Celebrating Education

 

By Morten Flate Paulsen, Professor of Online Education
(IACEHOF 2024)

After four decades immersed in online education, I have concluded that my four favourite online education words are: flexibility, cooperation, transparency, and celebration. Since the IACE Hall of Fame has organized yearly celebrations of a new class of inductees since 1996, it is fitting to reflect on the significance of celebration in education.

I advocate for celebration as a vital tool to promote quality in education, focusing on excellence and significant achievements. It enhances personal and institutional pride, attracting more attention and joy to our field.

Anniversaries provide clear opportunities for celebrations and increased visibility. Graduation ceremonies and traditions surrounding diplomas, certificates, micro-credentials, and other proofs of academic achievements are certainly worth celebrating.

Many institutions share inspiring student and teacher testimonials, often initiated by marketing staff who uncover compelling stories through celebratory activities.

Awards of excellence, such as Teacher of the Year, Best Student, and Best Paper awards, can motivate individuals to excel and provide role models to admire. Various countries, organizations, and institutions have established schemes or strategies for such awards. Looking back, my personal motivation and career got a boost when I received the Best Presentation Award for Trends in International Electronic Distance Education at the NordData 89 conference thirty-six years ago in Copenhagen.

Several organizations have established schemes to honour educators for their important contributions in the field. Among the international organizations I know best: The International Council of Open and Distance Education (ICDE) offers prizes of excellence, the European Distance and E-learning Network (EDEN) maintains a Fellowship scheme, the International Adult and Continuing Education (IACE) Hall of Fame inducts outstanding educators, and the Commonwealth of Learning (COL) designates Honorary Fellows.

Many of these educators have inspired me and numerous others. Mark Nichols has interviewed more than a hundred educators in the podcast Leaders & Legends of Online Learning. Susan Bainbridge and Norine Wark authored The Encyclopaedia of Female Pioneers in Online Learning. And I have profiled about 160 prominent colleagues in the open-access books, which constitute the chronicles My online Education World 1980-2020. We can all learn from these international role models and celebrate our local heroes.

In conclusion, I urge educators to embrace celebration, innovate celebratory practices, and incorporate them into their strategies. Many in our field deserve more recognition for their outstanding work. Celebration can inspire individual achievement, enhance institutional excellence, and lead to positive media coverage. Let us remember the power of celebration in fostering a vibrant and motivating educational environment.

 

Students Need Due Diligence

 

By William J. Rothwell, Distinguished Professor Emeritus, Penn State University (IACEHOF 2023) and Aikumis Serikbayeva, Ph.D. Candidate, Penn State University

 

It has become fashionable in some political circles to sneer at the value of a college degree. Some pundits claim universities are “left‐leaning factories” and degrees are “worthless pieces of paper.” That’s nonsense. The truth is more complicated—and far more inconvenient for that simplistic narrative.

 

It is true that, at present, the unemployment rate for college graduates ages 22–27 is startling: for women, it is about 4 percent, and for men, about 6 percent (Apollo Academy, 2025). That compares to a general U.S. unemployment rate of about 4.3 percent in August 2025 (Bureau of Labor Statistics, 2025).

 

But a degree alone is neither a magic ticket nor a silver bullet. Too many students, and their parents, drift through four years without ever asking the hard question: What will it take to be competitive after graduation? They don’t investigate job markets; they don’t seek internships; and they don’t build the skills employers demand. Then, when the job offers don’t flood in, they blame the professors, the major, the degree, or the school instead of their own lack of preparation.

 

Of course, it is also true that many school districts have defunded career counseling for secondary students. So students may arrive in college ill‐prepared to know what to do to become competitive. And many colleges and universities do not effectively integrate career planning as a requirement into academic curricula (Carnevale & Smith, 2018).

But despite challenges, the fact is that higher education can still work—if students and parents perform their due diligence. Employers overwhelmingly value degrees (Gallup & Lumina Foundation, 2023). But they also want graduates who can demonstrate more than a diploma. That means applied experience, marketable skills, and a willingness to take initiative (National Association of Colleges and Employers [NACE], 2024).

