Twenty-Five Years After--Rebuilding the Lifelong Learning System in the Czech and Slovak Republic: Progress, Challenges and Lessons Learnt from a Narrative Research

Autor/in	Sprlak, Tomas
Titel	Twenty-Five Years After--Rebuilding the Lifelong Learning System in the Czech and Slovak Republic: Progress, Challenges and Lessons Learnt from a Narrative Research
Quelle	In: British Journal of Guidance & Counselling, 44 (2016) 2, S.198-209 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2016.1145195
Schlagwörter	Foreign Countries; Lifelong Learning; Negative Attitudes; Educational Attitudes; Career Development; Career Guidance; Adult Learning; Educational Attainment; Comparative Analysis; Interviews; Adult Education; Labor Market; Personal Narratives; Higher Education; Unskilled Workers; Career Counseling; Czech Republic; Slovakia + Suchen Sie Ihr Suchwort? Ausland; Life-long learning; Lebenslanges Lernen; Negative Fixierung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Berufsentwicklung; Berufsorientierung; Adulte education; Adult training; Erwachsenenbildung; Bildungsabschluss; Bildungsgut; Interviewing; Interviewtechnik; Adult; Adults; Education; Adult basic education; Labour market; Arbeitsmarkt; Erlebniserzählung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unskilled worker; Hilfsarbeiter; Tschechische Republik; Slowakei
Abstract	The lifelong learning system in the Czech Republic and Slovakia share some common traits: traditional model with the dominant role of the initial education, low participation rates, lack of incentives and fragmentation. The results of the narrative research on 15 low-skilled persons demonstrated that negative attitudes towards education are often based on negative experiences of initial education, which is seen as "pure formality" disconnected from career prospects or "real skills". There is very little knowledge among the low-skilled about the possibilities to engage in lifelong learning or in guidance which is often perceived as an expert psychological assessment. There are several implications for the further development of the lifelong guidance system: development of a system of accessible career guidance that goes beyond psychological assessment and takes into account identity-related issues, showing the connection between learning and career development, development of alternative pathways to qualification (recognition of prior learning) and supporting the development of career management skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01