Drivers of Learning for the Low Skilled

Autor/inn/en	Brown, Alan; Bimrose, Jenny
Titel	Drivers of Learning for the Low Skilled
Quelle	In: International Journal of Lifelong Education, 37 (2018) 2, S.151-167 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Alan) ORCID (Bimrose, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2017.1378934
Schlagwörter	Foreign Countries; Job Skills; Semiskilled Workers; Career Change; Midlife Transitions; Skill Development; Biographies; Semi Structured Interviews; Self Efficacy; Individual Development; Labor Market; Experiential Learning; Family Influence; Learning Motivation; Comparative Education; Poland; Italy; Germany; France; United Kingdom (England); Denmark; Czech Republic + Suchen Sie Ihr Suchwort? Ausland; Produktive Fertigkeit; Semi-skilled worker; Semi-skilled workers; Semiskilled worker; Ungelernter Arbeitnehmer; Angelernter Arbeitnehmer; Career changes; Berufswechsel; Midlife-Krise; Kompetenzentwicklung; Qualifikationsentwicklung; Biography; Biografie; Biographie; Self-efficacy; Selbstwirksamkeit; Individuelle Entwicklung; Labour market; Arbeitsmarkt; Experiental learning; Erfahrungsorientiertes Lernen; Motivation for studies; Lernmotivation; Vergleichende Erziehungswissenschaft; Polen; Italien; Deutschland; Frankreich; Dänemark; Tschechische Republik
Abstract	The drivers of learning for mid-career workers with few initial qualifications from the Czech Republic, Denmark, England, France, Germany, Italy and Poland are examined. The focus in this article is upon the learning pathways and experience of the low-qualified drawn from empirical research which gathered and analysed the strategic career and learning biographies of 105 low-skilled individuals, mainly aged between 25 and 40, in the 7 countries, using semi-structured narrative interviews. The five drivers for learning evident in the interviews were enhancing self-efficacy; self-improvement; labour market-orientated learning; significant others motivating learning; and work-related practical learning. The interviewees were divided between those who wanted tangible and immediate learning outcomes and those who saw learning primarily as a means of self-improvement. Some interviewees with negative experiences of initial education were motivated to re-engage by a positive experience with continuing education, encouragement of significant others or through an experience of mastery of challenges at work which led to an increase in their self-efficacy. For the majority of interviewees, practical learning was particularly appreciated, whether undertaken to secure or enhance their current labour market position or undertaken to increase their self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01