CHAPTER 1 THE NEW LEARNING LANDSCAPE I''VE CHOSEN TO FOCUS this book on lifelong learning partly because that is my background--it is a market in which I have worked for well over a decade--but also because I think it has received surprisingly little attention in all of the excited and often heated discussion about education in the past several years. I take the term "lifelong learning" literally--it means learning that occurs throughout the life of an individual--but for the purposes of this book, I will focus on what I think of as "the other fifty years." So much of the broader public discussion about education focuses on the K-12 sector and higher education. But the reality for most people is that they will exit these systems with at least another fifty years ahead of them. To say there is a significant--and growing--need for learning during these years would be a vast understatement, and yet you rarely hear politicians, trade and professional association CEOs, college and university presidents, or other potential learning leaders articulate a compelling vision for how we should serve this huge market. It is clear, however, that this market is changing--indeed, already has changed significantly--and part of what inspired me to write this book is the efforts I have seen by entrepreneurial thinkers over the past several years to fill in the gaps left by traditional approaches to continuing education and professional development. In this chapter, I examine five forces that I think are driving these gaps and discuss their impact on the business of lifelong learning. By their nature, the five forces are: 1.

Economic 2. Educational 3. Technological 4. Neuropsychological 5. Generational I believe these forces ensure that the market for lifelong learning will continue to grow dramatically and dynamically in the coming years. THE LEARNING ECONOMY The study of economics has offered many important lessons over the past two hundred years, but the one I find most important to education providers as we make our way into the twenty-first century is this: The nature of work changes with increasing speed as economies mature. To not recognize and actively address this fact is to wind up in a situation in which there is a significant gap between what businesses need and what the labor pool can provide. Indeed, that is where we find ourselves, both in the United States and many other developed economies, as I write this book.

A September 2011 article in the Economist argued that even as unemployment surges, businesses are having a difficult time finding people with the types and levels of talent they need for open positions. "[A] minority," the article suggests, "is benefitting from an intensifying war for talent. That minority is well placed to demand interesting and fulfilling work and set its own terms and conditions."1 This minority, of course, is very well educated and highly capable of adapting to changing circumstances. In retrospect, we have been evolving toward this point at an accelerating rate for centuries. In the early 1800s--a mere two hundred years ago--the vast majority of the U.S. population lived and worked on small farms or ran businesses that served the needs of farmers.

The nature of work, even given a range of technical innovations, was not terribly different from what it had been for thousands of years before. Plant, harvest, process, sell, or do things to support these activities. Only a hundred years later the majority of the population lived in cities, and manufacturing had become the engine of our economy. The demands of this economy--both to do the work of manufacturing and to provide a food supply to support large numbers of people who no longer worked on farms--meant that a wide range of entirely new jobs were created and that the nature of the old jobs had to change significantly. As manufacturing grew and farming evolved, both became increasingly less labor intensive and more specialized in the types of labor involved. Just as important, with the spread of public and higher education and continuing advances in technology, there was a dramatic increase in the pace at which new types of jobs emerged, became increasingly specialized, and then either disappeared or adapted to yet more change. Skip forward another hundred years, and both rural and industrial life are distant memories for most of us. For decades we have lived in what the prescient Peter Drucker dubbed a "knowledge economy," one driven by service- and information-based businesses.

But just decades later, even Drucker''s term no longer seems quite on the mark. "Knowledge" sounds too finite: Master a body of knowledge and you are on your way. There are professions where that still works, at least as a point of entry, but as any recent college graduate can attest, those professions and those points of entry are becoming harder and harder to find. We now live in what is not so much a "knowledge" economy but rather a "figure it out on a daily basis" economy. Or, more formally, a learning economy. Many of us, even those who remain in the same jobs, see the nature of our work change from year to year, and sometimes much faster. Technology is one key driver of this continuous change; globalization is another. Most of us are now all too familiar with the idea that a software program or a lower-paid worker in another country may be able to do our work as well or better than we can.

This knowledge, in and of itself, creates a perpetual uncertainty in the labor market. And most of us recognize that we are unlikely to remain in any one job for our entire careers or even for long stretches of time, as was the norm for previous generations. Indeed, the Bureau of Labor Statistics of the U.S. Department of Labor indicates that the "average person born in the later years of the baby boom held 10.8 jobs from age 18 to age 42."2 There is little, if any, reason to believe that this number will decline--unless, of course, the drop is driven by the grim fact that so many in the younger generations will be starting work later given the current lack of entry-level job openings. In addition to shifting jobs, many of us may also shift careers at least once during our working years.

Either situation creates significant new learning demands. Increasingly, for individuals, there are two options. One is to stick to the path of traditional employment, but to be as fully prepared as possible for the less secure environment that this path now offers. This is a particular challenge in professions in which the work lends itself to being codified and systematized, as is the case in a growing number of midlevel,