Adult education policy in the European Union during the Lisbon decade : the shift to vocational adult learning and work skills matching

This doctoral dissertation investigates the adult education policy of the European Union (EU) in the framework of the Lisbon agenda 2000–2010, with a particular focus on the changes of policy orientation that occurred during this reference decade. The year 2006 can be considered, in fact, a turning point for the EU policy-making in the adult learning sector: a radical shift from a wide--ranging and comprehensive conception of educating adults towards a vocationally oriented understanding of this field and policy area has been observed, in particular in the second half of the so--called ‘Lisbon decade’. In this light, one of the principal objectives of the mainstream policy set by the Lisbon Strategy, that of fostering all forms of participation of adults in lifelong learning paths, appears to have muted its political background and vision in a very short period of time, reflecting an underlying polarisation and progressive transformation of European policy orientations. Hence, by means of content analysis and process tracing, it is shown that the new target of the EU adult education policy, in this framework, has shifted from citizens to workers, and the competence development model, borrowed from the corporate sector, has been established as the reference for the new policy road maps. This study draws on the theory of governance architectures and applies a post-ontological perspective to discuss whether the above trends are intrinsically due to the nature of the Lisbon Strategy, which encompasses education policies, and to what extent supranational actors and phenomena such as globalisation influence the European governance and decision--making. Moreover, it is shown that the way in which the EU is shaping the upgrading of skills and competences of adult learners is modeled around the needs of the ‘knowledge economy’, thus according a great deal of importance to the ‘new skills for new jobs’ and perhaps not enough to life skills in its broader sense which include, for example, social and civic competences: these are actually often promoted but rarely implemented in depth in the EU policy documents. In this framework, it is conveyed how different EU policy areas are intertwined and interrelated with global phenomena, and it is emphasised how far the building of the EU education systems should play a crucial role in the formation of critical thinking, civic competences and skills for a sustainable democratic citizenship, from which a truly cohesive and inclusive society fundamentally depend, and a model of environmental and cosmopolitan adult education is proposed in order to address the challenges of the new millennium. In conclusion, an appraisal of the EU’s public policy, along with some personal thoughts on how progress might be pursued and actualised, is outlined.

Delivering the promise : making e-learning strategy work.

El objetivo del libro es ayudar a los lectores a poner en práctica sus estrategias de tecnologías de la información y la comunicación en e-learning, ayudarles a hacerlas funcionar en el mundo real. Para ello analiza las experiencias que una serie organizaciones de aprendizaje de adultos y en comunidad han tenido con sus estrategias de enseñanza electrónica como parte de un proyecto del NIACE (National Institute of Adult Continuing Education).

Understanding what drives informal learning at work: A resource-based view.

The resource-based view identifies a number of factors that may influence employees’ informal learning. In a cross-sectional survey of 113 German employees in the energy sector, we examined a number of potential predictors of informal learning and a more positive informal learning attitude. The results showed that proactive help-seeking and professional self-efficacy were positive predictors of informal learning. Employees who were older, who enjoyed learning, sought help and were self-efficacious learners had a more positive attitude towards formal learning. Employees who had a more positive attitude about informal learning rated organisational learning provisions as less important, potentially due to being proactive help-seekers. Managers rated organisational learning resources as less important than non-managerial employees. However, managers also reported higher professional self-efficacy. These circumstances may also influence their decision-making regarding the need to provide learning resources to others in the workplace.

Designing gamification for collaborative learning in group work

Computer Supported Collaborative Learning (CSCL) is a teaching and learning approach which is widely adopted. However there are still some problems can be found when CSCL takes place. Studies show that using game-like mechanics can increase motivation, engagement, as well as modelling behaviors of players. Gamification is a rapid growing trend by applying the same mechanics. It refers to use game design elements in non-game contexts. This thesis is about combining gamification concept and computer supported collaborative learning together in software engineering education field. And finally a gamified prototype system is designed.

Group Work as a Strategy to Improve the Effectiveness of the Learning Process

Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2013

Improving Learners’ Motivation through Feedback in English Language Teaching and Learning at Polytechnic School in Benguela, Angola

Currently, it is widely perceived among the English as a Foreign Language (EFL) teaching professionals, that motivation is a central factor for success in language learning. This work aims to examine and raise teachers’ awareness about the role of assessment and feedback in the process of language teaching and learning at polytechnic school in Benguela to develop and/or enhance their students’ motivation for learning. Hence the paper defines and discusses the key terms and, the techniques and strategies for an effective feedback provision in the context under study. It also collects data through the use of interview and questionnaire methods, and suggests the assessment and feedback types to be implemented at polytechnic school in Benguela

El Open Social Learning y su potencial de transformación de los contextos de educación superior en España

Documento de reflexión basado en el Panel de Expertos sobre Open Social Learning en España: diagnóstico yperspectivas, de la Cátedra UNESCO de e-learning, 30 de junio 2009.

