Further Education and Training of the Labour Force: New Directions for Public Policy. [Report No.: SME/ELSA/ED-(91)1

Institution	Organisation for Economic Cooperation and Development, Paris (France).
Titel	Further Education and Training of the Labour Force: New Directions for Public Policy. [Report No.: SME/ELSA/ED-(91)1
Quelle	(1991), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Adult Education; Continuing Education; Educational Development; Educational Finance; Educational Research; Foreign Countries; Labor Force Development; Lifelong Learning; Policy Formation; Postsecondary Education; Public Policy; Retraining; Skill Development + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Weiterbildung; Bildungsentwicklung; Bildungsfonds; Bildungsforschung; Pädagogische Forschung; Ausland; Arbeitskräftebestand; Life-long learning; Lebenslanges Lernen; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Öffentliche Ordnung; Umschulung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	A project was conducted to assess the need for further education and training (FET) of the labor force. It documented institutional arrangements, policies, and practices regarding FET; analyzed their strengths and weaknesses; and considered possible action by public authorities. The concept of FET was found to have a strong economic character and to be firmly embedded in the more encompassing concept of lifelong learning. The greater reliance on labor force skills and competencies, combined with the increasing importance of lifelong learning, called for a broad societal response. The implications were broad and affected public policy in the areas of education, employment, labor, and social affairs. A risk of "dualism" or polarization on the basis of access to FET commanded attention. A politically acceptable formula for allocating the economic costs of FET in the context of lifelong learning was examined. The financing of FET closely connected to requirements of the workplace was more straightforward; financing of FET more closely related to general lifelong learning was more problematic. Research and development would be beneficial to the smooth operation of FET markets. Public authorities had high stakes in, but little control over, FET and skill formation. Strategies were needed to achieve change in favor of the public interest. (Appendixes include Conclusions of the Chair of the Intergovernmental Conference on Further Education and Training of the Labour Force and proposals for the Work Program.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01