Learning in times of modernization

Mørch, Sven; Bois-Reymond, Manuela du

doi:10.1002/cd.166

Cited by 5 publications

(2 citation statements)

References 10 publications

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“…In 2014, 47.3% of young people between 20 and 24 years were included in tertiary education in Slovenia (Eurostat, 2016), therefore ranking among the top EU countries. On the other hand, many authors point to the problem of over-education (Groeneveld and Hartog, 2004;Mørch and Du Bois-Reymond, 2006;Quintini, 2011;Baert, Cockx and Verhaest, 2013) resulting in numerous disadvantages. We could say that education is becoming a necessary but not sufficient condition for employment, therefore, it is necessary to regard the issue of tertiary education and youth employability problems from a broader perspective.…”

Section: Literature Review 21 the Importance Of Education And Employmentioning

confidence: 99%

The Transition of Young People from Study to Employment in the Light of Student Work

Novak

Žnidaršič

2018

Organizacija

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Background and Purpose:We are living in a time of accelerated globalization, which has a far-reaching impact for youth employment. Therefore, the paper presents the problem of the transition of tertiary educated young people into the working environment in terms of the importance of education and gaining work experience during their studies. The main purpose of the study was to analyze the attitudes and thinking of students regarding the selection of studies and work experience that young people are gaining during their studies with student work in connection with their job prospects. Design/Methodology/Approach: The data used in our research come from a broader research on Slovenian Youths (SY) dating back to 2013. Among all the respondents of SY we selected those who classified themselves as students aged between 19 and 24, who filled out the part of the questionnaire pertaining to employment. The research hypotheses were tested with the analysis of variance (ANOVA) and independent samples t-test. Results: We found that among students who chose to study for different reasons there were differences in the belief that they will immediately find employment after graduating. We also found that between those students who supported themselves during their studies and those who only studied there were differences in individual statements regarding their transition from education to employment. We concluded that work during their studies, especially in the field of the profession they were studying for, had a positive impact on the thinking of students pertaining to the transition toward employment. Conclusion: The analysis of employment issues faced by young people with tertiary education was supported by empirical data, while in conclusion suggestions for improvement were presented. The article also deepens the understanding of the problems of youth employment in a broader perspective and the understanding of the observed developments in society.

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Section: Literature Review 21 the Importance Of Education And Employmentioning

confidence: 99%

The Transition of Young People from Study to Employment in the Light of Student Work

Novak

Žnidaršič

2018

Organizacija

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“…du Bois-Reymond 2004;Mørch and du Bois-Reymond 2006). They are very likely to say that they are not 'treated as adults', which means that in formal education settings, pedagogic discourse accords learners little autonomy and self-direction.…”

Section: The Learning Continuum and Pedagogic Discoursementioning

confidence: 95%

Re‐contextualising learning in second modernity¹

Chisholm

2008

Research in Post-Compulsory Education

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Changing boundaries between categories of knowledge, together with changing relations with propositional and experiential knowledge, demand reconsideration of what counts as learning. Such re-contextualisation processes can be approached from three standpoints: deconstruction-decoding (learning as a differentiated set of related practices), refocusing-repositioning (situating learning sites in a life-course perspective) and reconstruction-recoding (specifying pedagogic discourse to embrace non-formal and informal learning). Learning in second modernity might hold emancipatory promise, but this requires fundamental re-structuring of teaching/learning contexts in all respects, not least in the re-positioning of all learners as adults, in the sense of being autonomous and responsible shapers of their potentially highly differentiated learning biographies -but it equally heralds an intensification of discipline of the self. IntroductionThis contribution represents a train of thinking that I have been working on intermittently for several years and will certainly continue to develop in the future. In essence, I am interested in the ways in which long-established boundaries between categories of knowledge are shifting and loosening. The ways in which propositional and experiential knowledge intersect and are used in everyday life are implicated in these changes. They resonate with renewed interest by social scientists and educationalists in the theoretical capture of more differentiated understandings of what counts as learning, the ways in which people (of all ages) can learn and how learning outcomes can be identified and recognised. We can speak here of a re-contextualisation of learning itself, which is generated by the transition to an increasingly globalised second modernity.To use Delors' (1996,(22)(23) well-known phrasing, (young) people everywhere learn to know, to do, to be and to live together. To achieve these aims, first (western) modernity's mass systems of education and training brought together and legitimated curricula, pedagogy, assessment and certification as highly standardised and formalised structures and processes. These arrangements appear self-evident and almost natural, but only because we have become used to them and we go on to assume that they are basically necessary for culture, economy and society in the future. But perhaps we have not yet grasped the implications of re-contextualisation processes for education and training, for teaching and learning in second modernity. In order to explore such issues, I have started to lay out some of the dimensions we should look at more systematically. So far, I have begun to organise my thinking into three categories relevant for understanding re-contextualisation, and these are what I would like to address today:

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Youth and lifelong education: after-school programmes as a vital component of lifelong education infrastructure

Lauzon

2013

International Journal of Lifelong Education

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This paper argues that after-school programmes need to be considered an essential part of lifelong learning infrastructure, particularly in light of the dominance of the economic discourse in both lifelong learning literature and the initial schooling literature. The paper, which is based upon existing literature, begins by providing an overview of after-school programmes, including their historical development. This is followed by an examination of the changing discourse in the lifelong learning literature and the initial school literature. The argument is made that the narrowing of lifelong learning and initial schooling perspectives represented by economic determinism leads to an increase in those on the margins. The youth development literature is then reviewed with a focus on positive youth development, arguing that after-school programmes with a positive youth development focus can meet the needs of those disengaged youth who are marginalised by the formal educational system. The Fusion Youth and Technology Centre is then presented as an illustrative case of an after-school programme that has a positive youth development focus. This is followed by a discussion of after-school programmes and the role they can play as part of the lifelong learning infrastructure.

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Learning in times of modernization

Cited by 5 publications

References 10 publications

The Transition of Young People from Study to Employment in the Light of Student Work

The Transition of Young People from Study to Employment in the Light of Student Work

Re‐contextualising learning in second modernity¹

Youth and lifelong education: after-school programmes as a vital component of lifelong education infrastructure

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Learning in times of modernization

Cited by 5 publications

References 10 publications

The Transition of Young People from Study to Employment in the Light of Student Work

The Transition of Young People from Study to Employment in the Light of Student Work

Re‐contextualising learning in second modernity1

Youth and lifelong education: after-school programmes as a vital component of lifelong education infrastructure

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Re‐contextualising learning in second modernity¹