For many years our community college constituency has been predominately recent high school graduates and young, often working, adults. While we haven't literally closed the doors to senior students, we have not actively promoted their participation in our programs.  Now we need to recognize the significance of the new demographics.

The coming dramatic increase in the over-fifty-five population is going to create both a challenge and an opportunity for our educational system. If community colleges wish to maximize their contribution to society, they must face up to the changing needs being created in their communities. 

In the next few years the fifty-something population is expected to increase dramatically. Economic pressures and technological developments will cause a large proportion of these older workers to be dislocated. Many of them will not be either financially or psychologically ready for the life style that we traditionally associate with retirement.

A critical aspect for many older workers often is the unexpected nature of the changes they are forced to face. Unlike the younger person who has been contemplating career choices for a period of years, in many cases the mature worker has not planned, or prepared for, early retirement. Many will suddenly discover themselves to be in financial difficulty or, almost as disturbing, perceive themselves as being extremely vulnerable to future financial problems.

 At the other extreme, there will be those who come to recognize that they no longer need to strive to earn a few more dollars, but rather may find that they have a strong desire, or need, to "do something worthwhile."

An essential ingredient in the development of educational programs for such older individuals is to first understand their basic needs. What are their goals and motivation?  Only by recognizing their unique situations, collectively and individually, can we propose the most suitable development program.

Conventional wisdom holds that there is a positive correlation between level of education and future earning potential of the individual.  While this may be very true and critical for younger people, there is little basis for the assumption that this relationship is applicable to a large proportion of our older constituency. Rather non-economic factors, psychological and social, may be much more significant for a majority of these older students.

It would be irrational to push an individual with a strong need for security into a program that had been structured for entrepreneurs.  This person's needs might be better satisfied by a lower level, less risky situation such as preparing for a job opportunity that provides a few thousand dollars additional income. Likewise, a class such as in-home bookkeeping might be completely wrong for the financially secure widow--an individual who might benefit from taking art classes in painting or sculpture and thus be associating with others holding similar interests.

Therefore, early in any program of guidance or re-training, there is the need for one-on-one counseling.  While Abraham Maslow was most interested in and concerned with those that he saw functioning on the needs level of self-fulfillment, we are faced with a population having very diversified needs. It can be expected that individuals will be identified who may be operating at any one of Maslow's five basic "needs levels."  Figure 1 suggests five probable classifications for these seniors, and, where applicable, relates each to Maslow's needs hierarchy.

 Figure 1

·                  Income Driven One who is driven by actual or perceived need for additional financial security.  Maslow emphasized just how critical and basic is the  "Safety Need."

 

·                  Self-actualizing  Someone who is now ready to write his or her first novel, or a history of the battle of Back Creek. May be motivated to become the next Grandma Moses.  Might decide to go for the degree for which he or she never had the time or money.

 

·                  The Entrepreneur  Has always wanted a business.  Now there is the time and a few dollars with which to set up that shop or try to produce the next hula-hoop or Eskimo Pie.

 

·                  Community Service Worker  May have been active in Rotary or Kiwanis, ready to join local boards, YMCA, Red Cross or United Way. Would be rewarded by participation with, and recognition from, fellow workers and local media.

 

·                  Retiree  The legitimate, traditional "retirees" who will be on the golf course twice a week, or getting their boat ready for fishing. Will have numerous odd jobs about the home and definitely will find time for visits to children and grandchildren.  Spare time will be in front of the TV or catching up on reading.

 

In addition to the individual interview, it is recommended that there be a "Second-career Orientation" program offered to retirees or those soon to be retired, a program to assist individuals in analyzing their personal needs, motivation, and goals.  In conjunction with this orientation, individuals would be encouraged to take advantage of all the College's facilities, not just the formal courses. Counselors might recommend testing when appropriate and advise the potential student of the availability of remedial help in basic skills, including those required by new technology.  For some of these seniors, preparation for continued employment might be critical while for others satisfaction may be sought in other ways.

 

Continuing Education--the Potent Potion

I have emphasized the importance of recognizing the different needs of individuals. However, it is expected that further study will disclose the basic reality that continuing education has the capability of contributing, at least to a degree, to the fulfillment of an older worker's needs, no matter what the nature of those needs. In other words, regardless of which level of Maslow's hierarchy of needs they find themselves, the seniors will find additional adult education to be beneficial.

For one worker, the experience may further his job skills and enable him to gain improved employment opportunities and thus have a better sense of safety and security. For another, the experiences in an evening class with other adults may fulfill a social need and contribute to a feeling of acceptance.

There can be little question but that a meaningful learning experience almost always contributes to increased self-esteem. And, finally, many of us have found that reaching for higher goals in education tends to satisfy the need for self-fulfillment.

So it would seem to be a rational premise to hold that all individuals, when facing retirement or if seeking a second career, should be encouraged to participate in some program of continued education. Benefits flowing from such efforts are both vocational and psychological.

REFERENCES

Maslow, Abraham. Motivation and Personality. Harper & Row, 1954.