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Purpose: This study aims to understand how the way people see their work and the authentizotic character of their organizational climate contribute to the building of a Great Place to Work. Design/methodology/approach: This paper presents the results of a quantitative investigation that correlate the perceptions of organizational climate and the work orientations of professionals with different occupations on Portuguese lifelong education centers. Findings: The study indicates that all the core elements of an authentizotic organization contribute to explain what people potentially expect from their companies: adequate material conditions plus a meaningful contribution. Practical implications: The study has implications in the future for National Qualification Agency directors, education politicians and human resource managers who are responsible for providing good expectations within a healthy context of talent retention. Originality/value: The novel contribution of this paper is the finding that employee's work orientations and authentizotic climate are related to each other in a Lifelong learning Center in the public education sector.

This article displays the importance of career guidance in Europe and beyond. The authors provide insight into the Open Method of Coordination (OMC), where mutual peer learning and development is of high importance. This paper highlights some of the elements of OMC in career guidance, discussing the terms "benchmarking", "peer learning" and "qualitative goals". Evidently, the OMC is seen as an instrument of governance, albeit a "soft" one in relation to career guidance. The article points out the advantages of this soft steering model, e.g. mutual peer learning. However, it also talks about the criticism this particular approach earns, as being just another tool for policy convergence in areas that are outside democratic political control. The authors further discuss the focus of OMC to develop common frameworks for quality assurance across Europe. These frameworks put perspective on career management skills in developing quality assurance approaches and on establishing national career guidance coordination. Policies and practices, however, aren't interchangeable across national borders to create convergence, as structures, policies, resources, and cultures differ. There is plenty to be learnt from each other, and plenty of silos to be broken down. Practically, the vehicle for applying the OMC approach has been the European Lifelong Guidance Policy Network (ELGPN). (DIPF/Orig.) ; Der vorliegende Beitrag zeigt die Bedeutung der Bildungs- und Berufsberatung innerhalb und außerhalb Europas auf. Die Autoren gewähren Einblick in die Offene Methode der Koordinierung (OMK), bei der das gegenseitige Lernen von KollegInnen (Peer Learning) und ihre Entwicklung einen hohen Stellenwert einnehmen. Im Beitrag werden einige Elemente der OMK in Hinblick auf die Bildungs- und Berufsberatung beleuchtet und näher auf die Begriffe "Benchmarking", "Peer Learning" und "qualitative Ziele" eingegangen. Die OMK gilt offensichtlich als Steuerungsinstrument – wenn auch als ein "sanftes" in Zusammenhang mit der Bildungs- und Berufsberatung. Der Beitrag zeigt die Vorteile dieses sanften Steuerungsinstruments auf, wie z.B. das gegenseitige Peer Learning, beschäftigt sich jedoch auch mit der Kritik an diesem besonderen Ansatz: So handle es sich nur um ein weiteres Instrument der Konvergenzpolitik in Bereichen, die sich außerhalb der demokratischen politischen Kontrolle befinden. Die Autoren beschäftigen sich außerdem mit der Schwerpunktlegung der OMK auf die Entwicklung von gemeinsamen Rahmenbedingungen zur Qualitätssicherung innerhalb Europas. Diese Rahmenbedingungen legen das Hauptaugenmerk auf Kompetenzen zur Laufbahngestaltung und zwar durch die Entwicklung von Qualitätssicherungsansätzen und die Einführung einer nationalen Koordinierung der Bildungs- und Berufsberatung. Die Strategien und Praktiken lassen sich zum Zweck der Annäherung jedoch nicht einfach über Ländergrenzen hinweg austauschen, da es sich um unterschiedliche Strukturen, Richtlinien, Ressourcen und Kulturen handelt. Es gibt viel voneinander zu lernen und viele Barrieren müssen abgebaut werden. In der Praxis steht das European Lifelong Guidance Policy Network (ELGPN) als treibende Kraft hinter der Anwendung der OMK. (DIPF/Orig.)

Das vorliegende Buch befaßt sich mit dem Bildungswesen in Ungarn. Zunächst werden dafür die demographischen und wirtschaftlichen Faktoren vorgestellt. Anschließend werden die einzelnen Bildungsstufen untersucht und die Möglichkeiten von Weiterbildung und berufsqualifizierenden Maßnahmen beleuchtet. Zahlreiche Tabellen verdeutlichen die Ergebnisse.

Purpose: This study aims to understand how the way people see their work and the authentizotic character of their organizational climate contribute to the building of a Great Place to Work. Design/methodology/approach: This paper presents the results of a quantitative investigation that correlate the perceptions of organizational climate and the work orientations of professionals with different occupations on Portuguese lifelong education centers. Findings: The study indicates that all the core elements of an authentizotic organization contribute to explain what people potentially expect from their companies: adequate material conditions plus a meaningful contribution. Practical implications: The study has implications in the future for National Qualification Agency directors, education politicians and human resource managers who are responsible for providing good expectations within a healthy context of talent retention. Originality/value: The novel contribution of this paper is the finding that employee's work orientations and authentizotic climate are related to each other in a Lifelong learning Center in the public education sector. ; Peer Reviewed

