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1.
Jin Xiao 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,23(1):487-508
At a time of economic transition, when jobs are continually disappearing and emerging, adult education and training in the workplace have developed very rapidly to meet the needs of skills development. This paper looks at how firms and their employees deal with workplace changes in the Shenzhen conurbation, site of China's earliest experiment in introducing a market economy. The author finds that adult education and on-the-job training are taking on new roles in aiding development. He argues that, while learning to reorganise production, firms have taken charge of meeting the demand for human capital in a changing workplace. At the same time, individual employees are becoming conscientious learners and accessing adult education as a means of personal development in their work lives. 相似文献
2.
Sheila Riddell 《International Journal of Lifelong Education》2013,32(6):777-795
Workplace learning is identified by UK and Scottish governments as an important means of achieving social mobility, and therefore producing a more equal society. However, there appears to be a patchwork of provision and funding arrangements, making it difficult for employers and employees to identify suitable routes. Analysis of large scale survey data at European and Scottish levels shows that existing inequalities are further entrenched by differential access to and participation in workplace learning, where those with existing high levels of qualification have far greater opportunities. This paper draws on data drawn from an EU Sixth Framework funded study of lifelong learning, focusing in particular on case studies of six Scottish SMEs which are used to identify some of the reasons underlying inequalities in access to workplace learning. Whilst all of the SMEs had a positive approach to employee development, they differed in the type of work they undertook and the composition of the workforce. Employees in knowledge intensive organisations were immersed in a culture where on‐going learning was an expected part of working life, and was driven by both employers’ and employees’ expectations. By way of contrast, more traditional manufacturing and training organisations had a more restricted approach to learning, encouraging employees to undertake courses which would give them the skills to do their jobs more effectively, but with less focus on their wider growth and development. All firms treated lifelong learning with some degree of scepticism, ultimately prioritising company profitability over individual employee development and seeing the two as sometimes at variance. Given the Scottish government’s desire to promote the demand side of skill development, the barriers posed by employers’ attitudes need to be addressed, particularly in relation to lower‐skilled workers in manufacturing firms, who might have less intrinsic motivation, but are also less likely to receive encouragement and support from their employer. 相似文献
3.
Jin Xiao 《Economics of Education Review》2002,21(6)
Using 1996 surveyed data of 1023 employees in Shenzhen, China, this study estimated the effects of three forms of human capital on employee salary, namely formal education, on-the-job training provided by employers, and adult education pursued by employees. Using a hierarchical linear model, the analysis estimated employee monthly salary growth over a maximum of six years due to (a) such temporal factors as work experience and improved performance, (b) individual-level characteristics, and (c) firm-level characteristics. This study found that (a) pre-work formal education was positively associated with salary only at hiring, (b) employees' experience in changing production technology as well as on-the-job training were positively associated with salary increases through improved technical proficiency, formal education was not; (c) manufacturing firms introduced more new production technology than the service sector and provided more on-the-job training, thus improving workers' performance and increasing their salary. 相似文献
4.
Changes in the job market are affecting how employees view their current positions and careers leading to more employees (so-called ‘free agents’) developing portfolio careers. To maintain their long-term employability, free agents need to continually enhance and expand their expertise, knowledge-base, reputation and networks, and it has been argued that this will influence how employees view and approach their workplace learning. This article reports the findings of qualitative research aimed at exploring the free agent concept, the implications for workplace learning and the implications for human resource development (HRD) functions in organizations. The research used a convenience sample of 11 organizations from three continents, with data collected from senior HRD executives through telephone and face-toface interviews and e-mails. The results highlighted how some employees are changing their attitudes towards workplace learning, particularly those considered ‘high potential’ or working in ‘high tech’ positions. The research also identified how organizations are increasingly viewing learning as a means of attracting and retaining high quality employees, with implications for HRD functions in terms of a greater emphasis on delivery methods for learning beyond traditional training and greater emphasis on career development activities. 相似文献
5.
Christine Fourner Pierre Béret Pierre Doray Paul Bélanger 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(1):75-103
REPRODUCTION OR MOBILISATION? GENDER PROPORTIONS IN CONTINUING EDUCATION IN FRANCE AND CANADA – Initial education provisions for women have evolved greatly over the past 40 years. But what about their situation within adult education and training? This article, comparing Canada and France, shows that, while it is well known that more women than men participate in adult education, their greater presence in professional training courses is a new development. The analysis highlights certain particular findings, such as the growing demand for continuing education in Canada and the increased rate of participation by full-time employees in France. In both countries, a number of social factors continue to influence women’s participation. 相似文献
6.
Janice Tovey 《Technical Communication Quarterly》2001,10(2):225-239
Using an established university level internship program, this article discusses the issues of socialization and acculturation of interns into the workplace, motivation of student employees, and the relationships between education and training/workplace and academy. Evaluations by students and their supervisors reveal the significance of these issues for positive experiential learning. 相似文献
7.
