Measuring Lifelong Learning for the New Economy

Dados Bibliográficos

ID11920366
AutoresAlbert Tuijnman (Stockholm University, autor correspondente)
Ano2003
Volume33
Fascículo4
Páginas471-482
Data de publicação2003-12-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCompare A Journal of Comparative and International Education (JOURNAL)
Identificadores do periódicoISSN: 0305-7925 • E-ISSN: 1469-3623
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0305792032000127766
OpenAlexW2006783891
IdiomaEN
Citações recebidas6
Referências citadas8

The purpose of this paper is to describe some of the challenges that research and statistical systems are faced with in the education sector as a consequence of the decision taken by the economically advanced countries to adopt a lifelong learning framework and strategy in response to the move towards the new global economy. Market failures currently stand in the way of realising lifelong learning for all. Implementing lifelong learning is widely seen as one element of a policy strategy aimed at facilitating the transition to the new economy, while easing some of the pressure this transition is expected to bring for individual citizens and communities. Lack of information of various kinds is the root cause of market failure. Governments therefore have an interest in improving the knowledge base of education, training and learning, so that better investment and training choices can be made. The assessment and validation of skills acquired outside of the school setting are elements of a strategy to improve the quality of information supply. Much work has already been done on the conceptualisation and measurement of skills and competencies during the last decade. But so far the progress has been insufficient to satisfy the requirements. Research work on the assessment of different adult skills therefore needs to be given strong support. Given the scope and volume of the learning activities that occur in sectors where the education authorities normally exercise little control or responsibility for management, it is clear that the information infrastructure for lifelong learning needs to be diverse, yet inclusive. Because of this inclusive perspective, a variety of avenues to data collection must be followed. Multiple indicators organised in a multilevel framework are required for the monitoring of progress towards the implementation of lifelong learning for all. But given the current state of play of the social sciences, and in particular of survey practice and indicator measurement, the time when a holistic and comprehensive framework of lifelong learning indicators can be proposed lies far in the future

Business · Investment (military · Knowledge management · Lifelong learning · Pedagogy · Political science · Scope (computer science · Work (physics · Computer Science · Education Systems and Policy · Engineering · Global Educational Policies and Reforms · Higher Education Learning Practices · Psychology