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Ajouter le résultat dans votre panierActive ageing and older learners / Tom Schuller in European Journal of Education, vol. 54, n° 1 (March 2019)
Titre : A review of the research literature on adult learning and employability Type de document : document électronique Auteurs : Tove Midtsundstad Année de publication : 2019 Article en page(s) : pp. 13-29 Langues : Anglais (eng) Catégories : Thésaurus CEREQ
TRAVAILLEUR AGE ; FORMATION PROFESSIONNELLE ; FORMATION TOUT AU LONG DE LA VIE ; EMPLOYABILITE ; POLITIQUE DE L'EMPLOI ; FORMATION DES ADULTES ; FORMATION SUR LE TAS ; REVUE DE LA LITTERATURE ; ITALIE ; AUSTRALIE ; ALLEMAGNE ; HONGRIE ; PAYS BAS ; ETATS UNIS ; AUTRICHE ; REPUBLIQUE TCHEQUE ; SUEDE ; ROYAUME UNI ; ESPAGNE ; RUSSIE ; FINLANDE ; DANEMARK ; ESTONIE ; COMPARAISON INTERNATIONALERésumé : Because of rising life expectancy and declining birth rates, reducing early retirement and prolonging employees’ working lives have become major goals on social policy agendas. In this context, ensuring the adaptability and employability of the existing workforce has become an important issue. The aim of this article is to conduct a review of the most recent literature on employment outcomes of adult learning. The review covers literature published in English since 2010. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12321 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64478
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 13-29[article] A review of the research literature on adult learning and employability [document électronique] / Tove Midtsundstad . - 2019 . - pp. 13-29.
Langues : Anglais (eng)
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 13-29
Catégories : Thésaurus CEREQ
TRAVAILLEUR AGE ; FORMATION PROFESSIONNELLE ; FORMATION TOUT AU LONG DE LA VIE ; EMPLOYABILITE ; POLITIQUE DE L'EMPLOI ; FORMATION DES ADULTES ; FORMATION SUR LE TAS ; REVUE DE LA LITTERATURE ; ITALIE ; AUSTRALIE ; ALLEMAGNE ; HONGRIE ; PAYS BAS ; ETATS UNIS ; AUTRICHE ; REPUBLIQUE TCHEQUE ; SUEDE ; ROYAUME UNI ; ESPAGNE ; RUSSIE ; FINLANDE ; DANEMARK ; ESTONIE ; COMPARAISON INTERNATIONALERésumé : Because of rising life expectancy and declining birth rates, reducing early retirement and prolonging employees’ working lives have become major goals on social policy agendas. In this context, ensuring the adaptability and employability of the existing workforce has become an important issue. The aim of this article is to conduct a review of the most recent literature on employment outcomes of adult learning. The review covers literature published in English since 2010. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12321 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64478
Titre : The relationship between attaining formal qualifications at older ages and outcomes related to active ageing Type de document : document électronique Auteurs : Richard Desjardins Année de publication : 2019 Article en page(s) : pp. 30-47 Langues : Anglais (eng) Catégories : Thésaurus CEREQ
FORMATION DES ADULTES ; FORMATION TOUT AU LONG DE LA VIE ; COMPETENCE ; TRAVAILLEUR AGE ; FORMATION PROFESSIONNELLE EN ENTREPRISE ; STATISTIQUE DE LA FORMATION PROFESSIONNELLE ; COMPARAISON INTERNATIONALE ; AUTRICHE ; BELGIQUE ; REPUBLIQUE TCHEQUE ; DANEMARK ; FINLANDE ; FRANCE ; ALLEMAGNE ; IRLANDE ; ITALIE ; JAPON ; COREE DU SUD ; PAYS BAS ; NORVEGE ; POLOGNE ; SLOVAQUIE ; ESPAGNE ; SUEDE ; ROYAUME UNI ; ETATS UNIS
Organisme Cité
PIAAC - Programme for the International Assessment of Adult CompetenciesRésumé : Active ageing has become a policy concept that serves as an important response to the ageing of many societies, primarily because it is thought to lead to positive outcomes such as increased employment, productivity, health and other well‐being into older ages. This article presents results of an analysis of the relationship between attaining qualifications at older ages and active ageing in later life. The analysis is based on data made available by the Programme for the International Assessment of Adult Competencies (PIAAC). Results of the analysis show that adults who attain higher levels of qualifications in mid to later life are associated with an increased probability of, being employed, participating in continued learning, and scoring higher on the PIAAC literacy scale when they are older. The findings suggest that open and flexible formal education structures at all levels is good for activating the population to be employed, to engage in continued learning and to develop and maintain literacy skills into older ages. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12315 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64479
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 30-47[article] The relationship between attaining formal qualifications at older ages and outcomes related to active ageing [document électronique] / Richard Desjardins . - 2019 . - pp. 30-47.