Leslie Moller 《Educational technology research and development : ETR & D》1998,46(4):115-122
Asynchronous distance education can replicate traditional face-to-face training or education; but, why should it do so? Asynchronous distance education provides an opportunity to create meaningful learning which is not feasible in a traditional classroom, provided that communities of learners that encourage knowledge building and social reinforcement are specifically created. This article describes the need for learning communities within the context of asynchronous distance education. Asynchronous learning communities are specifically relevant for training environments, given the need for instant and constant training with employees who are located in an ever-expanding national and international workplace. Specifically, three types of communities are described: academic, intellectual and interpersonal. 相似文献
8.
《Journal of Education & Work》2012,25(1):57-69
Abstract Information Technology is often heralded as the key feature of employment in so‐called post‐industrial regions. If this is the case then it is vital that education and training for IT is properly conceived and based on a knowledge of actual working patterns involving IT in industry. The research reported in this article, based on interviews and case‐studies of a range of employers using and developing IT, examines current practices with a view to their implications for education, training and recruitment. By studying IT in the workplace in one city undergoing many changes we hope to highlight some of the general issues in the relationship between education, training, and employment. More specifically, the words of the employees interviewed contain many important messages for both employers and trainers, particularly on recruitment practices, curriculum design and training strategies for the development of information technology. 相似文献
9.
There is increasing emphasis in higher education on preparing students for the workplace and recognising the learning that occurs in the workplace. Workplace learning has been exemplified in aspects of traditional courses by work experience, practicum, sandwich courses and practice‐based courses. Recently, however, academic attention has focused on the development of subjects and degree programs that are entirely workplace‐based. Such programs are negotiated with organisations to meet their own learning needs and promote the learning of individual company employees in the performance of their everyday work. Workplace‐based courses have developed in response to employer demand, restricted government funding for higher education and the need for universities to appeal to new markets. These factors have created a context of considerable tension between traditional academic practice and beliefs, and those that accompany this new approach. These tensions present challenges for universities as they attempt to respond in ways that maintain rigour and integrity while meeting the demands created by contemporary economic, political and social pressures. 相似文献
10.
岑丽平 《宁波职业技术学院学报》2010,14(3):43-45
要发挥成人学校在乡镇企业职工培训中的作用,首先需要让企业高中端领导充分认识到自身发展的实际需要;在成校的培训过程中,我们讲究从＂实＂出发,突出职工专业能力和素质提升的培训;在培训方式上讲究多样性,以＂活＂促效,从而创新农村成校培训模式,提高培训实效。对企业员工的有序培训,既促进了企业员工的成长,也促进了成校教师的成长,使学校能整合各种教学资源,提升专业水平和组织能力,使成校的培训更好地为当地的经济发展服务。 相似文献
11.
戴国宝 《深圳职业技术学院学报》2014,(6):66-70
“企业大学”办学模式即民办高职院校转型为周边工业园区内企业的企业大学,一方面根据企业实际用人需求设置相应的专业和课程,另一方面加强对企业员工和客户培训,全面提升企业员工素质和企业效益,校企紧密合作,产教不断融合,校企共融共荣,是民办高职院校实现跨越式发展的一种新的办学模式。广东A职业学院在办学的过程中,对“企业大学”办学模式进行了实践,把学校职业教育和企业职业培训两个板块独立运营,和企业深度合作,为企业培养和培训人才,成效显著,有力地促进了地方社会经济的发展。 相似文献
12.
在完全竞争的劳动力市场中,企业不会投资员工的一般性技能.但是在不完全劳动力市场中,企业有投资员工一般技能的激励.20世纪80年代信息经济学的快速发展使分析企业和员工在人力资本投资上的战略行为成为可能,促进了企业中的人力资本投资理论的发展. 相似文献
13.
Michael Mitchell Omoruyi EHIZUELEN 《Frontiers of Education in China》2018,13(4):553-600
Education, skills, and the development of an African workforce are at a critical moment. While it is recognized that Chinese firms hire local people, the focus of the debate is more on the position and opportunities for training and advancement. As such, the paper tries to answer the following questions. Does China really contribute to skills development in Africa? Does China employment, education, and skills transfer pattern contribute to Africa’s own structural transformation and benefit African workforce? In attempting to answer these questions, this paper first lays out the current magnitude of demand for skills in Africa and the priorities for education and skills transfer that can successfully address Africa’s skills shortage. Significantly, this will enable researchers and non-researchers to understand the diversity of Chinese firms’ skills transfer patterns and the reasons behind these patterns. In order to present a comprehensive and precise picture as well as understand the context for China and Africa education and skills transfer development, the paper draws from various data collected from diverse sources, including government statistics, firm reports, second-hand academic literature, local and international news media, official government reports, and research studies. The paper suggests that the assessment of skills transfer pattern should not only consider employees’ and employers’ direct interests, but also in the short run, skills transfer should focus on offering short, practical courses to secondary and higher education graduates involving primarily on-the-job training. In the long run, there is a need to change the way employees and students are trained, including curriculum reforms that favor science, technology, engineering, and mathematics. Emphasis should also be placed on critical thinking, problem-solving, discovery, and experiential training. 相似文献
14.
