Some Sociological Alternatives to Human Capital Theory and Their Implications for Research on Post-Compulsory Education and Training. Patterns of Participation in Adult Education and Training. Working Paper 3.

Autor/in	Fevre, Ralph
Institution	Cardiff Univ. (Wales). School of Education.; Bristol Univ. (England).
Titel	Some Sociological Alternatives to Human Capital Theory and Their Implications for Research on Post-Compulsory Education and Training. Patterns of Participation in Adult Education and Training. Working Paper 3.
Quelle	(1997), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-872330-04-5
Schlagwörter	Stellungnahme; Academic Aspiration; Attendance Patterns; Credentials; Economic Development; Education Work Relationship; Educational Attitudes; Employment Qualifications; Family Influence; Foreign Countries; Human Capital; On the Job Training; Outcomes of Education; Postsecondary Education; Sociocultural Patterns; Socioeconomic Influences; Student Motivation; Vocational Education; Work Attitudes; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Studienbuch; Wirtschaftsentwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ausland; Humankapital; Training-on-the-Job; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Soziokulturelle Theorie; Sozioökonomischer Faktor; Schulische Motivation; Ausbildung; Berufsbildung; Work attitude; Arbeitshaltung
Abstract	This working paper is a product of a regional study in industrial South Wales of the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. Based on this data, three alternative ideal-typical orientations to education and training are proposed to supplant the current utilitarian human capital model. Type A orientation holds that if there is some knowledge or skill that is required on the job, then either it will be picked up as the employee or potential employee goes along, or the employer should arrange for the employee to acquire it. Type B orientation, credentialism, holds that education and training credentials give one a better chance of the job one wants, but considers the actual content of the education and training to be unimportant. Type C orientation holds that one should educate oneself before one gets the job so that one will be able to do the job better. Employers usually hold to Types A and B orientations. Type B, which is closest to the human capital theory, has been the determinant of educational and economic policy in the United Kingdom (UK), but this orientation may not be helpful to economic success in the country. Those countries, such as Germany, which have been more successful, have more Type C oriented-workers who prize education for its own sake and for making them better workers. Thus, the UK's policy of producing more Type B-oriented workers may not improve the country's economic position, despite enormous amounts of money spent on training. (Contains 72 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC