Plugging a Gap? Soft Skills Courses and Learning for Work

Autor/inn/en	Weedon, Elisabet; Tett, Lyn
Titel	Plugging a Gap? Soft Skills Courses and Learning for Work
Quelle	In: International Journal of Lifelong Education, 32 (2013) 6, S.724-740 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2013.773572
Schlagwörter	Foreign Countries; Adult Education; Communication Skills; Skill Development; Lifelong Learning; Education Work Relationship; Organizational Culture; Workplace Learning; Industrial Training; Educational Environment; Semi Structured Interviews; Student Characteristics; Case Studies; Job Training; Allied Health Personnel; Building Trades; Observation; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Life-long learning; Lebenslanges Lernen; Unternehmenskultur; Betriebliche Berufsausbildung; Gewerblich-industrielle Ausbildung; Industriebetriebslehre; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Berufsqualifizierender Bildungsgang; Building trade; Bauwesen; Baugewerbe; Beobachtung; Großbritannien
Abstract	Governments across Europe have been encouraged by the European Union (EU) to take measures to upskill their workforce to ensure growth and social inclusion. Low-skilled workers are particular targets and learning providers and employers are expected to provide learning opportunities for them. However, research shows that those with low skills often lack confidence and require support to engage in learning. This paper examines an European Structural Funds (ESF)-funded course aimed at developing soft skills in low-skilled employees through a course developed by a Scottish college. Semi-structured interviews were conducted with learners from two cohorts of the course to examine their experiences and gains from the course. Learners' accounts demonstrate benefits from the course but workplace culture impacted on the level of gains. The paper questions the ability of one-off courses to deliver the aims of policy and suggests more coordinated and sustained effort is required. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10