Cindy L. Poortman Marloes Reenalda Wim J. Nijhof Loek F. M. Nieuwenhuis 《Vocations and Learning》2014,7(2):167-190
Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual training programs in Dutch higher professional education. To gain an understanding of these learning environments and processes, a qualitative multiple case study was conducted in seven sectors. The findings show substantial differences in learning environments between and within sectors. However, cooperation between school and practice is minimal in all of the cases. Although students develop personal and job-related competencies that are useful for daily work routines, they acquire hardly any profound theoretical knowledge at the workplace. School fails to direct workplace learning. Given the considerable share of workplace learning in dual training programs, and the demands to higher professional education graduates in terms of being able to solve complex problems and develop new knowledge during their career as reflective practitioners, it is important that these shortcomings are resolved. More promising alternatives for workplace learning environments and questions for further research to improve workplace learning in higher professional education are discussed. 相似文献
15.
Swiss vocational education and training (VET) is defined as a dual-track system where apprentices weekly alternate between vocational school and a (real) workplace. At the workplace, they have to keep a learning documentation throughout their training, in which they are expected to regularly document their professional development. The actual use of this documentation remains limited, however, and its potential for learning is clearly underexploited. The study presented in this paper sheds light on the current practices and issues related to the use of such a learning documentation in the Swiss VET system. Semi-structured interviews (N?=?29) were conducted with representatives of all the main actors of the Swiss VET system for various professional domains (Industrial & Handicraft, Commerce, and Health & Social Care). The study shows that although they all tend to see the potential of the learning documentation, the different actors of VET do not share a same conception of the aims and functions, both within and across professions. Based on their answers, possible improvements for this tool are discussed, and suggestions are made to enhance its use as a boundary object throughout the training. 相似文献
16.
Natasha Kersh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):835-851
This paper focuses on the notion of the learning space at work and discusses the extent to which its different configurations allow employees to exercise personal agency within a range of learning spaces. Although the learning space at work is already the subject of extensive research, the continuous development of the learning society and the development of new types of working spaces calls for further research to advance our knowledge and understanding of the ways that individuals exercise agency and learn in the workplace. Research findings suggest that the current perception of workplace learning is strongly related to the notion of the learning space, in which individuals and teams work, learn and develop their skills. The perception of the workplace as a site only for work-specific training is gradually changing, as workplaces are now acknowledged as sites for learning in various configurations, and as contributing to the personal development and social engagement of employees. This paper argues that personal agency is constructed in the workplace, and this process involves active interrelations between agency and three dimensions of the workplace (individual, spatial and organisational), identified through both empirical and theoretical research. The discussion is supported by data from two research projects on workplace learning in the United Kingdom. This paper thus considers how different configurations of the learning space and the boundaries between a range of work-related spaces facilitate the achievement of personal agency. 相似文献
17.
论企业新进员工的培训策略 总被引：1，自引：0，他引：1
新进员工是步入职场不久的企业新生力量,其思想、行为、态度上都存在新的变化。我们应当认清新进员工的心理特征和行为特点,把握培训导向,提出有针对性的培训对策,使这些"新鲜血液"在组织运转中发挥更大的作用,从而促进企业人力资源的全面开发以及企业的持续发展。 相似文献
18.
National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace. 相似文献
19.
刘中晓 《河北大学成人教育学院学报》2012,(3):28-31
成人高等教育的发展与产业结构的升级密不可分,它们相互制约、相互推动。目前,随着产业结构的优化升级,产业结构调整对成人高等教育提出了一些具体的要求。针对这些要求,为适应产业结构的调整,必须要加大成人高等教育经费投人,设置合理的成人高等教育的专业结构,调整人才培养规格标准,提高成人高等教育的层次结构,改革成人高等教育的办学模式等。 相似文献
20.
在全球金融市场自由化与国际化的潮流下,金融服务科技产业急速发展,而相对应于职场职能需求的质、量要求更形迫切。如何能有效避免大学教育人才供给与企业实务需求间的落差,是为职业教育发展的重要议题。以金融服务科技产业为例,深入探讨学校的职前教育如何结合理论知识与实务应用,透由深度访谈的方式了解业界需求的要素,并进一步寻求在学期间的课程供给要素,缩短学用不符的落差,进而增加毕业生的就业竞争力,研究发现专业证照、业界实习的历练与人格特质的养成等皆为金融服务科技产业重视的培育目标,可提供金融服务科技之职业教育课程发展政策的参考依据。 相似文献