Knowledge Hub

Distance education. Is it the new norm?

“So far technology has hardly changed formal education at all. But a lot of people, including me, think this is the next place where the Internet will surprise people in how it can improve things—especially in combination with face-to-face learning.” Bill Gates

Information technology (IT) and the Internet have transformed people’s lives and access to education. Online education is a substitute for the classroom, with teaching delivered to students via computers or mobile devices. Even before the COVID-19 outbreak, online education has seen rapid development and use. Learners now have a wide variety of options in online education to gain new information and build skills. Two examples are language learning apps and virtual tutoring apps that reinforce or expand on a specific topic taught in the regular classroom. Webinars may be provided anywhere around the globe by employing video conferencing capabilities to broadcast an online synchronous class, seminar, or event.

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Students can benefit greatly from the flexibility provided by distance education courses and programs. Many postsecondary schools provide some online courses, while others only offer online courses and programs. According to the National Center for Education Statistics (National Center for Education Statistics, 2020), about 5.7 million undergraduate students (i.e., 35% of total undergraduate enrolment) in the United States were enrolled in at least one distance education course on 2020. They included 2.3 million students who only took distance education courses.

Online education supplements conventional classroom instruction. Using current and sophisticated technology in education has resulted in an explosion of learning possibilities over the internet. Students who are motivated may excel in online education. Teachers and instructors may tailor their lessons to match the requirements of their pupils. Online education is a method that enables students to adjust their daily lives and work schedules to further their education, optimising both resources and productivity. Because of the benefits listed below, online education is becoming more popular.

Online education is available at any time and from any location. Online education reduces time and space constraints. It gives the flexibility that enables professionals to maintain their employment while pursuing a degree and busy stay-at-home parents to continue their education and get a degree. Online education also saves money on housing and transportation costs and time, which is especially beneficial for individuals who reside far from a college campus. Online classes may accommodate learners’ busy schedules. Asynchronous education choices allow students to study without the constraints of a weekly timetable or meetings at specified times of the week. They also enable students to advance depending on their comprehension, mastery of course topics, and absorption of information. Conversely, synchronous education allows online students to connect with the instructor(s) and other students in real time, even during a pandemic like COVID-19.

In addition to course materials generated by teachers, a range of resources is accessible online, including those available via Google Scholar and electronic resource databases provided by educational institutions, schools, or national/public libraries. Electronic resources accessible for free or via educational institutions’ subscriptions may be easily included in an online course. Electronic products (such as e-books, e-documents, and e-data) may be purchased, paid for, and delivered instantly. Electronic versions of materials are also less expensive than paper versions.

Online education can reach people globally, provided they have a stable internet connection. As a result, students may participate in international education programs and receive cultural and global exposure. Students enrolling in online education programs may network with classmates from countries anywhere in the world. Learning online does not have to be an isolated activity since online education allows you to create a learning community and share ideas, resources, and approaches with individuals from various social and educational backgrounds. Students may not only share ideas, but they can also develop a network of great contacts and references.

Online education increases access to learning and promotes fairness in education. High-quality education is no longer only for the affluent. Students from low-income communities and developing nations may have access to high-quality educational materials and the greatest and brightest instructors in their country or throughout the globe for little or no cost. People with impairments may also get a high-quality education. Top colleges from across the globe are making their courses available to the public for free or at a cheap cost over the Internet. As a result, online education eliminates conventional obstacles and walls in the educational environment, providing all students equal access to educational materials.

Online education provides flexibility in studying and efficiency in teaching and providing information. Course modules may be utilised by many other teachers, making course offerings incredibly economical. Computer-based tutoring or learning systems may be devised and refined to the point where human instructors are no longer required to provide courses. Even with today’s cutting-edge technology, a qualified human educator outperforms an intelligent machine-learning system tutor. Online education’s trade-off between efficiency and efficacy must be handled and emphasised.

According to the Globe Economic Forum, the COVID-19 epidemic caused school closures worldwide. Approximately 1.2 billion youngsters experienced a disruption to their learning. According to a news conference held by the Chinese Ministry of Education on May 14, 2020, as of May 8, 2020, 1454 colleges and universities throughout China were delivering online education, and 1.03 million professors were giving 1.07 million online courses owing to the COVID-19 epidemic. Similarly, virtually all US educational institutions and K-12 schools transitioned to online courses in March 2020. Many of them completed their study online until the last semester of 2020. During the COVID-19 pandemic, online schooling was a lifeline that allowed students to continue their studies with minimal disruption. The method, however, isn’t without its downsides. Although online education offers several benefits over conventional education and may be used to supplement classroom-based education, there are a few trade-offs.

The actual hardware required for online learning is a PC with Internet connectivity. However, not every student has a cutting-edge computer and consistent Internet connection. Some students may struggle with technology concerns and obstacles in this new standard of education – online learning. For example, there is a digital gap between families with various economic levels and between industrialised and developing nations. Nearly all pupils in highly industrialised nations (for example, Switzerland and Norway) have easy access to a computer for schoolwork. Students from developing nations or disadvantaged sections of a country (e.g., those living below the poverty line) may be unable to purchase a computer. Distinct nations and areas of the same country have different network infrastructures. Bandwidth and network speed are essential elements influencing online learning, particularly synchronous teaching and learning.

Individual learners’ educational needs are prioritised in online education. Building a feeling of belonging and connectivity in a non-traditional learning setting is difficult because a collective or collaborative learning atmosphere may be non-existent or poor. Learners may feel estranged from their professors and their peers. The social side of a school system or physical campus benefits students by providing possibilities for cooperation and camaraderie, but such opportunities are restricted in online education.

On a typical school day, many children depend on and need a structured routine that involves moving between classes and meeting new peers. The campus is vibrant and active, while online studying may sometimes be stressful. Students may not be able to speak directly with their professors in online education, and there may be a lack of emotional involvement between instructors and students and a lack of emotional bonding among students. Sitting in front of a computer for an extended period may harm the eyes and the body.

Despite the disadvantages listed above, online education plays a significant role in education and society by offering inexpensive and flexible study options for personal and professional development. Learners may also study quickly and discover the proper or acceptable mix of employment, family, and education. With the COVID-19 pandemic, online education is crucial and necessary for continuing education in this new normal.

However, online education is not for everyone. There are various factors to consider when deciding if online education is proper for you. To be successful in online education, a student must have basic technical abilities and access to the minimal technical requirements defined by the online education program. Basic technical abilities include establishing online platform accounts, installing required software/programs, downloading and uploading documents, browsing the Internet, using word processing software, and using Internet search engines. Minimum technology requirements often include a computer or laptop, high-speed Internet connectivity, the availability of multipurpose digital devices and professional software programs such as the Microsoft Office suite.

Second, students or learners must be self-motivated and determined to be effective in online learning. Self-motivated learners establish clear objectives for themselves and work hard to achieve them. Online education allows self-motivated learners to push themselves and broaden their areas of study. Online learning requires discipline, independence, tenacity, internal drive, responsibility, and maturity.

Third, students or learners need access to a pleasant and calm atmosphere devoid of distractions for online education. Distractions such as television, family members, roommates, mobile phones, and other digital gadgets, for example, must be managed. A room or location with sufficient lighting and a comfy ergonomic chair might also be beneficial.

To summarise, online education is not only here to stay; it is poised to become a significant and vital component of the new normal in education. The standard in education, whether new or old, should prioritise caring, inclusion, and fairness. In this aspect, online education has a lot to offer. It is a newcomer to the larger field of learning delivery. Still, it arose primarily out of concerns for care, inclusion, and equality, and it was made possible in the first place by the advancement and use of technology. Decades of study and experience in online direct learning may successfully guide the new normal in post-COVID-19 education.

References

Digital transformation for higher education post COVID-19. (2021). Research Outreach, 124. https://doi.org/10.32907/ro-124-1532036805

Ed.D. (2022). The Special Educator’s Guide to Distance Education: Adapting Your Instruction for the Virtual Classroom (First ed.). Brookes Publishing.

Mellieon, Jr, H. I., & Robinson, P. A. (2020). The New Norm: Faculty Perceptions of Condensed Online Learning. American Journal of Distance Education, 35(3), 170–183. https://doi.org/10.1080/08923647.2020.1847626

Nolasco, C. E. (2022, February 2). Online Distance Learning: The New Normal In Education. eLearning Industry. https://elearningindustry.com/online-distance-learning-the-new-normal-in-education

Srivastava, M., Mishra, B., Rao, D. K., Abrol, N., Varma, V., & Bhushan, B. (2020). Recent trends of research in open and distance education in India. Asian Association of Open Universities Journal, 15(2), 263–283. https://doi.org/10.1108/aaouj-06-2020-0044

Ukwoma, S. C., & Ngulube, P. (2021). Trends and patterns of theory use in open and distance education research journals 2009–2018. Open Learning: The Journal of Open, Distance and e-Learning, 1–15. https://doi.org/10.1080/02680513.2021.1911793

How do formal qualifications assist employment outcomes?