Langues : Anglais (eng)
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 30-47
Catégories : Thésaurus CEREQ
FORMATION DES ADULTES ; FORMATION TOUT AU LONG DE LA VIE ; COMPETENCE ; TRAVAILLEUR AGE ; FORMATION PROFESSIONNELLE EN ENTREPRISE ; STATISTIQUE DE LA FORMATION PROFESSIONNELLE ; COMPARAISON INTERNATIONALE ; AUTRICHE ; BELGIQUE ; REPUBLIQUE TCHEQUE ; DANEMARK ; FINLANDE ; FRANCE ; ALLEMAGNE ; IRLANDE ; ITALIE ; JAPON ; COREE DU SUD ; PAYS BAS ; NORVEGE ; POLOGNE ; SLOVAQUIE ; ESPAGNE ; SUEDE ; ROYAUME UNI ; ETATS UNIS
Organisme Cité
PIAAC - Programme for the International Assessment of Adult CompetenciesRésumé : Active ageing has become a policy concept that serves as an important response to the ageing of many societies, primarily because it is thought to lead to positive outcomes such as increased employment, productivity, health and other well‐being into older ages. This article presents results of an analysis of the relationship between attaining qualifications at older ages and active ageing in later life. The analysis is based on data made available by the Programme for the International Assessment of Adult Competencies (PIAAC). Results of the analysis show that adults who attain higher levels of qualifications in mid to later life are associated with an increased probability of, being employed, participating in continued learning, and scoring higher on the PIAAC literacy scale when they are older. The findings suggest that open and flexible formal education structures at all levels is good for activating the population to be employed, to engage in continued learning and to develop and maintain literacy skills into older ages. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12315 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64479
Titre : Lifelong learning and the continued participation of older Norwegian adults in employment Type de document : document électronique Auteurs : Tove Midtsundstad ; Roy A. Nielsen Année de publication : 2019 Article en page(s) : pp. 48-59 Langues : Anglais (eng) Catégories : Thésaurus CEREQ
FORMATION TOUT AU LONG DE LA VIE ; FORMATION DES ADULTES ; TRAVAILLEUR AGE ; NORVEGERésumé : The number of people aged 60 and over across the globe is expected to double by 2050, reaching a share of more than 20 percent of the population total. Governments are therefore taking more and more policy actions to encourage ageing workers to extend their working lives and their employers to retain them. According to the OECD lifelong learning opportunities and inclusive labour markets will be essential to ensuring that workers of all educational backgrounds have the possibility of extending their working lives. This article examines the relationship between adult education completed after age 40 and the subsequent active participation of older adults in employment, using individual register data from Statistics Norway.
The results show a substantial effect of upgrading formal education on subsequent labour market participation. Overall effects are quite similar for males and females. Attaining a lower level tertiary degree has the largest impact on labour market participation both for males and females. Completing a secondary education has a strong, long term impact among males. The results suggest that facilitating access to formal education among older workers may be an important contribution to extending working lives.Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12322 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64480
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 48-59[article] Lifelong learning and the continued participation of older Norwegian adults in employment [document électronique] / Tove Midtsundstad ; Roy A. Nielsen . - 2019 . - pp. 48-59.
Langues : Anglais (eng)
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 48-59
Catégories : Thésaurus CEREQ
FORMATION TOUT AU LONG DE LA VIE ; FORMATION DES ADULTES ; TRAVAILLEUR AGE ; NORVEGERésumé : The number of people aged 60 and over across the globe is expected to double by 2050, reaching a share of more than 20 percent of the population total. Governments are therefore taking more and more policy actions to encourage ageing workers to extend their working lives and their employers to retain them. According to the OECD lifelong learning opportunities and inclusive labour markets will be essential to ensuring that workers of all educational backgrounds have the possibility of extending their working lives. This article examines the relationship between adult education completed after age 40 and the subsequent active participation of older adults in employment, using individual register data from Statistics Norway.
The results show a substantial effect of upgrading formal education on subsequent labour market participation. Overall effects are quite similar for males and females. Attaining a lower level tertiary degree has the largest impact on labour market participation both for males and females. Completing a secondary education has a strong, long term impact among males. The results suggest that facilitating access to formal education among older workers may be an important contribution to extending working lives.Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12322 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64480
Titre : Education, age and skills: An analysis using PIAAC data Type de document : document électronique Auteurs : Jorge Calero ; Inés P. Murillo Huertas ; Josep Lluís Bara Raymond Année de publication : 2019 Article en page(s) : pp. 72-92 Langues : Anglais (eng) Catégories : Organisme Cité
PIAAC - Programme for the International Assessment of Adult Competencies
Thésaurus CEREQ
AGE ; COHORTE ; COMPETENCE ; QUALITE DE L'EDUCATION ; THEORIE DU CAPITAL HUMAIN ; RENDEMENT DE L'EDUCATION ; MODELISATIONRésumé : The main aim of this article is to analyse the change of adult skills, as captured by cognitive skills assessed in PIAAC, across age cohorts, taking into account that the quality of schooling may change from one cohort to another. We estimate a model that relates numeracy and literacy skills to age, schooling, gender and variables related to both family background and labour market performance. The specification allows us to control for changes in the efficiency of the transformation of schooling into skills when drawing age‐skill profiles. Our results show that the effect of ageing on skills, once isolated from cohort effects related to schooling, decreases monotonically across consecutive cohorts. The change of the efficiency of the transformation of schooling into both numeracy and literacy skills shows a remarkably similar pattern. Nonetheless, this change differs substantially between education levels, with the efficiency of the transformation of schooling into skills showing a steadier profile for intermediate than for higher education. Finally, empirical evidence is provided for the decomposition of the differences in the skill levels of the older vs. the prime age generations. The results suggest that the progressive expansion of schooling across younger generations partially offsets the negative effect of the irrepressible ageing of society on skills. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12318 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64481
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 72-92[article] Education, age and skills: An analysis using PIAAC data [document électronique] / Jorge Calero ; Inés P. Murillo Huertas ; Josep Lluís Bara Raymond . - 2019 . - pp. 72-92.