 

The attack on higher education is nothing more than a political stunt. Instead of tearing down universities, we should be telling young people: don’t just chase the paper. Use those years to set yourself apart. A business without a competitive edge will not long survive, and neither will an individual worker. A college degree remains a powerful path to opportunity—if students are willing to go beyond the paper chase.

 

References

Apollo Academy. (2025, September 14). Unemployment rate for recent college graduates: Rising for men, falling for women. The Daily Spark.  https://www.apolloacademy.com/unemployment-rate-for-recent-college-graduates-rising-for-men-falling-for-women/

Bureau of Labor Statistics. (2025, September 5). The employment situation—August 2025. U.S. Department of Labor. https://www.bls.gov/news.release/pdf/empsit.pdf

Carnevale, A. P., & Smith, N. (2018). Balancing work and learning: Implications for low-income students. Georgetown University Center on Education and the Workforce. https://cew.georgetown.edu

Gallup, & Lumina Foundation. (2023). The state of higher education 2023 report. Gallup. https://www.gallup.com/education

National Association of Colleges and Employers. (2024). Job outlook 2024: Attributes employers want to see on student résumés. NACE. https://www.naceweb.org

 

 

What’s Wrong With Tenure and How to Improve It

 

By William J. Rothwell, Distinguished Professor Emeritus, Penn State University
(IACEHOF 2023)

 

The university tenure system is a cornerstone of higher education, intended to ensure job security, academic freedom, and the retention of high-quality faculty. But this system is under increasing scrutiny for failing to align with the evolving needs of students, institutions, and society (Sporn, 2024). Understanding and improving tenure is vital for students, parents, policymakers, and educators, as it can directly impact the quality and relevance of higher education (El Hajjar & Borna, 2025).

 

Challenges in the Tenure System

 

Research

Tenure decisions often overemphasize research output, pressuring faculty to prioritize grant acquisition and publication volume (Mutongoza, 2023). This “publish or perish” culture can compromise quality and ethics, encouraging isolated rather than collaborative efforts and diminishing focus on teaching or real-world application. Grant priorities may not align with pressing societal needs, further skewing academic efforts (Purnell, 2025).

 

Publishing

Tenure traditionally values peer-reviewed journal publications. However, this narrow definition of scholarly contribution excludes more accessible and impactful formats such as books, policy papers, or practitioner-oriented content. The peer review system, while important, can be biased, and the pressure to produce frequent articles may stifle innovation and inflate minor contributions (Sobkowicz, 2015).

 

Teaching

Teaching often receives less weight in tenure evaluations (Schimanski & Alperin, 2018). Faculty may have little motivation to improve instruction, adopt new methods, or prioritize student learning—especially when excellence in teaching is not rewarded. This neglect results in theoretically strong students with weak real-world preparation, especially if experiential learning is overlooked.

 

Advising

Advising and mentoring, critical to student development, are time-intensive and often undervalued in tenure reviews (Morrison et al., 2019). The demands of research and publishing leave faculty with limited availability for meaningful student support, particularly for those needing tailored guidance.

 

Service

Service—including committee work, faculty governance, and community engagement—is crucial to university functioning. Yet tenure reviews often treat it as a lesser duty (St. Louis University, 2022). This leads to uneven workloads, where committed faculty bear the brunt, potentially jeopardizing their research and teaching efforts.

 

How to Improve Tenure

 

A reformed tenure system should balance research, publishing, teaching, advising, and service:

 

Research Reform

• Prioritize quality, innovation, and relevance over quantity.
• Encourage interdisciplinary and collaborative projects.
• Expand definitions of scholarly output to include policy work, practitioner research, and cross-disciplinary contributions.
• Support faculty with funding, assistance, and time for meaningful research.

 

Publishing Reform

• Broaden recognition to include books, open-access journals, and digital dissemination.
• Promote in-depth, long-term research agendas.
• Improve transparency in the peer review process.
• Foster mentorship to develop thoughtful publication strategies.

