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Bringing work-related learning back to authentic work contexts

New information and communication technologies (ICT), new work and organisational concepts and the shift from an in ... Show more
New information and communication technologies (ICT), new work and organisational concepts and the shift from an industrial to an information society have all attributed to a revival of learning in the workplace. This chapter looks at this revival of work-related learning in Germany. It begins by providing an overview of the revival of learning in the work context, then looks at the growing significance of informal learning, before discussing learning bays (learning venues within the workplace) as an example of integrating informal and intentional learning. Next, it points to the development of a new learning culture as a result of new learning approaches and forms, and finally outlines the following four research proposals and development tasks which have been formulated from issues and problems raised by linking work-related learning back to authentic work contexts: (1) analysis of the connection between intentional learning and learning by doing in decentralised learning forms; (2) constitution, recording, recognition and certification of informal learning; (3) cross-over of work-related organisational development and vocational training; and (4) concepts and instruments for analysing modern on-the-job learning processes.
The monograph from which this chapter is taken is indexed at TD/TNC 71.362; selected chapters are indexed from TD/TNC 71.363 to TD/TNC 71.376. Show less

Authors: Dehnbostel, Peter

Date: 2002

Geographic subjects: Europe; Germany

Resource type: Book chapter

Series name: Cedefop reference series

Subjects: Vocational education and training; Research; Employment ... [+] Show more
Recognition of non-formal and informal learning: country practices

Twenty-two countries have helped to build up the OECD's knowledge base on recognition of non-formal and informal le ... Show more
Twenty-two countries have helped to build up the OECD's knowledge base on recognition of non-formal and informal learning outcomes. This paper seeks to concentrate on the essentials of the various documents produced, including the 22 background reports drafted by the countries concerned. It is thus the internal perspective of countries which is considered here. This paper describes national circumstances as viewed by the countries themselves while also casting light on their practices. It is based largely on the country background reports and sets out the policy responses developed by each country. It thus focuses on the practices of countries and regions and, as far as possible, includes quantitative data or refers to pilot projects. The idea is to see how countries and regions relate recognition to ongoing challenges, whether of a societal nature or connected with the labour market. Indeed, in preparing their own policy responses many countries are looking beyond their borders and on occasions far afield, as in the case of Australia which is following the Bologna/Sorbonne Process, and striving for international excellence. In the European Union, for example, the many existent or emerging systems are already having a broad impact on the preferences of its member states and other countries. Herein lies the importance of a paper on national practices and the contexts in which they have been introduced. The examples provided draw on different country practices without claiming to be exhaustive. The paper consists of two sections. The first reviews contextual factors, at least in so far as they may influence in one way or another systems for the recognition of non-formal and informal learning outcomes, especially in terms of their potential role as catalysts or inhibiting factors in recognition procedures. It then offers a description of how systems are organised, with their legal frameworks, procedures, technical arrangements and possible pilot programmes. The sections are structured by topic. Depending on circumstances, the paper includes entries by country or by topic where viewpoints are similar.
Excerpt from publication reprinted by permission of the copyright owner. Show less

Authors: Werquin, Patrick

Corporate authors: Organisation for Economic Co-operation and Development (OECD)

Date: 2010

Geographic subjects: North Asia; Oceania; Africa; Europe; Germany; Australia; Austria; Belgium; Canada; Chile; Korea; Denmark; Spain; Greece; Hungary; Iceland; Ireland; Mexico; Norway; Italy; Netherlands; Slovenia; Switzerland America; Asia; Oceania ... [+] Show more America">North America; America">South America; Africa">South Africa; Republic">Czech Republic; Britain">Great Britain; [-] Show less

Resource type: Report, paper or authored book

Subjects: Pathways; Policy; Governance ... [+] Show more
A validation system for nonformal and informal learning in Germany