Informal learning and competence development during a management trainee program

The purpose of this research was to study how management trainee program participants experienced the program with respect to their learning and competence development. Additionally, the purpose was also to examine what the trainees learned and how the learning occurred. Furthermore, factors affecting learning in the workplace were examined. The theoretical framework of this research was formed utilizing individual competence and informal learning frameworks. Research was conducted as a single case study and data was gathered by thematic interviews. The results of this research indicate that the trainees experienced the program as a good method for learning the overall picture of the organization and its business. Regarding competence development, especially knowledge- and cognitive competence categories were developed during the program. The best learning outcomes were achieved through learning by doing, in co-operation with others, and learning from others. The results indicate that the planning of the program and its structure have a significant effect on learning. Furthermore, a sufficient level of challenge was experienced as being important for the quality of the learning as well.

Review of doctoral research in second-language teaching and learning in Australia (2003–2006)

This article reviews recent doctoral research in Australian universities in the area of language teaching and learning. Doctoral work in three main areas of research concentration is described: language teaching, language learning, and writing. The authors whose studies are reviewed are graduates of the Australian National University, Griffith University, Macquarie University, the University of Technology, Sydney, the University of Sydney, the University of New South Wales, the University of Melbourne, Monash University, La Trobe University, Deakin University and Murdoch University.

Factors associated with social work student satisfaction with field placements in child welfare

This study was conducted during the 1994-1995 academic year. Seven social work education programs in the state of Florida, all accredited by the Council on Social Work Education, participated in this study. Graduate and undergraduate social work students in child welfare field placements, and their field instructors, were surveyed during the Spring 1995 semester to assess their satisfaction with field placements in this area and the relationship of this satisfaction to employment interests and field placement recommendations.^ The majority of social work students responding to this survey were generally satisfied with several aspects of their field placements--the learning, field work program, field instructor, child welfare agency, and overall field experience. The field instructors were generally more satisfied than the students, but only statistically different from the students in the areas of satisfaction with the field work program and the child welfare agency. Multiple regression analysis revealed that learning assignment opportunities, field instructor relationship characteristics, placement preference, and pre-placement interview contributed to the prediction of student satisfaction.^ Student satisfaction in field placement was significantly related to the acceptance of employment, if offered, and the recommendation of the field placement to other students. Logistic regression analysis revealed that satisfaction with the child welfare agency was the greatest contributor to the prediction of acceptance of employment, and satisfaction with the field work program was the greatest contributor to the prediction of field placement recommendation. ^

Factors associated with social work student satisfaction with field placements in child welfare by Diane Elias Alperin.

This study was conducted during the 1994-1995 academic year. Seven social work education programs in the state of Florida, all accredited by the Council on Social Work Education, participated in this study. Graduate and undergraduate social work students in child welfare field placements, and their field instructors, were surveyed during the Spring 1995 semester to assess their satisfaction with field placements ii this area and the relationship of this satisfaction to employment interests and field placement recommendations. The majority of social work students responding to this survey were generally satisfied with several aspects of their field placements--the learning, field work program, field instructor, child welfare agency, and overall field experience. The field instructors were generally more satisfied than the students, but only statistically different from the students in the areas of satisfaction with the field work program and the child welfare agency. Multiple regression analysis revealed that learning assignment opportunities, field instructor relationship characteristics, placement preference, and pre-placement interview contributed to the prediction of student satisfaction. Student satisfaction in field placement was significantly related to the acceptance of employment, if offered, and the recommendation of the field placement to other students. Logistic regression analysis revealed that satisfaction with the child welfare agency was the greatest contributor to the prediction of acceptance of employment, and satisfaction with the field work program was the greatest contributor to the prediction of field placement recommendation.

A incorporação da avaliação da atenção básica no nível estadual do Sistema Único de Saúde através de processos participativos de ensino-aprendizagem-trabalho

OBJETIVOS: desenvolver uma metodologia de intervenção e aplicá-la às equipes das Secretarias Estaduais de Saúde (SES) objetivando incorporar a prática de monitoramento e avaliação da atenção básica através de processo de capacitação e realização de atividade real de planejamento e programação em saúde. MÉTODOS: foi desenvolvido um processo de ensino-aprendizagem-trabalho que incorporou ao processo de capacitação uma atividade de planejamento em saúde. A qualidade dos dois processos é assegurada através do estabelecimento de princípios e critérios para a organização da capacitação, para a elaboração da proposta metodológica de monitoramento e avaliação e para a condução didático-pedagógica do curso. RESULTADOS: a metodologia foi aplicada nos Estados de Mato Grosso do Sul (MS), Tocantins (TO) e Amazonas (AM), respeitando as particularidades locais em termos de organização da SES e da qualificação e capacidade dos técnicos responsáveis pela atenção básica. Foram produzidas propostas metodológicas estruturalmente semelhantes, mas diferentes nas suas prioridades e propostas de desenvolvimento. Dois anos após o término da intervenção, efeitos desse trabalho ainda estão sendo identificados. CONCLUSÕES: os resultados obtidos em MS, TO e AM revelam a capacidade que a abordagem baseada na tríade ensino-aprendizagem-trabalho possui para a institucionalização de novas práticas de trabalho nos serviços de saúde.