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Expertises for Field of Action 1

Katrin Baumgaertner: "Change of Significance of Learning in the Course of Work"

Abstract:
Learning in the course of work increasingly gains importance due to new social challenges and upheavals. This paper shows why learning in the course of work has to become increasingly focused, especially considering the fostering of innovation, the flexibilization of work, new forms of organization, demographic change and life-long learning, new demands posed on skills and competence, support for low-qualified labor, integration of (work) migrants, fostering of (re-) entry into the labor market, and the existence of structural shortcomings of existing education systems.

You can download the complete expertise here (german): Expertise_Baumgaertner.pdf 120kb

Dr. Jan Wessels: "National and International Knowledge on Learning in the Course of Work"

Abstract:
This expertise is intended to collect the central conclusions of hitherto existing objectives in the field of “Learning in the course of Work” and to present them in an overview.
The focus of the expertise lies on German experiences. An international perspective has been incorporated additionally. Especially relevant for the national perspective were activities within the program “Learning Culture Competence Development”, whereof one part was dedicated to “Learning in the Course of Work” (LiPA).
The expertise first sketches concept definitions central to “Learning in the Process of Work” in Germany and other countries. Based on this, the expertise shortly characterizes important theoretical concepts. Prototypical forms of implementation (Learning Arrangements) show the bandwidth of possible approaches to implementing LiPA concepts. Implementation experiences, finally, give examples of what chances are to be found in LiPA concepts but also what problems may occur.
Also, as neighboring research and organizational fields, the expertise discusses current experiences with Work Based Learning, the accreditation of informally obtained skills, and “traditional” vocational training. A further aspect is the relationship between Government Educational Policy and Technology and Innovation Policies.
The expertise closes with a conclusion that also points at challenges to the program “Working – Learning – Developing Skills”.

You can download the complete expertise here (german): Expertise_Wessels 372kb

Prof. Sibylle Peters & Yvonne Salazar: "Learning and Working in the Hands of Multiple Corporate Actors"

Abstract:
In the new Economy of Knowledge, knowledge-based products and work processes increasingly adopt a key position. More and more of the functions inherent in them base on complex specialized knowledge that quickly becomes obsolete due to innovation. Innovation and development in small and medium enterprises takes place increasingly in the areas Information Processing, Research, Applications and Consulting (cf. Meyer 2005, 505).
Within these work processes, we find a gradual increase of ways of learning that take place informally, without a definite course and without pedagogical supervision. A profound analysis of the merging processes of Work and Learning as well as of the actor groups, known as well as potential and new, that hitherto act without possibilities of denomination could yield important impulses for an integrating and proactive design of Working and Learning.
The goal is to enhance competence development of selected actor groups within work processes. To this end, we have to investigate means to systematically and sustainably integrate these actor groups and their forms of learning into competence development. Approaches encompass e.g. fixed times for learning or the combination of “informal” and “formal” learning in order to purposefully, reliably and sustainably practice competence development and thus augmenting the level of competence resp. qualification of staff in the long run. This seems necessary not only in the face of demographic change but most of all because knowledge development is not a linear learning and appropriation process to take place as “progressions of pedagogical offers”, but instead is fed from a multitude of sources that have not been completely mapped yet. If these processes should prove to be expeditable then their potentials will be able to be tapped.

You can download the complete expertise here (german): Expertise_Peters_Salazar.pdf 240kb

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