The validation of non-formal and informal learning needs a comprehensive system to support lifelong learning in pra ... Show more
The validation of non-formal and informal learning needs a comprehensive system to support lifelong learning in practice and to enable the development of useful validation instruments. Such a system is lacking in Germany and therefore is the leading question for this explorative research: What should a validation system for non-formal and informal learning in Germany look like? The results from a literature study, key-informant interviews and expert appraisal reveal five core elements for such a validation system: validation process, validation goals, quality assurance, infrastructure and supportive environment. These core elements and their relations are arranged and illustrated in a round model with a layer for each element representing the validation system. Furthermore, the application of the validation system to existing instruments indicates that the validation system is a useful tool to evaluate and develop validation instruments. The validation system can function as a basic guideline to develop concrete design instructions for different types of validation instruments. In a broader perspective the validation system also represents an adequate framework to integrate and coordinate different instruments to cover all facets of the validation of non-formal and informal learning.
Published abstract. Show less

Authors: Koch, Julia

Date: 2013

Geographic subjects: Germany; Europe

Resource type: Thesis

Subjects: Teaching and learning; Pathways; Lifelong learning
Attracting new learners: international evidence and practice

You may be enjoying learning, but how do you convince others that learning can be both useful and fun? How can the ... Show more
You may be enjoying learning, but how do you convince others that learning can be both useful and fun? How can the UK attract more people into education and training? What can we learn from the experience of other countries? An international research seminar held in the UK in June 2001, ‘Attracting new learners’, brought together researchers and policy-makers to address these questions. This publication presents the key messages. Introductory chapters look at what triggers participation in post-16 learning in the UK, and compare the UK’s performance with that of other countries. Three important sources of new demand, or ‘triggers’ for learning are then considered: society and community, learning programs and qualifications, and the workplace. Seven case studies follow, based on research and practice in several countries. They are: The role of learning in the economic development of Latin American women / Celita Eccher; Overcoming employees’ reluctance to take part in vocational education and training / Wolfgang Hendrich; Collaboration in Australian vocational education and training / Sue Kilpatrick; The campaign for learning in the UK / Bill Lucas; Informal learning in the UK / Veronica McGivney; German cultural institutions as gateways to learning / Achim Puhl; The experience of a UK trade union in reaching non-traditional learners / Tony Chandler. The publication ends by proposing strategies to promote increased demand in the UK and directions for new research. Includes appendices and bibliography and reference list.
Published summary with additional information reprinted by permission of the copyright owner. Show less

Authors: Taylor, Sue; Cameron, Helen

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA)

Date: 2002

Geographic subjects: Europe; Latin America; Great Britain ... [+] Show more

Resource type: Government report or paper

Subjects: Vocational education and training; Participation; Industry ... [+] Show more
Comment on the memorandum of the European Commission on lifelong learning

Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the Eu ... Show more
Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’ (indexed at TD/IRD 88.264). National reports were submitted by each Member State as well as by candidate countries and Iceland and Norway. This document is the national report from Germany. The contents are: Background for the consultations about the Memorandum; Content of the Memorandum; National lifelong learning activities in Germany; Potential fields of action for the European Commission.
Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

Corporate authors: Germany. Federal Ministry of Education and Research (BMBF) ... [+] Show more

Date: 2001

Geographic subjects: Europe; Germany

Resource type: Government report or paper

Series name: Making a European area of lifelong learning a reality

Subjects: Technology; Lifelong learning; Skills and knowledge ... [+] Show more
Zertifizierung non-formell und informell erworbener beruflicher Kompetenzen = Certifying non-formal and informal skills

Insight is offered into the German and European debate on the evaluation and significance of informal learning. The ... Show more
Insight is offered into the German and European debate on the evaluation and significance of informal learning. The publication addresses political, theoretical and methodological issues surrounding the importance of skills development, concepts and models for identifying and collecting data on informally acquired vocational skills, the recognition of vocational qualifications and opening up higher education to non-traditional students. In closing, non-formal and informal learning concepts are analysed as well as their importance for vocational education and training (VET) in Germany. Show less

Authors: Straka, Gerald A.