Langues : Anglais (eng)
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 72-92
Catégories : Organisme Cité
PIAAC - Programme for the International Assessment of Adult Competencies
Thésaurus CEREQ
AGE ; COHORTE ; COMPETENCE ; QUALITE DE L'EDUCATION ; THEORIE DU CAPITAL HUMAIN ; RENDEMENT DE L'EDUCATION ; MODELISATIONRésumé : The main aim of this article is to analyse the change of adult skills, as captured by cognitive skills assessed in PIAAC, across age cohorts, taking into account that the quality of schooling may change from one cohort to another. We estimate a model that relates numeracy and literacy skills to age, schooling, gender and variables related to both family background and labour market performance. The specification allows us to control for changes in the efficiency of the transformation of schooling into skills when drawing age‐skill profiles. Our results show that the effect of ageing on skills, once isolated from cohort effects related to schooling, decreases monotonically across consecutive cohorts. The change of the efficiency of the transformation of schooling into both numeracy and literacy skills shows a remarkably similar pattern. Nonetheless, this change differs substantially between education levels, with the efficiency of the transformation of schooling into skills showing a steadier profile for intermediate than for higher education. Finally, empirical evidence is provided for the decomposition of the differences in the skill levels of the older vs. the prime age generations. The results suggest that the progressive expansion of schooling across younger generations partially offsets the negative effect of the irrepressible ageing of society on skills. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12318 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64481
Titre : Lifelong learning among older professionals: How competence strategies and perceptions of professional learning affect pastors’ participation Type de document : document électronique Auteurs : Tone Cecilie Carlsten ; Dorothy Sutherland Olsen Année de publication : 2019 Article en page(s) : pp. 93-102 Langues : Anglais (eng) Catégories : Thésaurus CEREQ
FORMATION TOUT AU LONG DE LA VIE ; TRAVAILLEUR AGE ; RELIGION ; TRAVAIL ; EVOLUTION DES QUALIFICATIONS ; NORVEGEMots-clés : Pasteur Résumé : One of the challenges of keeping older employees up to date and ensuring their continued involvement in the workplace is to provide them with relevant learning opportunities. This article aims to understand the usefulness of the concept of LLL for a group of older employees (50+). This is done using interviews and a document study on the Church of Norway (CofN) to understand how the concept of LLL is interpreted and acted upon by employers and older pastors. We assume that changes occurring outside the Church provoke the need for new knowledge and new ways of working. We ask how these older professionals perceive their learning opportunities and try to ascertain how the concept of LLL is helping them to tackle the ongoing changes. The article adds to the research on the interplay between competence strategies of employers and attitudes of older employees in a well‐established profession. Results of our study show that new strategies open up for greater participation. However, older pastors’ greatest motivation for learning seems to be their ordination vows, which include a commitment to continued learning through personal studies. This influences the kind of activities in which they participate, their expectations concerning the recognition of their learning and their views on the Church as a learning organisation. We conclude that older pastors do benefit from LLL initiatives in the workplace, but they also benefit from belonging to a profession with a conscious commitment to learning. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12325 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64482
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 93-102[article] Lifelong learning among older professionals: How competence strategies and perceptions of professional learning affect pastors’ participation [document électronique] / Tone Cecilie Carlsten ; Dorothy Sutherland Olsen . - 2019 . - pp. 93-102.
Langues : Anglais (eng)
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 93-102
Catégories : Thésaurus CEREQ
FORMATION TOUT AU LONG DE LA VIE ; TRAVAILLEUR AGE ; RELIGION ; TRAVAIL ; EVOLUTION DES QUALIFICATIONS ; NORVEGEMots-clés : Pasteur Résumé : One of the challenges of keeping older employees up to date and ensuring their continued involvement in the workplace is to provide them with relevant learning opportunities. This article aims to understand the usefulness of the concept of LLL for a group of older employees (50+). This is done using interviews and a document study on the Church of Norway (CofN) to understand how the concept of LLL is interpreted and acted upon by employers and older pastors. We assume that changes occurring outside the Church provoke the need for new knowledge and new ways of working. We ask how these older professionals perceive their learning opportunities and try to ascertain how the concept of LLL is helping them to tackle the ongoing changes. The article adds to the research on the interplay between competence strategies of employers and attitudes of older employees in a well‐established profession. Results of our study show that new strategies open up for greater participation. However, older pastors’ greatest motivation for learning seems to be their ordination vows, which include a commitment to continued learning through personal studies. This influences the kind of activities in which they participate, their expectations concerning the recognition of their learning and their views on the Church as a learning organisation. We conclude that older pastors do benefit from LLL initiatives in the workplace, but they also benefit from belonging to a profession with a conscious commitment to learning. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12325 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64482
Titre : Is the Europe of Knowledge the talk of the town? : Exploring how members of the European Parliament refer to higher education Type de document : document électronique Auteurs : Martina Vukasović ; Julie Birkholz ; Jelena Brankovic Année de publication : 2019 Article en page(s) : pp. 103-116 Langues : Anglais (eng) Catégories : Thésaurus CEREQ
UNION EUROPEENNE ; POLITIQUE EUROPEENNE ; METIER DE LA POLITIQUE ; ENSEIGNEMENT SUPERIEUR ; POLITIQUE DE L'EDUCATION ; EUROPE
Organisme Cité
PARLEMENT EUROPEENRésumé : While the European Parliament is increasingly involved in EU governance, its role in policy developments in domains of strategic importance for the EU has not been the focus of many studies. In this article, we analyse a new digital dataset containing more than 10,000 speeches delivered in the European Parliament plenary between 1999 and 2014 and identify patterns related to temporal increase or decrease in the Parliament's focus on higher education, the topics linked to higher education discussions and patterns concerning the country and party group affiliation of the European Parliament members who speak about higher education. Our findings suggest that the total number of speeches, either specifically dedicated to higher education, or mentioning higher education when addressing other issues, did increase over time and particularly during the adoption of action programmes and related budgetary decision. Furthermore, higher education was less referred to in the Parliament speeches as a stand‐alone issue than in relation to other policy areas in which the EU has strong jurisdiction. Finally, our findings indicate that the variance in whether a Member of the European Parliament speaks about higher education is more closely linked to country of origin than party affiliation, highlighting the persistent national dimension of higher education discussions at the European level. These findings attest to the increasing – yet largely overlooked – role of the European Parliament in higher education policy making. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12329 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64483
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 103-116[article] Is the Europe of Knowledge the talk of the town? : Exploring how members of the European Parliament refer to higher education [document électronique] / Martina Vukasović ; Julie Birkholz ; Jelena Brankovic . - 2019 . - pp. 103-116.
Langues : Anglais (eng)
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 103-116
Catégories : Thésaurus CEREQ
UNION EUROPEENNE ; POLITIQUE EUROPEENNE ; METIER DE LA POLITIQUE ; ENSEIGNEMENT SUPERIEUR ; POLITIQUE DE L'EDUCATION ; EUROPE
Organisme Cité
PARLEMENT EUROPEENRésumé : While the European Parliament is increasingly involved in EU governance, its role in policy developments in domains of strategic importance for the EU has not been the focus of many studies. In this article, we analyse a new digital dataset containing more than 10,000 speeches delivered in the European Parliament plenary between 1999 and 2014 and identify patterns related to temporal increase or decrease in the Parliament's focus on higher education, the topics linked to higher education discussions and patterns concerning the country and party group affiliation of the European Parliament members who speak about higher education. Our findings suggest that the total number of speeches, either specifically dedicated to higher education, or mentioning higher education when addressing other issues, did increase over time and particularly during the adoption of action programmes and related budgetary decision. Furthermore, higher education was less referred to in the Parliament speeches as a stand‐alone issue than in relation to other policy areas in which the EU has strong jurisdiction. Finally, our findings indicate that the variance in whether a Member of the European Parliament speaks about higher education is more closely linked to country of origin than party affiliation, highlighting the persistent national dimension of higher education discussions at the European level. These findings attest to the increasing – yet largely overlooked – role of the European Parliament in higher education policy making. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12329 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64483
Titre : Doctorate holders’ careers in Spain: Does international mobility matter? Type de document : document électronique Auteurs : Antonio Caparros‐Ruiz Année de publication : 2019 Article en page(s) : pp. 117-136 Langues : Anglais (eng) Catégories : Thésaurus CEREQ
DOCTORAT ; MOBILITE GEOGRAPHIQUE ; CHEMINEMENT PROFESSIONNEL ; RELATION FORMATION-EMPLOI ; SALAIRE ; ECONOMETRIE ; MODELISATION ; ESPAGNERésumé : PhD programmes are considered as transmission channels to provide specialisation and skills to students who will be employed as highly‐qualified workers or researchers. Focusing on the Spanish case, they are exerting a positive influence on workers’ careers since doctorate holders have a privileged situation in the labour market. This article analyses international mobility's effects on some aspects associated with doctorate holders’ careers such as their wages and how their current employment is related to their doctoral studies. The methodology applied consists in developing, on the one hand, a wage econometric specification and, on the other, a probit model, taking into account the possible mismatch between the training acquired in the doctoral studies and the educational requirements of the current job. In both cases, the dependent variables are explained by a set of regressors and a dummy variable showing whether doctorate holders have spent time in another country once completed their doctoral studies. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12326 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64484
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 117-136[article] Doctorate holders’ careers in Spain: Does international mobility matter? [document électronique] / Antonio Caparros‐Ruiz . - 2019 . - pp. 117-136.
