Lifelong Learning in the Netherlands: The Extent to Which Vocational Education and Training Policy Is Nurturing Lifelong Learning in the Netherlands. CEDEFOP Panorama Series.

Sonst. Personen	Ni Cheallaigh, Martina (Hrsg.); Doets, Cees (Hrsg.); Hake, Barry J. (Hrsg.); Westerhuis, Anneke (Hrsg.)
Institution	European Centre for the Development of Vocational Training, Thessaloniki (Greece).
Titel	Lifelong Learning in the Netherlands: The Extent to Which Vocational Education and Training Policy Is Nurturing Lifelong Learning in the Netherlands. CEDEFOP Panorama Series.
Quelle	(2002), (118 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1562-6180
ISBN	92-896-0123-X
Schlagwörter	Adult Education; Continuing Education; Curriculum; Developed Nations; Education Work Relationship; Educational Attitudes; Educational Needs; Educational Philosophy; Educational Policy; Foreign Countries; Government Role; Labor Force Development; Lifelong Learning; Policy Formation; Postsecondary Education; Public Opinion; Vocational Education; Netherlands + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Weiterbildung; Curricula; Lehrplan; Rahmenplan; Developed countries; Industriestaat; Industrieland; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Ausland; Arbeitskräftebestand; Life-long learning; Lebenslanges Lernen; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Öffentliche Meinung; Ausbildung; Berufsbildung; Niederlande
Abstract	A study was conducted to assess the extent to which lifelong learning strategies are being implemented in vocational education and training (VET) in the Netherlands. Lifelong learning was examined from these three perspectives: (1) the policy formation process of lifelong learning, including developing policy instruments and specific measures by government, social partners, and municipalities; (2) the pedagogical design (how providers apply the principles of lifelong learning in the organization and content of their learning activities at various levels); and (3) developments in participation in education and training. Data collection involved questionnaire and interviews with personnel managers, training managers, and trainers. The study found that policy formation in the Netherlands is focused on the contribution of lifelong learning in promoting employability and maintaining the competitiveness of the Dutch economy. In addition, the study found that there is no overall pedagogical design in Dutch lifelong learning, although emphasis is often being placed on technical skills and participation in education by adults is growing. Finally, the study found that education and training are important in the lives of the Dutch working population, with almost 50 percent having recently participated in a course and 70 percent of the general population of the country supporting the idea that adults must continue to learn in order to function in modern society. (Contains 93 references.) (KC)
Anmerkungen	CEDEFOP, P.O. Box 22427, Thessaloniki, GR-55102 Greece (#5126 EN, free). Tel: 30 31 49 01 11; Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr/. For full text: http://www2.trainingvillage.gr/etv/publication/download/panorama/ 5126_en.pdf
Erfasst von	ERIC (Education Resources Information Center), Washington, DC