Date: 2003

Geographic subjects: Europe; Germany

Resource type: Edited book

Subjects: Vocational education and training; Qualifications; Evaluation ... [+] Show more
Arbeitsintegriertes Lernen: neue Ansatze fur die berufliche Bildung = Work-integrated learning: new approaches for vocational education and training

The author provides an overview of the current state of research into informal and experiential learning. Introduct ... Show more
The author provides an overview of the current state of research into informal and experiential learning. Introductory articles concerned with establishing definitions are followed by a presentation of concepts, examples for practical implementation and measurement and certification methods. Topics include: informal and experiential learning in international debates; models of learning on the job and approaches towards integrating formal and informal learning; eLearning in in-company continuing vocational training with knowledge management as an example; experiential learning; skill development and skill evaluation; and certification of work-process oriented continuing vocational training. Show less

Authors: Rohs, Matthias

Date: 2002

Geographic subjects: Europe; Germany

Resource type: Report, paper or authored book

Subjects: Qualifications; Research; Vocational education and training ... [+] Show more
Adult education and development, no. 74, 2010

Articles featured in this article include: 'Community learning centres in Thailand' by Srisawang Leowarin (p. 7-28) ... Show more
Articles featured in this article include: 'Community learning centres in Thailand' by Srisawang Leowarin (p. 7-28); 'The example of teaching permaculture' by Egay C. Dy (p. 29-36); 'Community-based learning: building capacities for change' by Ramon Mapa (p. 37-42); ''Ganokendra' - people's forum for lifelong learning and social development: the Bangladesh experience' by Ehsanur Rahman (p. 43-54); 'The potential of community learning centers in Cambodia: an approach by means of the world TERAKOYA movement' by Chiharu Kawakami (p. 55-64); 'It is time for Japanese 'Kominkan' to flower again' by Takaaki Iwasa (p. 65-74); 'Community education in Israel' by Asher Levy (p. 75-80); 'Some insights into community adult education in South Africa' by Farrell Hunter (p. 83-90); 'Literacy conscientization and the emergence of a critical mass in the Mopti region of Mali' by Boubacar Ba (p. 91-102); 'ECORA – community education through radio' by Jorge Aliaga Murillo (p. 105-122); 'Serving the people is reason to fight' by Betzabeth Zambrana Urizacari (p. 123-136); 'River-dweller populations in the Amazon region and the preservation of the traditional culture: dilemmas in a globalized society' by Valeria Vasconcelos O. (p. 137-146); 'Municipal commitment to continuing education and vocational training' by Klaus Hebborn (p. 149-160); 'The role of the South Caucasus adult education network in community education' by Nazaret Nazaretyan (p. 161-174); 'Promotion of integration through community based non-formal education' by Lali Santeladze (p. 175-187); and The Swarthmore Educational Centre in Leeds' by Tom Steele (p. 189-200). Show less

Date: 2010

Geographic subjects: Thailand; Bangladesh; Cambodia ... [+] Show more

Resource type: Journal issue

Subjects: Adult and community education; Workforce development; Lifelong learning ... [+] Show more
Loafing or learning?: the demand for informal education

Using detailed time use data for Germany, a positive correlation is found between the level of schooling education ... Show more
Using detailed time use data for Germany, a positive correlation is found between the level of schooling education and time investments in informal education. Two hypotheses explain this observation: (1) highly educated people have higher opportunity costs of their leisure time and thus prefer leisure activities which add to their market productivity (wage effect) and (2) highly educated people have a preference for ‘high quality’ leisure (taste effect). The demand for informal education is derived in a household production model accounting for both explanations. An empirical investigation finds evidence for both effects with the taste effect being the more important effect. Highly educated people accumulate human capital through their specific leisure time use. This increases the skill-gap between higher and lower educated people.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Fahr, Rene

Corporate authors: Institute for the Study of Labour (Germany) (IZA)

Date: 2003

Geographic subjects: Europe; Germany

Resource type: Report, paper or authored book

Series name: IZA discussion paper

Subjects: Participation; Lifelong learning; Outcomes ... [+] Show more
Country report on adult education in Germany

This report covers the situation of adult education and lifelong learning in Germany. It is divided into two sectio ... Show more
This report covers the situation of adult education and lifelong learning in Germany. It is divided into two sections. The section 'Policy and politics' gives an overview of the key policy currently in force, and also outlines the main legislation or political situation in the country. 'Structure and providers' gives a more detailed look at the organizational structures, and also outlines the main adult education providers, mainly looking at non-formal and informal learning.
Excerpt from publication. Show less

Corporate authors: European Association for the Education of Adults (EAEA)

Date: 2011

Geographic subjects: Europe; Germany

Resource type: Country information

Subjects: Governance; Adult and community education; Lifelong learning ... [+] Show more