Langues : Anglais (eng)
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 117-136
Catégories : Thésaurus CEREQ
DOCTORAT ; MOBILITE GEOGRAPHIQUE ; CHEMINEMENT PROFESSIONNEL ; RELATION FORMATION-EMPLOI ; SALAIRE ; ECONOMETRIE ; MODELISATION ; ESPAGNERésumé : PhD programmes are considered as transmission channels to provide specialisation and skills to students who will be employed as highly‐qualified workers or researchers. Focusing on the Spanish case, they are exerting a positive influence on workers’ careers since doctorate holders have a privileged situation in the labour market. This article analyses international mobility's effects on some aspects associated with doctorate holders’ careers such as their wages and how their current employment is related to their doctoral studies. The methodology applied consists in developing, on the one hand, a wage econometric specification and, on the other, a probit model, taking into account the possible mismatch between the training acquired in the doctoral studies and the educational requirements of the current job. In both cases, the dependent variables are explained by a set of regressors and a dummy variable showing whether doctorate holders have spent time in another country once completed their doctoral studies. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12326 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64484
Titre : The sign of the new millennium. Organisational changes and job satisfaction at Spanish public universities Type de document : document électronique Auteurs : Jon Olaskoaga‐Larrauri ; Xabier González‐Laskibar ; Miren Barrenetxea‐Ayesta ; Pablo Díaz‐De‐Basurto‐Uraga Année de publication : 2019 Article en page(s) : pp. 137-150 Langues : Anglais (eng) Catégories : Thésaurus CEREQ
ENSEIGNEMENT SUPERIEUR ; ENSEIGNEMENT PUBLIC ; UNIVERSITE ; CHANGEMENT ORGANISATIONNEL ; ENSEIGNANT ; REPRESENTATION DU TRAVAIL ; CONDITION DE TRAVAIL ; POLITIQUE DE L'EDUCATION ; ESPAGNERésumé : This article describes the ramifications that recent organisational changes in the Spanish higher education sector have had on levels of job satisfaction among teaching staff. The research gathered their opinions on recent changes affecting their teaching duties, using job satisfaction scales in different areas of their academic work. The results point to a large number who claim to have seen their job satisfaction diminish over the period in which the organisational changes have taken hold. This sense of loss of job satisfaction is positively and significantly related to growing standardisation and to the erosion of the principles of collegiality, but negatively to the initiatives for improving the coordination between teaching staff and the assessment of the quality of their work. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12314 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64485
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 137-150[article] The sign of the new millennium. Organisational changes and job satisfaction at Spanish public universities [document électronique] / Jon Olaskoaga‐Larrauri ; Xabier González‐Laskibar ; Miren Barrenetxea‐Ayesta ; Pablo Díaz‐De‐Basurto‐Uraga . - 2019 . - pp. 137-150.