 

Teaching Excellence

• Implement robust teaching evaluation methods (peer reviews, student feedback, teaching portfolios).
• Offer development programs to improve instructional quality.
• Recognize innovative pedagogies like active and experiential learning in tenure decisions.

 

Advising as a Priority

• Set clear expectations and provide training.
• Include advising effectiveness in tenure decisions, using input from advisees.
• Reward faculty who demonstrate excellence in student mentoring.

 

Valuing Service

• Distribute service duties equitably.
• Count diverse service activities (governance, outreach, leadership) in evaluations.
• Foster a culture that appreciates service as essential to academic life.

 

Other Considerations

Tenure decisions could also reflect faculty contributions to social impact and diversity, helping to combat the perception that higher education is elitist or disconnected from societal needs. Additionally, restoring faculty leadership in curriculum decisions, instead of delegating it to expanded administrative control of bureaucrats, can ensure relevance to students’ educational and professional aspirations.

 

Conclusion

Tenure should reflect the full scope of faculty responsibilities—research, teaching, advising, service, and societal contribution. Reforming the system to emphasize quality, balance, and relevance will ensure universities better serve students, faculty, and society. Such improvements can restore public trust, enhance student outcomes, and re-energize the academic profession.

 

 

References

El Hajjar, S., & Borna, S. (2025, May 5). The tenure dilemma: Stability or innovation? AACSB Insights. Association to Advance Collegiate Schools of Business. https://www.aacsb.edu/insights/articles/2025/05/the-tenure-dilemma-stability-or-innovation

Morrison, J. A., Barthell, J. F., Boettcher, A., Bowne, D., Nixon, C., Resendes, K. K., & Strauss‑Soukup, J. (2019). Recognizing and valuing the mentoring of undergraduate research, scholarship, and creative activity by faculty members: Workload, tenure, promotion, and award systems (CUR White Paper No. 2). Council on Undergraduate Research.

Mutongoza, B. H. (2023). The negative consequences of the ‘publish or perish’ culture on academic staff in higher education. SOTL in the South, 7(2), 49–65.

Purnell, P. J. (2025). Transdisciplinary research: How much is academia heeding the call to work more closely with societal stakeholders such as industry, government, and nonprofits? Scientometrics, 130(6), Article 53. https://doi.org/10.1007/s11192-025-05367-2

Schimanski, L. A., & Alperin, J. P. (2018). The evaluation of scholarship in academic promotion and tenure processes: Past, present, and future. F1000Research, 7, Article 1605. https://doi.org/10.12688/f1000research.16554.2

Sobkowicz, P. (2015). Innovation suppression and clique evolution in peer review. Journal of Artificial Societies and Social Simulation, 18(2), 13. https://doi.org/10.18564/jasss.2957

Sporn, B. (2024). Higher education institutions as change agents in society. Higher Education, Skills and Work-Based Learning, 14(2), 123–142. https://doi.org/10.1080/21568235.2024.2412764

Saint Louis University, Gender Policies and Initiatives Council, & Academic Faculty Affairs Committee. (2022). Lip service? White paper on service in the personnel review process. Saint Louis University.

 

The Compelling Need for Talent Acceleration

 

By William J. Rothwell, Distinguished Professor Emeritus, Penn State University

(ACEHOF 2023)

 

The need for accelerated talent development is no longer optional. It is imperative. The convergence of disruptive technologies like artificial intelligence (AI), demographic shifts such as the mass retirement of Baby Boomers, policy changes affecting skilled immigration, and the reindustrialization of economies like the United States has exposed a widening gap between current workforce capabilities and future business demands. To compete and thrive in the Fourth Industrial Revolution—also known as Industry 4.0—organizations, educational institutions, and governments must urgently embrace faster, more responsive approaches to upskilling, reskilling, new skilling, and cross-skilling the workforce (World Economic Forum, 2018).

