Adult Career Education as an Intervention Strategy in Mid-Career Crisis.

Autor/inn/en	Nelson, Valerie I.; und weitere
Institution	University Consultants, Inc., Cambridge, MA.
Titel	Adult Career Education as an Intervention Strategy in Mid-Career Crisis.
Quelle	(1975), (87 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Career Change; Career Education; Delivery Systems; Economic Factors; Educational Development; Government Role; Learning Motivation; Lifelong Learning; Literature Reviews; Policy Formation; Psychological Needs; Psychological Patterns; Public Policy; Research Needs; Social Influences; Unemployment; Vocational Adjustment + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Career changes; Berufswechsel; Arbeitslehre; Auslieferung; Ökonomischer Faktor; Bildungsentwicklung; Motivation for studies; Lernmotivation; Life-long learning; Lebenslanges Lernen; Politische Betätigung; Öffentliche Ordnung; Forschungsbedarf; Sozialer Einfluss; Arbeitslosigkeit; Personalanpassung
Abstract	Based on a review of the literature on mid-career crises and various intervention strategies and on collection of a representative inventory of services currently available, a strategy and role for adult career education was developed and priorities and highlights of a research and development strategy were suggested for the National Institute of Education (NIE). Conclusions which emerged are these: (1) A mid-career crisis can be defined as a crisis of re-employment and possible forced mid-life change of career. This crisis can be precipitated by an unexpected loss of work and a shortage of jobs in the local area which utilize the skills of the individual. (2) The literature and data on mid-career crises are inadequate in several key respects. In particular, minimal data exist on the affected population or its numbers, or on the long-term effects of the crisis. (3) A mid-career crisis will for most workers entails short-term economic and associated psychological disruption, unless we commit ourselves to a European solution of substantial income support and long term education for the worker. (4) Current programs of assistance are piecemeal and uncoordinated. The experience of programs to date shows, as expected, minimal success at averting short-term losses to those individuals who are minimally qualified by objective standards to re-enter the labor force at previous levels of status and earnings. (5) A successful program of adult career education must take into account the labor market and psychological factors in the crises and therefore must include a combination of the following: Counseling, assurance of jobs following training, and involvement of employers in the area. (JT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC