The Dynamics of Decision-Making in the Sphere of Skills' Formation. Skills Task Force Research Paper 2.

Autor/in	Penn, Roger
Institution	Department for Education and Employment, London (England).
Titel	The Dynamics of Decision-Making in the Sphere of Skills' Formation. Skills Task Force Research Paper 2.
Quelle	(1999), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Decision Making; Developed Nations; Education Work Relationship; Educational Objectives; Employer Attitudes; Ethnicity; Foreign Countries; Job Skills; Labor Force Development; Outcomes of Education; School Business Relationship; School Community Relationship; Sex Differences; Skill Development; Social Influences; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Decision-making; Entscheidungsfindung; Developed countries; Industriestaat; Industrieland; Educational objective; Bildungsziel; Erziehungsziel; Arbeitgeberinteresse; Ethnizität; Ausland; Produktive Fertigkeit; Arbeitskräftebestand; Lernleistung; Schulerfolg; Sex difference; Geschlechtsunterschied; Kompetenzentwicklung; Qualifikationsentwicklung; Sozialer Einfluss
Abstract	A study assessed how to improve individual informed decision making by various actors in the arena of skills formation in Great Britain on the basis of existing research knowledge. Since individual decisions are situated in a complex institutional arena, two of the most important contextual relationships--schools and employers--were analyzed prior to assessing the determinants of individual decision making. These two areas of complexity in analysis of individuals' decision making were identified: large number of different types of actors and different geographical contexts for typical skill formation. Different actors had differing perceptions and different goals. Main areas of employers' interests in skill formation were reproduction of the work force, expansion of skills, and changing skills. Schools had at least these two sets of contradictory goals: to develop student competence to the best and highest level and to produce people who enter the world of work with the right attributes for employment. Outcomes involved an interaction between this broad institutional environment and various cognitive filters that operate upon individuals' decision making. Individuals' cognitive maps of training, learning, and skills formation were determined by a range of social factors, gender, social class, and ethnicity. Arenas for future action were the school system, improved career information, and social exclusion, gender, social class, and ethnicity. (Contains 116 references.) (YLB)
Anmerkungen	DfEE Publications, P.O. Box 5050, Sudbury, Suffolk CO10 6YJ, United Kingdom (reference SKT7). Tel: 0845 60 222 60; Fax: 0845 60 333 60; Web site: http://www.dfee.gov.uk/skillsforce. (SKT7).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC