What Makes Workers Learn: The Role of Incentives in Workplace Education and Training. [Report No.: OECD/NCAL-IP-93-3

Sonst. Personen	Hirsch, Donald (Hrsg.); Wagner, Daniel A. (Hrsg.)
Institution	National Center on Adult Literacy, Philadelphia, PA.; Organisation for Economic Cooperation and Development, Paris (France).
Titel	What Makes Workers Learn: The Role of Incentives in Workplace Education and Training. [Report No.: OECD/NCAL-IP-93-3
Quelle	(1993), (225 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Learning; Adult Literacy; Adult Programs; Basic Skills; Compensation (Remuneration); Developing Nations; Foreign Countries; Incentives; Job Training; Learning Motivation; Legal Responsibility; Literacy Education; Organizational Change; Rewards; Teaching Methods; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Basic skill; Grundfertigkeit; Abfindung; Kompensation; Lohnausgleich; Developing country; Developing countries; Entwicklungsland; Ausland; Anreiz; Berufsqualifizierender Bildungsgang; Motivation for studies; Lernmotivation; Strafmündigkeit; Organisationswandel; Reward; Belohnung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This book looks at what makes adults participate in education and training, particularly in relation to work. It considers three kinds of incentives: to provide education and training, to accept learning opportunities, and to learn effectively. An introduction (Hirsch, Wagner) describes three potential conflicts that need to be resolved to bring the three kinds of incentives into closer harmony. The remainder of the book consists of 12 chapters that discuss 6 aspects of adult learning incentives. The chapters are revisions of papers presented at a roundtable. Section I contains two papers discussing financial incentives: "Adult Learning and Work: Finance, Incentives, and Certification" (Ryan) and "Do Most Employers and Workers Underinvest in Training and Learning on the Job?" (Bishop). The two chapters in Section II focus on legal incentives: "Worker Access to Vocational Training: A Legal Approach" (Luttringer) and "Legal Incentives and the New Workforce" (Noyelle, Hirsch). Section III consists of two chapters on work organization incentives: "Organizational Change and Adult Learning" (Hirschhorn) and "Workplace Learning in Changing Environments: A Researcher/Practitioner's Viewpoint" (Ford). Section IV on incentives and learning methods includes the following: "Learning at and through the Workplace: A Review of Participation and Adult Learning Theory" (Rubenson, Schutze) and "Functional Context Education for Schoolplaces and Workplaces" (Sticht). The two chapters in Section V address literacy and basic skills: "Workplace Literacy Programs: Organization and Incentives" (Mikulecky) and "Workplace Basic Skills Programs in the United Kingdom: Why So Few?" (Wells). The final section contains two chapters on comparing industrialized and developing nations: "Incentives for Adult Learning in Developing Countries: Lessons and Comparisons" (Puchner) and "Adult Learning under Conditions of Hardship: Evidence from Developing and Developed Countries" (Stromquist). Contains 244 references. (YLB)
Anmerkungen	National Center on Adult Literacy, Dissemination/Publications, University of Pennsylvania, 3910 Chestnut Street, Philadelphia, PA 19104-3111 ($16; checks payable to Kinko's Copy Center).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01