Langues : Anglais (eng)
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 137-150
Catégories : Thésaurus CEREQ
ENSEIGNEMENT SUPERIEUR ; ENSEIGNEMENT PUBLIC ; UNIVERSITE ; CHANGEMENT ORGANISATIONNEL ; ENSEIGNANT ; REPRESENTATION DU TRAVAIL ; CONDITION DE TRAVAIL ; POLITIQUE DE L'EDUCATION ; ESPAGNERésumé : This article describes the ramifications that recent organisational changes in the Spanish higher education sector have had on levels of job satisfaction among teaching staff. The research gathered their opinions on recent changes affecting their teaching duties, using job satisfaction scales in different areas of their academic work. The results point to a large number who claim to have seen their job satisfaction diminish over the period in which the organisational changes have taken hold. This sense of loss of job satisfaction is positively and significantly related to growing standardisation and to the erosion of the principles of collegiality, but negatively to the initiatives for improving the coordination between teaching staff and the assessment of the quality of their work. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12314 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64485
Titre : Tackling early school leaving: Principals’ insights into Portuguese upper secondary schools Type de document : document électronique Auteurs : Helena C. Araújo ; Eunice Macedo ; Sofia A. Santos ; Alexandra O. Doroftei Année de publication : 2019 Article en page(s) : pp. 151-162 Langues : Anglais (eng) Catégories : Thésaurus CEREQ
ABANDON DES ETUDES ; ENSEIGNEMENT SECONDAIRE ; CHEF D'ETABLISSEMENT ; PROJET D'ETABLISSEMENT ; JEUNE ; JEUNE EN DIFFICULTE ; POLITIQUE DE L'EDUCATION ; PORTUGALRésumé : This article addresses Early School Leaving (ESL) as a phenomenon that is identified in the EU and European countries such as Portugal as being the result of school disaffection that can be associated with social and educational problems. The relevance of this problem at the European level is highlighted by the large number of European guidelines on the matter and by the inclusion of ESL as one of the main questions to be addressed by the Horizon 2020. Based on interviews, this article questions possible relationships between how principals perceive both ESL and the measures to deal with it and the culture of the school as an identity of differentia specifica (ethos). It should be emphasised that the approaches of these principals to ESL and the school‐based practices addressing it are quite diverse and relate to the ethos of the schools; students’ trajectories and the complex relationship between education and the labour market. The principals manifest their investment and implication in the provision of adequate measures for their specific contexts and see teachers and external partners as key actors. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12328 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64486
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 151-162[article] Tackling early school leaving: Principals’ insights into Portuguese upper secondary schools [document électronique] / Helena C. Araújo ; Eunice Macedo ; Sofia A. Santos ; Alexandra O. Doroftei . - 2019 . - pp. 151-162.
Langues : Anglais (eng)
in European Journal of Education > vol. 54, n° 1 (March 2019) . - pp. 151-162
Catégories : Thésaurus CEREQ
ABANDON DES ETUDES ; ENSEIGNEMENT SECONDAIRE ; CHEF D'ETABLISSEMENT ; PROJET D'ETABLISSEMENT ; JEUNE ; JEUNE EN DIFFICULTE ; POLITIQUE DE L'EDUCATION ; PORTUGALRésumé : This article addresses Early School Leaving (ESL) as a phenomenon that is identified in the EU and European countries such as Portugal as being the result of school disaffection that can be associated with social and educational problems. The relevance of this problem at the European level is highlighted by the large number of European guidelines on the matter and by the inclusion of ESL as one of the main questions to be addressed by the Horizon 2020. Based on interviews, this article questions possible relationships between how principals perceive both ESL and the measures to deal with it and the culture of the school as an identity of differentia specifica (ethos). It should be emphasised that the approaches of these principals to ESL and the school‐based practices addressing it are quite diverse and relate to the ethos of the schools; students’ trajectories and the complex relationship between education and the labour market. The principals manifest their investment and implication in the provision of adequate measures for their specific contexts and see teachers and external partners as key actors. Document Céreq : Non En ligne : https://doi.org/10.1111/ejed.12328 Permalink : https://pmb.cereq.fr/index.php?lvl=notice_display&id=64486
