Adult learning and qualifications in Britain
Adult learning and qualifications in Britain
复制标题
英国的成人学习和资格
DOI：
10.1080/13639080.2016.1196347
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发表时间：
2017
影响因子：
1.4
通讯作者：
A. Jenkins
中科院分区：
文献类型：
--
作者：
A. Jenkins
摘要 政策言论中一直强调人们在成年后获得新的、高水平的资格的重要性。人们普遍认为，成年人应该在整个工作生涯中参与学习，以适应劳动力市场不断变化的条件，并确保国民经济在全球技能竞赛中保持竞争力。教育研究人员经常对在实践中真正实现这种升级的人数持怀疑态度，并对试图解决这一问题的政策的可行性和相关性持批评态度。本文使用英国 1958 年国家儿童发展研究的数据，提供了关于有多少人在成年后获得资格以及他们是否升级到比以前更高的资格水平的经验证据。对这一群体到 50 岁的资格获取和升级量进行了估计。根据这一新证据，有人认为，教育研究人员之前的分析可能对个人在成人生命历程中参与认可学习的程度过于悲观。讨论了对研究和政策的影响。
Abstract The importance of people gaining new, and high-level, qualifications in adulthood has been much emphasised in policy rhetoric. It is widely assumed that adults should engage in learning throughout their working life in order to adapt to changing conditions in the labour market and to ensure that national economies remain competitive in a global skills race. Educational researchers have frequently been rather sceptical about the numbers who actually achieve such upgrading in practice and have been critical of the feasibility and relevance of policies which attempt to address this issue. This paper provides empirical evidence on how many people acquire qualifications in adulthood, and whether they upgrade to higher levels of qualification than previously held, using British data from the 1958 National Child Development Study. Estimates are constructed of the volume of qualification acquisition and upgrading for this cohort through to age 50. On the basis of this new evidence, it is argued that previous analyses by educational researchers may have been overly pessimistic about the extent to which individuals engage in accredited learning over the adult lifecourse. The implications for research and policy are discussed.