways to enhance the workforce while improving economic mobility.

This back-to-school season should remind us that education is not limited to the 18-to-22-year-old experience. Learning is a lifelong process. The forthcoming generation of higher education leaders will understand that learners enter and exit education throughout their lives and design systems accordingly. The opportunity is vast.

Millions of Americans have already begun their educational journey by enrolling in college. This fall, higher education should consider what it would take to help them complete their degrees. The answer could significantly enrich the lives of millions of people and drive the future of our workforce and economy. Tom ap Simon serves as president of higher education and virtual learning at Pearson.