Lifelong learning as a tool for updating technical knowledge /
Skills and competencies acquired in university are rarely sufficient for a lifetime's work. While careers can last more than thirty years, skills often become obsolete within five. This is particularly true for technical professionals. Others, particularly those lacking higher education, have m...
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| Format: | Book Chapter |
| Jezik: | English |
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| Sorodne knjige/članki: | Vsebovano v:
Building resilience |
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| Izvleček: | Skills and competencies acquired in university are rarely sufficient for a lifetime's work. While careers can last more than thirty years, skills often become obsolete within five. This is particularly true for technical professionals. Others, particularly those lacking higher education, have many barriers set in the way of obtaining further schooling; age limits are often set on support for these potential students. At the same time, adults living in modern Europe do not have much time to devote to learning. Family and otherpersonal obligations start to take priority, and balancing these with professional obligations can be overwhelming already, even before we consider possible academic pursuits. Employers are looking for proficient and skilful workers. They cannot ignore the health and happiness of their workers, for without these attributes, workers cannot be fully proficient. The personal demands of the workers have to be balanced with the economic demands for training and education. Many employers have chosen to adopt a policy of emphasizing education and training that lasts throughout workers lives. We agree that lifelong learning is important given the context of today's rapidlydeveloping technology and business practices in a global economy. Our goal is to determine how we can organize workforce education, and make knowledge more approachable to women and people who live far from universities. We will also consider ways to help those who need to improve their technical knowledge late in their careers, and also to help those who have entered the workforce without higher education. |
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| Fizični opis: | Str. 507-517. |