Literaturnachweis - Detailanzeige
| Autor/in | Rose, Amy |
|---|---|
| Titel | From the Quixotic to the Pragmatic: The "Hamburg Declaration", Adult Education, and Work |
| Quelle | In: New Directions for Adult and Continuing Education, (2013) 138, S.39-47 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-2891 |
| DOI | 10.1002/ace.20052 |
| Schlagwörter | Workplace Learning; Adult Learning; Workplace Literacy; Adult Education; Foreign Countries; Higher Education; Global Approach; Knowledge Economy; Germany |
| Abstract | The "Hamburg Declaration" (UNESCO, 1997) is perhaps most quixotic and prescient in laying out the changing world of work as envisioned in 1997. It includes particular commitments to promote the rights to work and to work-related adult learning, to increase access to work-related adult learning for different target groups, and to diversify "the contents of work-related adult learning." So what has happened since 1997? Have any of these commitments been met? How has the world of work changed? Has it become more hospitable to learning? It is clear that the broad goals of the "Hamburg Declaration" are not a priority for much of the corporate world. Industry has retreated from many of its "non-essential" activities, nor does it make training a high priority. This chapter will examine some of the trends indicated in the "Declaration" and show some examples of the ways workplace learning has incorporated these trends into learning situations. It is particularly telling that innovation as the source of industrial growth was not included within the parameters of the "Declaration," at least in terms of workplace commitments. (ERIC). |
| Anmerkungen | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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