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El papel del aprendizaje de adultos como ayuda en la carrera profesional


/cs/file/career-development-0Career development

Career development

Como parte del enfoque temático de noviembre, EPALE está organizando una discusión escrita sobre el papel de la educación de adultos para ayudar a los empleados a adaptarse al mundo del trabajo que cambia rápidamente.

La discusión tendrá lugar en esta página el 22 de noviembre a las 10:00 CET y será moderada por el Coordinador Temático de EPALE David Mallows. No pierda la oportunidad de compartir sus opiniones y experiencias con la comunidad EPALE sobre cualquiera de los siguientes temas:

10:00-12:30 CET

  • ¿Cómo puede la educación de adultos responder a las necesidades de los adultos que trabajan en la economía libre  (el enlace es externo)?
    • Con un número cada vez mayor de ocupaciones que implican trabajar de forma independiente en plataformas electrónicas, ¿cómo puede la educación de adultos responder de manera habitual a sus necesidades, para garantizar que su autonomía y efectividad no se vean afectadas por su aislamiento y falta de peso colectivo?
    • ¿Cómo podemos identificar, validar y promover las nuevas habilidades que sustentan la efectividad de las personas involucradas en trabajar de esta manera?
  • Sabemos que aquellos con altos niveles de calificaciones tienen más probabilidades de participar en la formación y educación en el lugar de trabajo. ¿Cómo podemos apoyar el desarrollo profesional de aquellos en trabajos que requieren pocas habilidades?
    • ¿Cómo podemos asegurarnos de que un círculo vicioso de baja demanda, que conduce al deterioro de las habilidades existentes y la falta de desarrollo de nuevas habilidades (digital, alfabetización, aritmética, etc.) no conduce a una exclusión social y la creación de una subclase de trabajadores?

La discusión estará abierta incluso durante el tiempo de la comida

13:30-16:00 CET

  • La mayor parte del aprendizaje en el trabajo es informal: aprendemos unos de otros observando, hablando y probando nuevas habilidades. ¿Cómo puede la educación de adultos colaborar con los empleadores para validar dicho aprendizaje, haciendo que las habilidades de los adultos sean más visibles sin crear sistemas de reconocimiento engorrosos?
  • ¿Cómo pueden los empleadores crear culturas de aprendizaje en sus lugares de trabajo que ayuden a sus empleados a responder a las demandas que se les imponen y prosperar en sus carreras?
    • ¿Qué incentivos para aprender pueden proporcionar los empleadores?
    • ¿Cómo pueden los gobiernos garantizar que sus políticas de aprendizaje de adultos sean proactivas, eviten los déficits de habilidades de las personas en el empleo, en lugar de solo responder cuando las personas se quedan sin empleo?

Nos encantaría conocer las iniciativas y proyectos en los que ha estado involucrado y que ayudan a los adultos a aprender y trabajar.

También puedes echar un vistazo al blog sobre este tema de Simon Broek

**Los comentarios se abrirán el 19 de noviembre, por tanto los participantes  podrán presentarse  o colgar sus intervenciones de antemano.

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Ian Borkett képe
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
Alice Jäske képe
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:
Christina Schleef képe
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.
Armando Loureiro képe
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?
Christina Schleef képe
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.
Carlos RIBEIRO képe
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.
David Mallows képe
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.
Tamara Marzi képe
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.
Irem Zararsiz képe
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.