By R. Edwards
This quantity of the Open collage Reader for helping Lifelong studying appears to be like at coverage improvement in lifelong studying at neighborhood, nearby, nationwide and supra-national degrees. utilizing a world workforce of members, it explores and examines the coverage context for lifelong studying, the rules themselves, and their results whilst implemented.The e-book specializes in the function of lifelong studying coverage on the subject of problems with competitiveness, technological swap and social inclusion. the supply of quite a number chapters from around the world uniquely establishes a comparative foundation for the reader. This quantity additionally encourages the scholar to judge lifelong studying as a reaction to globalising tendencies and the globalising of academic coverage.
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Extra info for Supporting Lifelong Learning: Making Policy Work
Sample text
To what extent should general and vocational programmes be integrated or remain separate tracks? At what age level should separation occur? Is the distinction between initial education and further vocational education becoming too blurred as a consequence of a more protracted transition pathway from education to employment? Higher education and lifelong learning Increasing participation rates in higher education in many countries can be taken as indicators of rising expectations. Demand continues to rise, influenced in part by opportunities opened up by the information society, by sustained increases in the standard of living over long periods of time, and by the frequent changes of skills and competencies demanded at work.
Recognizing and certifying the prerequisite and acquired knowledge and competencies of individuals are among the most challenging tasks for institutions, public agencies and employers. Lifelong learning implies that qualifications increasingly need to become transferable or portable from one work situation to another, or from an academic to a professional position and vice versa. Assessment processes will need to reflect learning progress over time, and the individualization of learning geared to employment, career development and personal fulfilment.
But here, too, women dominate the activities. Networkers are female. This fact must be clearly stated in the face of changing male identity. The erosion of lifeworlds is treated in a biographically active form by women. Patchworkers invent biographical constructions against the threatening consequences of social differentiation and the loss of social integration in a traditional milieux. Their strategy commonly consists in organising milieuswitching as a kind of biographical sequencing. We find examples of this particularly among upwardly mobile males who, unwillingly, progress from one qualification pathway to another without ever testing out the ‘market value’ of the various certificates acquired (Alheit, 1995).
