An Analysis of a Government-Sponsored Retraining Program: Implications to Educational Planning

Autor/in	Catalfamo, Holly
Titel	An Analysis of a Government-Sponsored Retraining Program: Implications to Educational Planning
Quelle	In: Educational Planning, 25 (2018) 2, S.55-72 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-873X
Schlagwörter	Foreign Countries; Federal Government; Government Role; Job Training; Dislocated Workers; Adult Students; Reentry Students; College Students; Education Work Relationship; Transitional Programs; Career Development; Skill Development; Knowledge Economy; Labor Market; Canada + Suchen Sie Ihr Suchwort? Ausland; Bundesregierung; Berufsqualifizierender Bildungsgang; Arbeitsloser; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zweiter Bildungsweg; Collegestudent; Berufsentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Labour market; Arbeitsmarkt; Kanada
Abstract	The collapse of the global economy in 2008 had a devastating impact on manufacturing and other sectors across Canada. Displaced workers were unprepared for the demands of the new knowledge-based economy and found that they required retraining to secure employment in modern, highly technical workplaces. In Ontario, the introduction of the Second Career (SC) program provided opportunities for laid-off workers to attend college for retraining. Using qualitative methods, this study explores the experience of adult students participating in a government-sponsored retraining program. The findings suggest that adult learners who return to school encounter many challenges, including the need to balance school-life responsibilities, the dynamics of generationally diverse classrooms, significant financial pressures, adaptation to a new postsecondary environment, the need to relearn how to learn, the need for academic upgrading, and bureaucratic processes. In addition, the data reveal significant impacts on SC students, including renewed confidence and hope, a determination not to fail, new skill development, preparation for and connection to employment, establishment of powerful relationships with instructors, and development of a supportive community of peer learners. The data revealed in this study provide important recommendations to key stakeholders with respect to the importance of educational planners creating conditions for success when planning and implementing a school-to-work transition program for displaced workers. (As Provided).
Anmerkungen	International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01