Purpose: This study aims to understand how the way people see their work and the authentizotic character of their organizational climate contribute to the building of a Great Place to Work. Design/methodology/approach: This paper presents the results of a quantitative investigation that correlate the perceptions of organizational climate and the work orientations of professionals with different occupations on Portuguese lifelong education centers. Findings: The study indicates that all the core elements of an authentizotic organization contribute to explain what people potentially expect from their companies: adequate material conditions plus a meaningful contribution. Practical implications: The study has implications in the future for National Qualification Agency directors, education politicians and human resource managers who are responsible for providing good expectations within a healthy context of talent retention. Originality/value: The novel contribution of this paper is the finding that employee's work orientations and authentizotic climate are related to each other in a Lifelong learning Center in the public education sector. ; Peer Reviewed

Social capital and lifelong learning are central to current policy concerns both in the UK and internationally. The British government and powerful international agencies, such as the World Bank, present investment in social capital as a way of promoting neighbourhood renewal, community health and educational achievement. This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed

Social capital and lifelong learning are central to current policy concerns both in the UK and internationally. The British government and powerful international agencies, such as the World Bank, present investment in social capital as a way of promoting neighbourhood renewal, community health and educational achievement. This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed.

Realism in lifelong learning depends upon the way it renders to the needy through the aid of technology. This has been a virtual foundation in making education system in an efficient and cost conscious learning way. Education is merely delivery of knowledge, skills and information to students. Lifelong learning and University continuing education are broad idea-areas in equipping and enriching students with quality education. Undertaking all learning activities of both formal and non-formal learning throughout life of human beings with motto to enhance knowledge, skill and competency with socio-economic perspective is termed as lifelong learning. Definition of education is thus: People more free to learn, work and make their knowledge and skills to become prosperous, tolerant and democratic. Being an educated person means he has access to optimal position of mind and able to perceive accurately, think clearly and act effectively to achieve goal of socio-economy on self-reliance. The process learning aims at: ü Facilitating of learning towards self-respect and self-help in tune with socio-economic position ü Action of a real live-instructor ü Learning for acquisition of specific knowledge, skills or abilities for reaping optimum gains

"If feminism is still an ongoing project after 60-odd years, then why has the backlash been so long in the coming?This edited volume reflects on current debate around gender in education, where academics, practitioners and policy-makers are beginning to refer to a crisis of masculinity. Why is there an under-representation of men in education? Why do women increasingly outstrip men in terms of achievement? Is it possible men are becoming educationally disadvantaged?Drawing on research from the UK, Australia, New Zealand and Canada the contributors reveal the full spectrum of issues at hand in gender inequality in education. Other forces which have comparable impacts, and which intersect with gender include class, ethnicity and age as well as colonisation. In the light of this, the book provides both evidence and argument to illuminate contemporary debates about the involvement of women and men in education. Importantly, this book critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors develop new frameworks and questions which provide a theoretical basis to develop further understanding of the many issues involve with gender and lifelong learning.This book will be of interest to any practitioner open to the fresh ideas and approaches in teaching and programming needed when taking into account the differences both between men and women and among men and women"--

When we think about current adult education in the context of the uneven and contradictory social and economic impact of globalization, it necessarily implies thinking about the transfer from the paradigm of lifelong education to the paradigm of lifelong learning. We shall examine the essential quality involved in the social significance and the political dimension of each of these paradigms, because, since the post-war period, both became innovative educational policy strategies capable of mobilizing and transforming society. We would like to stress the importance of rethinking the role of adult education today in the light of the responsibilities shifting from the state to individuals, arising from the implications of this transition of paradigms: we do this by framing it in the context of the socio-productive restructuring movement, which speeded up the move from the so-called model of qualification, associated to social emancipation, to what is known as the model of competence (later competences), which is associated with individual empowerment. Therefore in this article we intend to question this new policy direction, which is associated with a conceptual and methodological shift in adult education practices, by using the prism of a critical sociology of education. (DIPF/Orig.)

'Das vorliegende Papier befasst sich mit der Entwicklung und dem Status Quo von 'Lifelong Learning' in Österreich. Eine Zusammenfassung vorliegender Befunde wird mit der internationalen politischen Diskussion und mit einigen wichtigen neueren Forschungsergebnissen konfrontiert, um einige wichtige Grundfragen zukunftsorientierter Ansätze und Strategien herauszuarbeiten. Die Thematik wird in fünf Schwerpunkten behandelt: Erstens wird ein Überblick über die vorhandenen, meistens unzureichendenen und oft widersprüchlichen empirischen Befunde (Beteiligung, Finanzierung, etc.) und über wesentliche strukturelle Elemente und Diskussionspunkte der österreichischen Weiterbildung gegeben. Zweitens werden die Ansätze im Rahmen der Nationalen Aktionspläne von 1998 und 1999 untersucht. Drittens wird ein Überblick über die Entwicklung der wichtigsten internationalen Strategieansätze für Lifelong Learning und die zentralen Kritikpunkte daran gegeben. Viertens werden Grundprobleme der Weiterbildungspolitik aus der neueren Forschung identifiziert: Politische Konsequenzen aus Marktversagen, Probleme und Widersprüche bei verschiedenen Finanzierungsformen, und der Konflikt zwischen kurzfristiger und langfristiger politischer Perspektive. Fünftens werden auf diesem Hintergrund wesentliche offene Fragen einer österreichischen Strategie für Lifelong Learning herausgearbeitet. Die Erarbeitung einer gemeinsam geteilten Problemdefinition wird als gegenwärtig wichtigster Schritt der Herausarbeitung einer konkretisierten Strategie des Lifelong Learning für Österreich gesehen im Gegensatz zur vorherrschenden Neigung über Lösungen zu diskutieren, bevor die Problemdefinition klar ist.' (Autorenreferat)