“Formal education makes you a living, self-education makes you a legend.” ― Habeeb Akande

The shift in the modern workforce and the loosening of ‘professionalism’ means that employers are now more flexible about the qualifications of their employees. This is especially true in industries where higher education is still essential in securing appropriate employment. Read More

Positives of studying online compared to a classroom

“Online education is more effective compared to traditional education” by Nicholas. G, Jorge. M (2017)

The Covid-19 pandemic resulted in empty classrooms and universities and a new teaching approach. As a result, we began learning online. However, it prompted us to consider classroom vs online learning. Which is superior? Millions of people have become acclimated to the new revolution, but many are still unsure which is superior: classroom or online learning. With the specific demand for and expansion of online learning, education can now be delivered remotely via various digital platforms. Read More

The growth of technology has made online education much more accessible, and its implementation is made easier with reduced initial capital and running costs, attracting a lot of educational institutions to place online education as their long-term strategy in their field of service. The first contrast between a traditional and an online class is one of scheduling. A traditional classroom necessitates a fixed location or atmosphere for learning and teaching. This limits the number of students who can study concurrently. The class size and the learning institution would determine the number of students. Furthermore, traditional classes are not flexible because they demand students and professors to attend a given location at a specific time. Students in traditional classes, for example, are responsible for attending class to achieve the attendance requirement. As a result, it is inconvenient for full-time workers who struggle to find free time to attend class. Most online courses are scheduled every week, with students expected to check in, read course materials, participate in online class discussions, and complete assignments before the start of the following week. On the other hand, an online class permits unlimited students to learn simultaneously and simply requires a network connection to attend the virtual class. It is also feasible that students from several nations will attend the same class. Students can simply schedule a time for their studies in virtual classes. This is because the online environment provides different flexible, student-centred learning options. According to Logan, Elisabeth, Rebecca Augustyniak, and Alison Rees (2002), as referenced by Driscoll et al. (2012), online classes require students to accept responsibility for their education and force them to be proactive in the learning process. In brief, the flexibility of online classrooms allows students to attend classes whenever and wherever they like. In contrast, students in traditional schools must adhere to a strict calendar to complete their studies. Another feature that distinguishes online classes from traditional classes is the learning process; yet, they are similar regarding information access. Students pursuing traditional classes would need to attend a brick-and-mortar learning facility. A traditional class would be more book-centred. Traditional classes require lecture notes, lesson notes, reference books, and textbooks. The library is where students may learn more about their courses. Journals, reference books, dictionaries, and dissertations are all available in the library for students. In contrast, an online class’s learning process mainly depends on a computer and the Internet. All study resources are essentially available in online classrooms and other external websites. To accomplish great online learning, distance learners must be self-sufficient and disciplined. Only persistence can ensure the success of online learning. States students who rely on autonomous study skills will benefit more from online classes. Furthermore, online classes can regularly plan real-time discussions to complete their assignment or project, whereas traditional class discussions usually need members to show up. According to Blackmore (1996), one thing teachers may do to help the learning process is to be aware that students have a variety of learning styles. Students in both sorts of classrooms, however, could use the same platform to obtain information, which is the Internet. Both learning methods require students to use the Internet to learn more about specific subjects. As a result, students can distinguish between traditional and online classes in the learning process. Still, the Internet is the common ground for students in both classes to obtain more knowledge on the topic. Students who prefer online learning have a stronger aversion to collaborative projects. However, in light of this difficulty, instructors must remind students of the benefits of group work, such as the social, psychological, and learning benefits, and the greater likelihood of being received positively by potential employers. Although there are significant differences in communication methods between traditional and online classes, both share the same goal of imparting information to students. Face-to-face learning is used in traditional classes, allowing teachers to connect directly with pupils. Students, for example, could meet with teachers in class or during consultation. Students might also have informal interactions with their peers because they could meet in person with them frequently in traditional classes. On the contrary, there is no direct connection between students and teachers in an online class. Formal communication is typically conducted in virtual courses. Students must communicate with professors and peers via e-mail, social media, or a discussion forum in class. Unlike online classes, instructors of traditional classes may observe their pupils by looking at and interpreting students’ facial expressions or signs of inattention and then react immediately to correct any issues that may have arisen. In contrast, students who are shy or lack confidence and may be frightened by the public setting of a face-to-face classroom may find the online environment more comfortable for participation. Nonetheless, both modes of communication are required to deliver messages to pupils to gain more information in their studies. As a result, communication is essential in traditional and online classes, albeit communication in traditional classes is more direct and informal than in online classes. In conclusion, there are differences between traditional and online classes, such as fixed versus flexible scheduling, book-based learning versus technology-based learning, and face-to-face communication versus online communication. We strongly believe that students, whether part-time or full-time, would benefit from exploring online learning as a method of studying that is less expensive and saves them time. This demonstrates that online education is more effective than traditional education regarding scheduling, learning factors, and communication methods. Regardless of these reservations, online learning is the way of the future. To begin, an increasing number of institutions of higher learning have launched or enhanced their online education platforms, with the primary goals of lowering student costs and increasing recruitment in the face of escalating competition. As a result, online education has grown in importance as a tertiary education component. References Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02312-0 Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947. https://doi.org/10.1007/s10639-021-10523-1 Greenhow, C. (2020, June 4). Ask the Expert: Online learning vs. classroom learning. MSUToday | Michigan State University. https://msutoday.msu.edu/news/2020/ask-the-expert-online-learning-vs-classroom-learning Ojha, M., & Arshad Rahman, M. (2020). Do Online Courses Provide an Equal Educational Value Compared to In-Person Classroom Teaching? Evidence from US Survey Data Using Quantile Regression. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3651290 Ponto, G., & Nurlaily, N. (2020). Students’ Satisfaction Level Towards Online Learning Compared To Traditional Classroom For English Subject. JET ADI BUANA, 5(02), 131–138. https://doi.org/10.36456/jet.v5.n02.2020.2540 Romero-Hall, E. (2020). Research Methods in Learning Design and Technology (1st ed.). Routledge.

Recognition of prior learning (RPL) vs formal study. Benefits and differences?

“Guided by the principle of Antyodaya, Recognition of Prior Learning in Higher Education is dedicated to empowering the poor, marginalized and those left behind in order to transform their quality of life and contribute meaningfully towards the nation’s economic progress” (Raj Nehru).

RPL is a procedure that gives academic acknowledgement to both formal learning for recognised awards, informal learning through experience, and non-formal learning for uncertificated yet planned learning (e.g. uncertificated workshops/seminars). Learning from experience involves knowledge and skills gained unintentionally throughout life, frequently due to the learning demands of employment (both paid and unpaid). The term “previous” refers to learning that occurred in the past and is frequently used to refer to learning before beginning a course of study toward a certification.

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The educational system is a virtual environment for prior learning recognition (RPL), where RPL can be used to gain admission, accept credits, or provide advanced standing, particularly in secondary adult education and postsecondary education, including vocational education and training. Another critical area is work, where many RPL practises are emerging in employment services, specific enterprises, other employers, or specific crafts and sectors. The third sector is another environment where RPL is evolving, with a rising focus on evaluating the value of learning that occurs through (often voluntary and unpaid) employment in this sector. RPL was implemented in Australia in 1992 as part of the national framework for training recognition. It was created to be used in polytechnic and adult education colleges for vocational education and training. Since then, RPL has gradually gained acceptance for any authorised education and training, including higher education.

South Africa introduced RPL to address issues of social equity and justice, as well as the need to improve the knowledge and skills of its workforce and lifelong learning to meet the demands of global competitiveness and increase the participation of South African students in higher education. Students petition for exemption from foundational or optional modules equal to one year of study based on prior work experience or a qualification obtained from another institution. The initial intention was similar in Australia, with RPL helping to streamline education for low socio-economic students to save time and funds for higher learning.

To be eligible for study credit through RPL, students must collect documentation of qualifications obtained from any other institution. As part of RPL policy, these submissions are evaluated by specialists to determine any course credits that can be granted. The goal is to give interested students access to formal higher education programs based on their prior formal or informal experience. Exemptions are therefore granted for the portion of new learning content the applicant has previously received in his experience, which is tested against the learning outcomes of the applied program. The learner applicant is accepted into the program to study and complete the modules in which the learner has no prior experience. This system benefits the student in the long term since the learner is compelled to study the areas in which they require improvement to perform better at their work.