 

One significant force driving the need for accelerated talent development is the integration of AI into every aspect of business (Marguerit, 2025). As machines become more capable of performing routine cognitive and manual tasks, the demand for human workers who can interpret data, make decisions, and apply judgment in new contexts is soaring. Traditional educational models—centered around four-year degrees—are simply too slow to respond to evolving and dynamic workforce demands (Kovalev et al., 2025). By the time a student completes a degree, the skills they’ve learned may already be outdated. Organizations need people who are agile, adaptive, and equipped with skills that can be rapidly refreshed or reconfigured to meet emerging needs.

 

At the same time, the retirement of the Baby Boomer generation is triggering a massive brain drain across industries (Chaudhuri & Ghosh, 2012). These experienced professionals, many of whom hold institutional knowledge and leadership capabilities, are exiting the workforce in large numbers. Their departure leaves critical gaps that cannot be filled through conventional hiring and development cycles. To sustain operational continuity and competitiveness, companies must fast-track the development of younger and mid-career employees who can step into leadership roles and technical positions—often with limited time for traditional onboarding or formal education.

 

The situation is compounded by recent federal policy shifts that have led to a decline in skilled immigration to the United States (Mandelman, 2024). Slowdown in immigration, labor shortages, and declining skill premia. Federal Reserve Bank of Atlanta Working Paper. For decades, the U.S. economy has benefited from the influx of talented professionals from around the world, particularly in STEM fields. With fewer skilled immigrants available, the pressure is mounting to develop talent domestically—faster and more efficiently than ever before.

 

In parallel, the U.S. is undergoing a reindustrialization as manufacturing returns to domestic soil. This “reshoring” of industry is driven by a desire to strengthen supply chains, secure national interests, and support economic recovery. However, the factories of today are not the same as those of previous generations. Smart manufacturing facilities rely on robotics, machine learning, and cyber-physical systems. These new technologies require workers with hybrid skill sets—combining technical know-how with problem-solving, critical thinking, and digital fluency—and the learning agility to learn faster and more effectively than ever before. Meeting these complex and changing talent demands calls for a more dynamic, flexible approach to workforce development.

 

Globally, similar pressures are driving the need for talent acceleration in Asia-Pacific economies. In a recent invited keynote address delivered to ASEAN and APEC nations, I emphasized how the migration of Chinese industry to Southeast Asia is transforming the region’s labor markets. Countries must rapidly prepare their low-tech workforces for high-tech, high-value work or risk losing out. Like in the U.S., the answer lies not in traditional degree programs, but in stackable credentials, certifications, microlearning, and experiential learning—methods that provide targeted, just-in-time learning experiences aligned to workforce needs.

 

Higher education everywhere in the world must respond to this shift. Universities and colleges must expand their focus beyond conventional degree paths and embrace alternative learning formats that prioritize speed, relevance, and adaptability. That includes offering short-term, modular programs that can be combined into broader qualifications; partnering with employers to co-develop learning pathways; encouraging experiential learning methods that appeal to a new generation of learners who grew up with exciting videogame entertainment and expect the same level of engagement in their education; and investing in digital platforms that make lifelong learning more accessible.

 

The future of work will belong to those who can learn quickly, pivot often, and deliver results in an environment of constant change. The average person in the future is expected to have 3-7 career changes in their lifetime. For younger generations, like Gen Z, this number is projected to be even higher, with estimates ranging from 5-7 careers, including potentially 16-17 jobs (Jobera, 2023). This shift is driven by factors like the evolving job market, technological advancements, and changing economic conditions. Talent acceleration is not just a strategy; rather, it is an essential lifeline that will determine whether organizations and nations can adapt, compete, and lead in the age of AI.

 

References

Chaudhuri, S., & Ghosh, R. (2012). Reverse mentoring: A social exchange tool for keeping the Boomers engaged and Millennials committed. Human Resource Development Review, 11(1), 55–76. https://doi.org/10.1177/1534484311417562

Jobera. (2023, October 11). 59+ latest career change statistics, facts & trends. Jobera.

