The role of counselling and guidance in promoting lifelong learning in france
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TLDR
In all developed countries, the structure of people's lives is undergoing radical change in the distribution of activities by age, leading to a shift to older age groups undertaking functions previously reserved for an earlier time in life as mentioned in this paper.Abstract:
Until the latter part of the twentieth century, education and training were confined mainly to the first phase of a person's life. Young people progressed on a straight line from school to work or to vocational education and training or to higher education, with little opportunity to change direction. Once they had left the educational system they were unlikely to return. But, nowadays, in all developed countries, the structure of people's lives is undergoing radical change in the distribution of activities by age, leading to a shift to older age groups undertaking functions previously reserved for an earlier time in life. These tendencies are linked to changes in the labour market structure, and are accompanied by readjustments in the social arrangements that regulate ‘who does what, when’. These include policies to defer statutory retirement ages, extend compulsory education and training, and to postpone the age at which young people become entitled to unemployment and social benefits in the tr...read more
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Journal ArticleDOI
Lifelong Learning in America
TL;DR: In this article, the authors present Lifelong Learning in America, a survey of the state of the art in the field of higher education, and its role in the development of lifelong learning.
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From policy to practice : a systemic change to lifelong guidance in Europe
TL;DR: The need to improve policies, systems and practices for guidance in Europe was stressed by the Council Resolution on lifelong guidance (May 2004), which identified as priorities widening access to guidance services and improving quality assurance mechanisms.
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Lifelong learning for all? Policies, barriers and practical reality for a socially excluded group
TL;DR: In this paper, the authors examined the role of lifelong learning in reducing social exclusion in Europe and found that "Lifelong learning is recognized as an important tool to reduce social exclusion".
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TL;DR: In this paper, the authors evaluated the TVET system in Ethiopia and concluded that it is (on paper) outcome-based, but whether the interventions and assumptions underlying the design of the system are actually being practiced and delivering the promised results is yet to be evaluated through upcoming research.
Preparing learners for the workplace in Europe: vocational education and training in France and Ireland
TL;DR: In this article, the authors examine features of vocational education and training in France and Ireland including forms of learning, as well as the context for skills validation irrespective of where/how knowledge is acquired.
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