Challenges for adult skill formation in the globalising learning economy – a European perspective     

Bengt-Åke Lundvall 《International Journal of Lifelong Education》2016,35(4):448-464

The globalising learning economy driven by more intense competition and the wide use of information and communication technologies is characterised by rapid change in technologies and markets. At the level of labour markets and within enterprises, this is reflected in continuous change in skill requirements for employees. This is true for all parts of the world economy. In this paper, the focus is on Europe and developments in the first decade of the new millennium. The major challenge for Europe is to counter the inherent trend, reinforced by the crisis, towards unequal access to learning both in work and in education. Without a new new deal that gives privileged access to vocational education and training for those with little education, the economic performance of Europe will be undermined. Such a new new deal must be a fundamental element in the effort to lift Europe out of its current crisis.  相似文献   

Home-based learning for the disabled in Northern Ireland     

Thérèse Rafferty 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(1):64-65

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Approaches to Learning,Cognitive Style,and Motives as Predictors of Academic Achievement   总被引：1，自引：2，他引：1  

ÅGE DISETH  ØYVIND MARTINSEN 《教育心理学》2003,23(2):195-207

The purpose of the present study was to analyse the relationship between approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. A sample of 192 undergraduate psychology students with a mean age of 21.7 years participated. Motives and styles were related to the three approaches to learning in theoretically meaningful ways. Moreover, approaches to learning were found to predict academic achievement, while styles and motives only had indirect effects on achievement. Among the approaches to learning, the deep approach unexpectedly did not predict achievement, while the surface and strategic approaches as expected significantly predicted achievement.  相似文献   

A technique for group screening of dyslexia among adults     

Ulrika?WolffEmail author  Ingvar?LundbergEmail author 《Annals of dyslexia》2003,53(1):324-339

This paper reports on the development of a battery of phonological processing tasks to screen adults with dyslexia. The battery consisted of tasks tapping reversed spoonerism, phonological choice, working memory, and vocabulary with confusable alternatives. A self-report questionnaire consisting of two scales, one examining symptoms of dyslexia and the other reading interests, was also constructed. All these tasks showed high discrimination between a group of adults with dyslexia and a control group, all recruited from adult education centers. The tasks also correlated highly with word recognition. The results of the study show that it is possible to develop a sensitive battery of “nonvocalized” tasks to screen adults with dyslexia on a group basis and that self-reports add to the screening. The group administration is both time-saving and cost-effective.  相似文献   

Contract arrangements in the Nordic countries—solving the efficiency/effectiveness dilemma?     

Åse Gornitzka  Bjørn Stensaker  Jens‐Christian Smeby  Harry De Boer 《Higher Education in Europe》2004,29(1):87-101

Steering higher education through the establishment of a “contract” between the state and the individual higher education institution is becoming an increasingly popular way of regulating the relationship between the two actors in the Nordic countries. This article addresses some theoretical foundations for this approach derived from principal/agent theory and analyzes the strengths and weaknesses of established contract arrangements in Finland, Sweden, and Denmark. The article discusses the potential of using such arrangements in relation to the efficiency/effectiveness dilemma. It is emphasized that trust is vital in solving this dilemma and that the balance between the need for public accountability, the efficient regulation of higher education, and institutional change must be given high priority in refining existing contractual arrangements.  相似文献   

Constrained Subjective Assessment of Student Learning     

Sokol?SaliuEmail author 《Journal of Science Education and Technology》2005,14(3):271-284

Student learning is a complex incremental cognitive process; assessment needs to parallel this, reporting the results in similar terms. Application of fuzzy sets and logic to the criterion-referenced assessment of student learning is considered here. The constrained qualitative assessment (CQA) system was designed, and then applied in assessing a past course in microcomputer system design (MSD). CQA criteria were articulated in fuzzy terms and sets, and the assessment procedure was cast as a fuzzy inference rule base.An interactive graphic interface provided for transparent assessment, student “backwash,” and support to the teacher when compiling the tests. Grade intervals, obtained from a departmental poll, were used to compile a fuzzy “grade” set. Assessment results were compared to those of a former standard method and to those of a modified version of it (but with fewer criteria). The three methods yielded similar results, supporting the application of CQA. The method improved assessment reliability by means of the consensus embedded in the fuzzy grade set, and improved assessment validity by integrating fuzzy criteria into the assessment procedure.  相似文献   

Ways of relating to computer use in pre‐school activity   总被引：2，自引：0，他引：2  

Agneta Ljung‐Djärf  Lisbeth Åberg‐Bengtsson  Torgny Ottosson 《International Journal of Early Years Education》2005,13(1):29-41

In the present study, three different pre‐school settings were investigated. The dual aim of the study was to analyse the teachers’ ways of relating to the computer as a tool in pre‐school activity, and to describe the three learning environments focusing upon how the computer was used. Data were collected at three Swedish pre‐schools, where one computer was available in each department. Three ways of relating to computer use were identified: as a threat to other activities, as an available option, and as an essential activity. A relationship was found between these categories and the three learning environments, characterized respectively as protective, supporting, and guiding.  相似文献   

School Mobility and Achievement for Children Placed and Not Placed in Out-of-home Care     

Åse Hansson  Jan-Eric Gustafsson 《Scandinavian Journal of Educational Research》2020,64(2):167-180

ABSTRACT

The aim was to investigate the effects of school mobility on achievement in compulsory school in Sweden for children in out-of-home care (OHC) and not in OHC (NOHC). Register data on background variables from four birth cohorts in the cohort-sequential longitudinal project ETF was relied upon, along with student performance on a test of cognitive ability, and school grades according to the leaving certificate. Yearly data concerning school mobility also was available. Results showed that relocation was associated with lower grades for both the OHC and the NOHC groups. The mean effect of one school relocation was 5 percentiles lower grades, but the effect of relocation was twice as large at the end of compulsory school. Given a higher frequency of relocation for children in OHC, they were more negatively affected. School mobility thus is one of several factors which contribute to the poor school achievement of children in OHC.  相似文献   

Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher Team     

Anette?OlinEmail author  ?ke?Ingerman 《Journal of Science Teacher Education》2016,27(6):607-624

This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here ‘didactic models’—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are “What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?” and “What and in what ways may support teacher growth?” The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general ‘oppression’ of teachers’ classroom practice. The discussion includes reflections on researchers’ roles and on a research and practice base for school development.  相似文献   

Interpersonal Behaviour in Counseling: Client and Counselor Expectations and Experiences Related to Their Evaluation of Session     

Gunnar?SchedinEmail author 《International journal for the advancement of counseling》2005,27(1):57-69

Expectations and experiences of the interpersonal behaviour between the counselor and the client were investigated in an exploratory study, and related to the evaluation of career counseling sessions with adolescents in a secondary school context in Sweden. The relationship was measured by using the Structural Analysis of Social Behaviour model (SASB). In general, positive evaluation as judged by the clients was found to be related to the clients having more positive expectations and experience of their own and counselors affiliative behaviour. No positive associations between own expected and experienced behaviour and evaluation were found as judged by the counselors. Affiliative behaviour was found to be the most important dimension in predicting evaluation of sessions in a positive way for the clients.  相似文献