Middlesex University in the United Kingdom employs RPL to facilitate student admittance into regular programmes based on prior experience. RPL allows individuals to have their work-based knowledge recognised as relevant, valuable, and equivalent to learning earned in a higher education classroom. The institution grants credit for prior learning through a structured review and assessment process. A maximum credit quantity is up to 60% of the total credits required for any qualification. For example, suppose a graduate degree requires 360 credits. In that case, a learner under RPL can claim up to 60% of the credits for prior experience, with the remaining credits earned through course completion at the university. For such candidates enrolled through RPL, the university offers them the opportunity to complete specific mandatory modules for which credits cannot be claimed based on prior experience. To claim academic credits, the learner/student must produce evidence of prior learning that can be evaluated for recognition.

The evidence that must be provided is not necessary experiences that can be claimed in the form of years of employment. The evidence must be quantified through genuine learnings gathered from prior experience. As outlined, one must demonstrate that the learning experiences relate to the program’s learning outcomes. Actual learnings are evaluated so that their relationship with the learning outcomes of the chosen program can be analysed and established. The portfolio developed in the given format must integrate the learnings gained from previous job experience (formal/informal) with the outcomes of the degree program decided to pursue. Many providers of RPL also offer consultation on the service to provide initial advice and support to applicants on how to create and submit a claim application. Through evidence of applicants’ prior learning, the consultant can also predict where learning outcomes for specific modules are likely to be matched. The instructors aim to ensure that the applicant has achieved the targeted learning outcomes of the appropriate modules of qualification applied for through this mapping and evaluation.

The European Association of Institutions in Higher Education (EURASHE) has been an outspoken advocate for diverse methods of recognising competencies for entrance to future studies and giving credits through structured peer learning. EURASHE believes RPL can significantly improve access to higher education based on the shifting educational landscape. Following the previous pandemic’s many obstacles, EURASHE feels that RPL might be critical in enabling more accessible access to higher education and fostering lifetime learning opportunities. In this context, the Swedish Council for Higher Education initiated the project Recognition of Prior Learning in Practice in collaboration with governmental and institutional partners from Austria, Croatia, Iceland, Ireland, Sweden, and EURASHE as a representative of professional higher education, to learn about the situation, challenges. Good practices in RPL in higher education in several European countries and promoting differences. EURASHE also prepared a survey in 2019 to learn about the situation, problems, and best practices in RPL in higher education in different European countries. The Swedish Council for Higher Education surveyed with institutional partners and EURASHE. Representatives from various levels of higher education were asked to discuss their perspectives and experiences. The survey also underlined the difficulties that RPL must face. It recognised awareness of RPL prospects and capacity building for RPL as necessary restrictions in properly implementing it as among the top vital obstacles. It also stated that, in addition to workload and duration, significant concerns to be addressed for expediting RPL include academic community attitudes, competence, and capacity to maintain coherence and cope with RPL requirements.

Recognising Prior Learning in education is a fantastic opportunity that will help the higher education system reinvent itself while also assisting the nation in meeting its target of 50% GER by 2035 and creating an inclusive learning culture that blends experience and class and focuses on changing demand and outcomes. Given that more than 60% of the labour population has only secondary education, it is also an effective technique of including those who wish to pursue higher education but cannot do so due to a lack of policy.

Most nations and institutions that have addressed higher learning and skill gaps identified through a structured RPL process have discovered that when skill gaps are addressed through a blended learning strategy (F2F, Self-Paced Learning, Virtual Learnings, and so on), it effectively develops the vocational, professional, and technical competencies of lifelong learners. Higher education institutions must establish an RPL wing that defines the comprehensive assessment framework and credit allocation mechanism. On the other hand, industries can help by altering recruitment rules to accept new programs/qualifications in their recruitment and promotional guidelines and partnering with educational institutions to build efficient RPL assessment procedures.

Recognition of prior learning is an effective instrument for improving the foundation of national development objectives. RPL is a method that allows millions of young people to improve their knowledge, skills, abilities, and qualifications to contribute effectively to their personal, professional and national interests. A significant difficulty must be addressed in developing a process for detecting where skills exist and how they may be documented and conveyed to qualified individuals. There is a need to establish procedures for developing potential individuals’ portfolios, examining them, and assessing them in written and spoken formats, including demonstration. The assessments must be effectively, qualitatively, and openly matched to the various levels of the National Skill Qualification Framework to benefit the candidates in the long run. The success of this RPL in higher education depends on information campaigns, counselling, and guidance. RPL offers the ability to unlock and realise untapped talent by providing avenues to higher education and learning. It can undoubtedly be an effective method for firms to upskill and keep ambitious prospective resources by providing them with higher career options and differentiated compensation tied to higher credentials and abilities. This will also aid in efficiently addressing asymmetries in the Labour Market Information System and providing recruiters with more qualified and job-ready talent availability information.