Kovalev, A., Stefanac, N., & Rizoiu, M.-A. (2025). Skill‑driven certification pathways: Measuring industry training impact on graduate employability [Preprint]. arXiv. https://arxiv.org/abs/2506.04588

Mandelman, F. S. (2024). Slowdown in immigration, labor shortages, and declining skill premia. Federal Reserve Bank of Atlanta Working Paper.

Marguerit, D. (2025, March 24). Augmenting or automating labor? The effect of AI development on new work, employment, and wages [Preprint]. arXiv. https://arxiv.org/abs/2503.19159

World Economic Forum. (2018). Towards a reskilling revolution: A future of jobs for all. See: https://www.aspeninstitute.org/of-interest/towards-reskilling-revolution-future-jobs-all/?gad_source=1&gad_campaignid=22337449436&gbraid=0AAAAA-vx0GEb8KVy55MqeMLwEWUL31JRL&gclid=Cj0KCQjwzOvEBhDVARIsADHfJJSDUYDLc-98fcWeXcjhZvHLcHTvwZd12gXkKa-rSx3TDWXVrzKqRDIaAhftEALw_wcB

 

Adult Learning for Integration – Reimagining Migrant Education Across Borders

 

 

Migration is one of the defining forces of the 21st century, reshaping societies, economies, and individual identities. Recognizing the transformative power of migration and its challenges, Working Group 3 (WG3), Adult Learning and Education (ALE) in Immigrant Settlement and Integration, at the 2024 Hall of Fame Induction Conference, explored how ALE can support inclusive, sustainable integration for migrants around the globe.

 

Co-chaired by Dr. Thomas Sork (IACEHOF 2008) of the University of British Columbia and Dr. Alexandra Ioannidou of the German Institute for Adult Education, with assistance from Working Group Mentor Simona Sava (IACEHOF 2017) of the West University of Timişoara, the group brought together participants from Canada, Germany, Italy, Romania, South Africa, Sweden, and the United States. The session affirmed the crucial role of ALE in navigating the societal transformations that migration brings.

 

A Global Megatrend with Local Impact

Migration is a demographic phenomenon and a social megatrend that touches every aspect of life. From labor markets and public services to community cohesion and identity, successful integration requires a coordinated and empathetic response. Adult education is uniquely positioned to support this process by equipping migrants and host communities with the tools for mutual understanding, resilience, and development.

 

Key Research Themes Explored

The group mapped a rich set of research areas that could inform future policy and practice. These included:

• Conceptualizing Migration and Integration: Deepening the understanding of what integration means and how it varies across contexts—socially, economically, and politically.
• Integration Outcomes: Examining how adult learning influences outcomes such as employment, language proficiency, social inclusion, and civic engagement.
• Framing the Public Discourse: Analyzing how media and political narratives shape attitudes toward migration and how adult education can help counter polarizing rhetoric.
• Migration Pedagogies and Teaching Practices: Identifying and sharing best practices in designing culturally responsive, trauma-informed, learner-centered approaches.
• Recognition of Prior Learning (RPL): Advocating for systems that validate migrants’ existing skills and qualifications, thereby accelerating their inclusion.
• Cultural Heritage and Identity: Exploring how migrants’ identities evolve and how ALE can support the negotiation between heritage and adaptation.

 

Strategic Recommendations and Collaborative Pathways

Participants identified a wide range of collaborative initiatives to advance knowledge and practice in migrant education:

• Special Journal Issues: Publishing focused collections on integration, pedagogy, and migrant identity.
• International Dialogue Networks: Establishing platforms for cross-border conversations involving researchers, educators, and policymakers.
• Webinar Series: Launching a thematic series, beginning with a University of Glasgow session on racism and xenophobia, distributed via YouTube or with support from UIL.
• Creative Resource Sharing: Creating a research repository (e.g., Google Drive) with tools, concept papers, and models for replication.
• Toolkits for Local Action: Developing a digital “integration and safety box” to help communities welcome migrants with evidence-based strategies.
• Leveraging Research Networks: Working closely with organizations such as ESREA (European Society for Research on the Education of Adults) for deeper engagement and dissemination.
• Funding and Research Development: Exploring opportunities through Erasmus Mundus, Horizon Europe, and similar frameworks for multi-country comparative research.

