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EPALE

Електронна платформа за учене на възрастни в Европа

 
 

Дискусия

Ролята на обучението на възрастни за подпомагане на кариерното развитие

30/10/2018
от Rositsa Panova

/bg/file/career-development-0Career development

Career development

Като част от фокуса ни за ноември, EPALE организира писмена дискусия за ролята на обучението на възрастни за подпомагане на заетите да се адаптират към бързо променящия се свят на работата.

Дискусията ще се състои на тази страница на 22 ноември от 11:00 ч. и ще бъде модерирана от тематичния координатор на EPALE David MallowsНе пропускайте възможността да споделите възгледите и опита си с общността на EPALE по някоя от следните теми:

11:00-13:30 ч.

  • Как обучението на възрастни могат да отговорят на нуждите на възрастните, които работят в gig икономиката? (Gig икономика е термин, обозначаващ пазарна икономика, при която временните позиции са обичайни и организациите наемат независими работници на краткосрочни договори)
    • С увеличаване на броя на професиите, които включват независима работа на електронни платформи, как може образованието на възрастни условно да отговори на техните нужди, да гарантира, че тяхната автономия и ефективност не са повлияни от изолацията им и от липсата на колективна тежест?
    • Как можем да идентифицираме, валидираме и насърчим новите умения, които са от основно значение за ефективността на работещите по този начин?
  • Знаем, че хората с висока квалификация е по-вероятно да се включат в обучение и образование на работното място. Как можем да подпомогнем кариерното развитие на хората, чиито работни позиции изискват по-малко умения?
    • Как можем да гарантираме, че порочният кръг на ниско търсене, което води до загуба на съществуващи умения и неучастие в дейности за усвояване на нови такива (дигитални умения, четивна и математическа грамотност, меки умения и др.) не води до социално изключване и създаване на прослойка от работници "втора ръка"?

Дискусията остава отворена по време на обедната почивка

14:30-17:00 ч.

  • В по-голямата си част ученето на работното място е неформално – учим се един от друг като наблюдаваме, обсъждаме и изпробваме нови умения. Как може обучението за възрастни да ангажира работниците с цел валидиране на такова учене - за да станат уменията на възрастните по-видими, без да бъдат създавани тромави системи за квалификация? 
  • Как работодателите могат да изграждат култура на учене на работното място, които подпомагат работниците им да отговорят на изискванията, които се предявяват към тях и да процъфтяват в кариерното си развитие? Какви стимули за учене могат да предложат работодателите?
    • Как правителствата могат да гарантират, че политиките им за учене на възрастни са проактивни, и че по-скоро предотвратяват появата на дефицити от умения у заетите, отколкото просто да предприемат мерки, когато хората останат без работа? 

Ще се радваме да чуем за инициативи и проекти, в които сте участвали и които подпомагат възрастните при ученето им за работата и на работното място. 

**Коментарите ще бъдат отворени на 19 ноември, за да могат участниците да се представят или да публикуват мнението си предварително.

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Показване на 1 - 10 от 141
снимка на Ian Borkett
In the UK unions are in a unique place to engage with a wide range of partners and communities effectively engaging and supporting adult learners in the workplace. Our Supporting Learners work underpins all unionlearn activity with the primary aim of making all learning and progression opportunities available to working people, particularly those who are most disadvantaged in the workplace.

Our strategy for supporting learners is built around the successful Network Model. The model places the work of the union reps at the heart of the strategy. Union Learning Reps are ideally placed to support learners as they speak the same language as their members and have their trust. Learners then feel supported in accessing the right learning and courses for them to consider their career options.

