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2008 | 1 | 1 | 18-28
Article title

Interfaces and contradictions comparing adults' attitude to learning and employers' expectations

Title variants
Languages of publication
EN
Abstracts
EN
This paper, based on empirical research, aims at analyzing interfaces and contradictions of employers' and employees' attitudes to in-service professional training. We present the results of a two-stage empirical research program. The research enabled the identification of the attitude to whether opportunities for learning are provided and what barriers can be identified. Also, the employers' attitudes to the ways of providing these opportunities, and certain contradictions and tasks for the future were identified. Several methods of empirical research have been employed as well as the critical and systemic analyses of documents and literature.
Publisher
Year
Volume
1
Issue
1
Pages
18-28
Physical description
Dates
published
2008-01-01
online
2012-06-04
Contributors
  • Vytautas Magnus University, Lithuania
  • Vytautas Magnus University, Lithuania
  • Vytautas Magnus University, Lithuania
References
  • BNS [Baltic New Service]. (2006). Retrieved March, 16, 2006 from
  • European Association for Education of Adults. (2006). Communication on adult learning: It is never too late to learn. Retrieved November 29, 2006 from
  • European Commission. (2002a). The Copenhagen declaration. Retrieved November 25, 2007 from
  • European Commission. (2002b). A European area of lifelong learning. Brussels: European Communities.
  • European Commission. (2003). Structural policies and European territories. Competitiveness, sustainable development and cohesion in Europe. From Lisbon to Gothenburg. Brussels.
  • European Commission. (2004). Progress towards the common objectives in education and training indicators and benchmarks (European Commission staff working paper, Brussels). Retrieved January 21, 2004 from
  • Laužackas, R. (2005). Profesinio rengimo metodologija (Methodology of vocational education). Kaunas: Vytautas Magnus University.
  • Laužackas, R., & Kaminskienė, L. (2004). Neformaliojo mokymosi pripažinimas organizuojant profesinį rengimą: socialinės partnerystės aspektas (Recognition of non-formal learning in vocational education: Aspect of social partnership). Acta Paedagogica Vilnensia, 12. Vilnius: VU.
  • LŠŠA [Lithuanian Adult Education Association]. (2001). Mokymosi visą gyvenimą memorandumas (A memorandum on lifelong learning). Vilnius.
  • Pundzienė, A., & Dienys, V. (2003). Darbas ir mokymasis; darbo pasaulio ir švietimo sąveikos pobūdžio kaita. (Work and learning; changes in interaction between labour market and education). Profesinis rengimas: tyrimai ir realijos, 6.
  • Rudžionienė, J. (2005). Besimokančios visuomenės link: Komunikacijos ir informacijos specialistų tęstinio mokymo nuostatų įgyvendinimas Vilniaus universitete (Toward the learning society: Continuous education in Vilnius university of specialists of communication and information sciences). Tiltai, 30.
  • Stankunas, M., Kalediene, R., Starkuviene, S., & Kapustinskiene, V. (2006). Duration of unemployment and depression: a cross-sectional survey in Lithuania. BMC Public Health, 6, 174.[PubMed]
  • UNESCO. (2003). Recommitting to adult education and learning. Retrieved November 25, 2007 from
  • Vasauskaitė, R. (2006). Pagyvenusių suaugsuiųjų mokymosi motyvacijos ypatumai (Characteristics of motivation for learning of older learners). Master thesis, Kaunas: Vytautas Magnus University.
  • Zuzevičiūtė, V. (2005). Metakognityvinių strategijų modeliavimas universitetinėse (Modelling metacognitive learning strategies at universities). Kaunas: VDU.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_v10240-012-0015-0
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