 

Empowering Adult Educators and Institutions

A recurring emphasis was placed on training adult educators, civil society leaders, and public officials to facilitate integration effectively. Education is not only for migrants—it must also equip host communities to respond with empathy and readiness. Topics such as intercultural competency, trauma sensitivity, and cross-sector collaboration were seen as foundational for inclusive learning environments.

 

Enablers for Cooperation

For these initiatives to succeed, the group stressed the importance of:

• Democratic Leadership and shared decision-making processes.
• Equity and Participation, ensuring all voices are heard, including migrants themselves.
• Sustainable Funding to allow for the continuity and scaling of promising practices.
• Recognition and Reward Structures, to incentivize contributions from researchers and practitioners.
• Dissemination Platforms, including mailing lists, institutional visits, and professional exchanges.

 

ALE as a Bridge to Belonging

The WG3 discussions made one thing clear: integration is not a linear journey, but a dynamic process of negotiation, adaptation, and mutual growth. Adult education plays a vital role in this process, offering migrants and host societies the tools to thrive together. By fostering research, sharing innovations, and centering equity, ALE can turn the challenge of migration into an opportunity for collective transformation.

 

Learning Behind Bars – Education and Collective Action Against Organized Crime

 

 

In the shadows of organized crime, where social systems are often weakened and individuals marginalized, education can serve as a powerful tool of resistance, resilience, and rehabilitation. The Working Group 9 (WG9) on Education and Social Action to Implement Forms of Bottom-up Counter Actions Against Organised Crime, mentored by Timothy D. Ireland (IACEHOF 2024), convened at the 2024 Hall of Fame Induction Conference in Florence to explore the critical intersections between adult education, social justice, and criminal justice reform.

 

Participants from Italy, Greece, South Africa, the United States, Brazil, and the Nordic countries contributed diverse insights. The group focused on two central areas:

1.    Educational responses to organized crime

2.    The transformative potential of education within the prison system

 

Session One: Learning as Resistance – Confronting Organized Crime Through Education

In the first session, participants exchanged experiences and strategies on how education can disrupt the influence of organized crime, especially in communities where it has deeply entrenched roots. Italy's long-standing battle with mafia structures provided a particularly vivid context, demonstrating the risks and the power of civic education to raise awareness and mobilize communities.

Key topics included:

• The role of education in promoting civic consciousness and ethical leadership.
• Community-based learning initiatives that challenge the normalization of criminal networks.
• Equipping vulnerable populations with critical thinking and media literacy to resist propaganda and coercion.

Education in this sense is not neutral—it is a form of action, offering individuals and communities the means to analyze, question, and reclaim agency.

 

Session Two: Rethinking the Prison as a Learning Space

The second session focused on formal and non-formal educational practices in correctional settings. Participants discussed how prisons, often isolated from the broader education system, can become sites of learning, dignity, and transformation.

Central themes included:

• Learning Needs of Incarcerated Individuals:
• Differences in educational needs across gender, age, and socio-economic background.
• Tailoring programs to meet the practical and psychological realities of confinement.
• Education for Survival and Reintegration:
• Beyond traditional literacy and vocational training, incarcerated learners require life skills, emotional literacy, and digital access to navigate life during and after imprisonment.
• Training for Prison Staff and Educators:
• Equipping correctional officers, counselors, and educators with the tools to support learning environments grounded in respect and rehabilitation.
• The Role of Technology:
• Exploring how Information Technology (IT) and virtual learning environments can expand access while navigating institutional constraints and security concerns.

