A UK perspective on how well initial vocational education and training facilitates lifelong learning.

Autor/inn/en	Brown, Alan; Keep, Ewart
Titel	A UK perspective on how well initial vocational education and training facilitates lifelong learning.
Quelle	Aus: Lasonen, Johanna (Hrsg.): EERA - Network 2 Programme: Network on Vocational Education and Training Research (VETNET) and Academy of Human Resource Development (AHRD). Conference proceedings. Jyväskylä: Univ. of Jyväskylä (1999) S. 57-67Verfügbarkeit
Beigaben	Literaturangaben 26
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Einstellung (Psy); Lernmotivation; Berufsausbildung; Lebenslanges Lernen; Konferenzschrift; Großbritannien
Abstract	This paper is produced as part of the Lifequal Project, a six-country study funded as part of the European Socrates Programme, on the "Effective processes for the acquisition of qualifications for life-long learning with the focus on processes of school to work transition through vocational education and training". The authors problematise how far in an English context current and possible future patterns of work organisation provide a suitable context for maintenance or development of a commitment to lifelong learning by employees. Because without suitable supportive work contexts it is hard to envisage school to work transitions generating a continuing commitment to learning in many people. Additionally, there is an even more fundamental problem, and that is even if it were successful with most employees entering learning-rich employment, might a work- based learning society intensify some problems associated with social exclusion. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2001_(CD)