References

Alves, N., Schmidt-Lauff, S., Doutor, C., & Campos, L. (2020). Contexts of recognition of prior learning: A comparative study of RPL initiatives in Brazil, Portugal, and Germany. Andragoske Studije, 2, 87–110. https://doi.org/10.5937/andstud2002087a

Conrad, D. (2013). Revisiting the Recognition of Prior Learning (RPL): A Reflective Inquiry into RPL Practice in Canada. Canadian Journal of University Continuing Education, 34(2). https://doi.org/10.21225/d5mg6s

Coombridge, R., & Alansari, S. (2019). Operationalising recognition of prior learning (RPL): a case study from Bahrain Polytechnic. Learning and Teaching in Higher Education: Gulf Perspectives, 15(2), 2–12. https://doi.org/10.18538/lthe.v15.n2.282

de Graaff, F. (2013). The interpretation of a knowledge claim in the Recognition of Prior Learning (RPL) and the impact of this on RPL practice. Studies in Continuing Education, 36(1), 1–14. https://doi.org/10.1080/0158037x.2013.779239

Pokorny, H., Fox, S., & Griffiths, D. (2017). Recognition of Prior Learning (RL) as pedagogical pragmatism. Widening Participation and Lifelong Learning, 19(3), 18–30. https://doi.org/10.5456/wpll.19.3.18

From Service to Success: How Obtaining Formal Qualifications Can Propel Your Career After ADF Service

Transitioning from military service to civilian life can be a challenging and daunting experience, especially when it comes to employment. Military veterans often have a wealth of skills, experience, and knowledge, but they may struggle to translate these into the civilian job market. However, obtaining formal qualifications can help veterans overcome this barrier and propel their careers to new heights. In this case study, we will explore the benefits of obtaining formal qualifications after ADF service, the challenges veterans may face during this process, and strategies for success.

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Benefits of Obtaining Formal Qualifications

One of the primary benefits of obtaining formal qualifications after ADF service is the increased employability that comes with it. Formal qualifications demonstrate that a veteran has the necessary skills and knowledge to succeed in a particular field or industry. This is particularly important for veterans who may not have had the opportunity to obtain formal qualifications during their military service but who have gained valuable experience and skills that are relevant to their desired career path.

In addition to increased employability, obtaining formal qualifications can also lead to higher salaries and career advancement. According to a report by the Australian Institute of Health and Welfare, veterans with post-secondary qualifications had a median income of 19% higher than those without such qualifications. This is because formal qualifications are often required for higher-level positions and can also demonstrate to employers that a veteran is committed to ongoing learning and development.

Challenges Faced by Veterans

Despite the many benefits of obtaining formal qualifications, veterans may face various challenges during this process. One of the primary challenges is adjusting to the civilian education system, which may differ greatly from the training and education they received during their military service. This can include adjusting to new teaching methods, academic standards, and assessment criteria, as well as navigating the various administrative and logistical requirements of enrolment.

Another challenge that veterans may face is a lack of financial support. Many veterans may have limited financial resources to pay for formal education, particularly if they have been out of the workforce for some time or have dependents to support. Although there is a range of government and non-government programs that provide financial support to veterans for education and training, navigating the eligibility criteria and application process can be time-consuming and complex.

Strategies for Success

Despite the challenges that veterans may face when obtaining formal qualifications, there is a range of strategies that can help them achieve success. The following are some tips for veterans who are considering pursuing formal education:

Research your options: Many types of formal qualifications are available, from vocational education and training (VET) to higher education. Research the different options available in your desired field or industry, and consider which ones align best with your career goals and interests.

Seek support: Many organisations provide support to veterans who are pursuing formal education, including veterans associations, career counselling services, and financial aid programs. These can provide valuable advice and assistance in navigating the education system and accessing financial support.

Use your existing skills and experience: One of the key advantages that veterans have when pursuing formal education is their existing skills and experience. Look for courses or programs that allow you to gain credit for your prior learning and experience, which can help reduce the amount of time and money required to obtain formal qualifications.

Stay committed: Pursuing formal education can be a long and challenging process, but staying committed to your goals is important. Set realistic targets and timelines, and seek support and advice when needed. Remember that obtaining formal qualifications can open up new opportunities and lead to a fulfilling and rewarding career.

Obtaining formal qualifications can be a key factor in a successful transition from military service to civilian life. Formal qualifications can increase employability, lead to higher salaries and career advancement, and demonstrate a commitment to ongoing learning.

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