 

Collective Action and Future Collaboration

The working group did not stop at analysis—it laid the groundwork for practical collaboration across regions and disciplines. Participants discussed the need for:

• A Knowledge Repository: A shared Google Drive was proposed to house articles, program examples, evaluation tools, and concept notes related to prison and anti-crime education.
• Webinars and Cross-National Learning Events: The group will host virtual events to continue knowledge exchange and build global solidarity.
• Ethnographic Research in Prisons: Encouraging small, collaborative research teams to investigate lived experiences in carceral spaces and the effects of different educational approaches.
• Joint Training Curricula: Developing content for training prison educators, officers, and volunteers working within justice-impacted communities.
• Legal Framework Analysis: Studying and comparing national and international legal norms governing prison education and criminal justice reform.

 

Toward “Learning Prisons” – A Vision for Transformation

One of the group’s most compelling ideas was to complement the global “learning cities” movement with a vision for “learning prisons.” These institutions would prioritize education as a cornerstone of rehabilitation and human development, not merely as an activity, but as a core identity.

 

The group hopes to inspire systemic change by elevating the role of learning in prison policy, management, and culture. Learning prisons could model restorative justice principles, reduce recidivism, and promote lifelong learning for some of society’s most marginalized individuals.

 

Education as Counterpower

WG9 demonstrated that education is one of the most potent nonviolent tools for challenging injustice, rebuilding broken lives, and reclaiming democratic space in the face of organized crime and incarceration. Through transnational partnerships, shared resources, and a commitment to inclusion and dignity, this working group envisions a future where learning is not denied behind bars but cultivated as a right, a strategy, and a form of liberation.

Remembering Dr. Pappas

 

 

The University of Oklahoma community mourns the passing of Dr. James P. Pappas, a visionary leader, beloved colleague, and tireless advocate for lifelong learning. Dr. Pappas served the University for over 30 years, retiring as Vice President for University Outreach and Dean of the College of Liberal Studies—OU’s longest-serving dean.

Born in Price, Utah, to Greek immigrant parents, Dr. Pappas embodied the American dream. From humble beginnings—shining shoes in his father’s barbershop and working countless part-time jobs—he rose to become a nationally recognized leader in continuing education. After earning degrees from the University of Utah, Ohio University, and Purdue University, he dedicated his life to expanding educational opportunities for working adults, military personnel, and underserved communities.

 

At OU, Dr. Pappas led University Outreach to international prominence, managing a $100 million annual enterprise that served over 200,000 participants worldwide. Under his leadership, the College of Liberal Studies, now the College of Professional and Continuing Studies, pioneered online learning and became one of the top-ranked programs of its kind. His influence extended far beyond Oklahoma, serving as president of national professional associations and as executive director of the International Adult and Continuing Education Hall of Fame. His efforts helped shape the global field of continuing education, earning him induction into both the Oklahoma Higher Education Hall of Fame and the International Hall of Fame.

 

Dr. Pappas’ warmth, intellect, and unwavering commitment to service left an indelible mark on his colleagues, students, and international peers. As one colleague wrote, “Jim was a great ambassador for lifelong learning, and his friendship was always a privilege.” Dr. Pappas reiterated his commitment to service in his retirement speech in December 2016, when he said, “We created a mission statement that outlined our role as transforming people’s lives through knowledge, and, over the years, I have emphasized our collective desire to do good work. I will be ever thankful to all the staff because they embraced that mission and that purpose. I most enjoy seeing the successes of our students and clients.”

 

He is survived by his wife of 61 years, Peggy, their children Jennifer and Peter, and two cherished granddaughters. His legacy will live on through the countless lives he touched and the community he helped found to support his vision for a better, more educated, and peaceful world.   The James P. Pappas Scholarship is just one example, and surely there will be more James P. Pappas Memorial program initiatives created in his honor in the months ahead.

 

May his memory be eternal.