Unionlearn, the TUC's learning and skills arm, is a partner in an exciting and innovative Erasmus+ Project called The Rainbow Years. The project aims to support older workers with low English, maths and digital skills by offering them a Mid-life Skills Review to boost their confidence and skills so they can remain within the labour market. The project will develop new online training materials for Mid-life Skills Reviewers and an innovative online transferable skills assessment tool called Value My Skills. The online tool identifies the transferable skills a worker has developed and those that are under developed so that the user can then develop a personalized action plan to help them progress and get on at work. This dynamic and creative online tool will be launched next month and the Mid-life Skills Reviews will be rolled out next year. Further information about the project can be found on the unionlearn website at  https://www.unionlearn.org.uk/rainbow-years-project
снимка на Alice Jäske
There's this new versatile platform called "Positive CV" in Finland. It's purpose is to help children and adolescents learn to recognize and document their abilities and strengths together with those closest to them. I'm just wondering, could this kind of platform work also with adults and help them, their co-workers and their current or future employers to recognize their skills? Maybe this kind of system could be one way to validate or just make visible informal learning that happens at work? 

Here's more about positive CV: https://www.positiivinencv.fi/en/
снимка на Christina Schleef
Hi, I am Christina, a student of adult education at the university of graz, austria. I think, our educational systems needs a change, because it is to closed. There should be the posibility to compare different qualifications. A worker, who was qualificated in dual education system, who finished this and worked in his job for severall years, has to start at the very beginning, when he goes to university. I think, within his subject, where he already is professional, he should not be treated like someone, who comes to university without knowing anything about the subject. We need a classification system, thats is more open, that validates acquired education, no mather, if it is academical or not, that gives the posibility to get attached in different ways.
снимка на Armando Loureiro
We know that adult learners in non-formal or formal education / learning contexts who validate and certify such processes do not benefit in the same way from such processes. That is, the career counterparts are not the same for everyone. It is adults who are already at an average or high level of their career who benefit most from the learning process There is also a tendency for the demand for such processes to be greater in adults with higher levels of education. If the most valued learning processes are those that are paid, where is the role of adult education in the process of democratization and the possibility of social ascension?
снимка на Christina Schleef
Hi, I am Christina. I´m a studend of adult aducation in Graz, Austria. I think, the validation of educational qualification should offer a system, that makes qualifications comparable. A worker, wo was in dual education system, finished this and worked in his job for some years, has a big knowledge within his subject. When he goes to university, he has to start from the beginning in his subject, although he is a professional. It should be able for him, not to start again from the very beginning - in his subject - like others, who are completly new in it. We need offers in our system to connect to acquiered education - no mather, if its academical or not. Shure, there must be a classificaton system, to value skills and qualifications - but it should be much more open.
снимка на Carlos RIBEIRO
Yesterday I was in a small photography company in a historical center of a city in the rural areas of the country. The businessman and owner of the company told me that the principal employee had decided to set up his own photography company and had become his direct competitor in the local market. This situation led me to the following question: who is the builder of social capital resulting from learning in the work context? In other words, since the concept of "career" is assumed exclusively as an individual dynamic, but knowing that the basis of its development is an aggregate of other dynamics, namely those resulting from learning in the work context, we must admit that the worker is the bearer of resources, he/she is not the only builder of his own career. Thus, it would be worth exploring a more holistic approach to the concept of career and, above all, providing each worker and each employer with mutual validation mechanisms that value the "career system" and not just the individual pathway.
снимка на David Mallows
I will have to leave this lively discussion now, but do feel free to carry on without me. I will check back in this evening to read what has been written. I will also put together a short summary blog for EPALE and look forward to engaging with you all on this, and other subjects, in the future.
снимка на Tamara Marzi
I think that there should be a system or anything similar, which shows what kind of skills - especially soft skills - each person has and it should be free of charge. The problem particularly in Austria is, that most of the people think that for a 'good' certificate you have to pay for. So we have to change something, but how should we do that without creating cumbersome qualification systems but I don't know either what the problems solution could be. Maybe it could be integrated as a part in the reference. But there shows up another problem: how to validate it.
снимка на Irem Zararsiz
Interestingly education programmes you have to pay for are often connoted with more positive outcomes for indivuduals and quality and are often seen as more valuable. indeed, unfortunately the quality in public adult education suffers because of the combination of various circumstances such as the accomodation or precarious working conditions of staff.