 

We invite Hall of Fame members to share their memories of Dr. Pappas in the comments section of

 

Strengthening Cooperation and Stakeholder Engagement in Adult Learning Education

 

Adult learning and education (ALE) thrive when supported by robust, inclusive partnerships. At the 2024 Hall of Fame Induction Conference in Florence, the Working Group 10 (WG10) on Cooperation and Stakeholder Engagement for Adult Learning Education, mentored by Alfredo Soeiro (IACEHOF 2006), explored how collaboration across sectors can strengthen the ALE ecosystem at local, national, and international levels.

 

Facilitated by the Secretary General of the European Association for the Education of Adults (EAEA), the group approached cooperation as both a structural necessity and a strategic opportunity—discussions centered on outreach, diversity, policy influence, and institutional frameworks for stakeholder engagement.

 

Framing the Dialogue: Two Dimensions of Cooperation

The session was divided into two main themes:

1. Community Engagement and Outreach:
• How do we engage diverse communities in adult education?
• What models exist for inclusive, effective outreach?
• How can community-level efforts be scaled and sustained?
2. Policy and Structural Alignment:
• How can ALE stakeholders work together to influence policy?
• What mechanisms support long-term cooperation across sectors and levels?
• How can we embed ALE within national development strategies?

 

This dual approach allowed the group to examine grassroots action and high-level coordination, acknowledging the interdependence of practice and policy.

 

Case Studies and Models of Cooperation

Several projects and national strategies were shared to illustrate effective stakeholder collaboration:

·      Slovenia’s National Lifelong Learning Strategy: Developed with the Ministry of Education and key stakeholders. It features an annual education plan, regional coordinators, and structured partnerships between government, civil society, and learning providers. It promotes data sharing, peer learning, and social learning initiatives during Lifelong Learning Week.

·      The United States Federal-State Coordination highlights the role of community colleges and state coordination groups in implementing federal education and labor policies. Examples include joint planning by the Departments of Education and Labor and stakeholder engagement through local advisory boards. It demonstrates how legal frameworks can support collaboration across workforce development and education systems.

·      Outreach and Diversity Initiatives: Projects focusing on “migrants teaching migrants” and youth-municipality partnerships were presented as scalable models for community engagement. Emphasis was placed on using guidelines and best practices to train local actors and bridge cultural gaps.

 

Challenges and Opportunities in Stakeholder Engagement

The working group acknowledged persistent barriers to effective cooperation:

• Fragmentation: Stakeholders often operate in silos, leading to duplicated efforts and inconsistent outcomes.
• Lack of Awareness: Many stakeholders are unaware of each other’s roles, contributions, or needs.
• Limited Resources: Financial and human resources are often insufficient to support sustained collaboration.

Despite these challenges, WG10 emphasized that stakeholder engagement is not optional but essential. ALE must be understood not as the responsibility of one sector but as a shared commitment across public, private, and civil society actors.

 

Strategies for Enhancing Stakeholder Cooperation

WG10 proposed the following strategies to build stronger, more permanent structures for collaboration:

• Mapping Stakeholder Roles and Expectations:
• Clearly define what each partner can offer and what they hope to gain.
• Create communication channels to manage expectations and align goals.
• Establishing Coordination Mechanisms:
• Develop national and regional cooperation bodies or networks to facilitate dialogue, share resources, and monitor progress.
• Use technology to streamline collaboration and document learning outcomes.
• Fostering a Culture of Learning:
• Recognize ALE as a professional field and advocate for its inclusion in national education and workforce strategies.
• Encourage mutual learning between institutions, communities, and countries through exchanges and site visits.
• Promoting Public and Private Partnerships:
• Engage private sector actors in lifelong learning through workplace training programs, joint certification initiatives, and co-funded education pathways.

 

A Call for Long-Term Commitment

Participants stressed that cooperation must move beyond ad hoc collaborations. Instead, ALE systems need permanent, dedicated structures for engagement. These structures should be inclusive, democratic, and adaptable to local needs.

 

Stakeholder cooperation transforms adult education from isolated interventions into sustained, systemic impact. By working together, stakeholders can make ALE more visible, equitable, and influential, ensuring it plays a central role in lifelong learning and social development.