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- Adult learners in higher educationPublication . Correia, Ana Maria Ramalho; Mesquita, AnabelaThe development and promotion of the strategic goal of the European Union (EU) to become a competitive and dynamic knowledge-based economy and society (Lisbon European Council, 2000) can only be achieved with relevant technological infrastructures together with people equipped with necessary skills and competencies (European Commission, 2002). This must be supported by a well-structured initial education, constantly updated by a continuous lifelong learning programme, so that people can face the challenges of a series of new jobs, maybe separated by spells of short-term contracts or even unemployment. This continuous education programme should be available to all citizens regardless of their age and social or economic status. In a knowledge-based society, education and training are among the highest priorities because they are central to the creation and transmission of knowledge and are a determining factor for societal innovation. It is also recognized that human resources are the main assets for every organization and country (Lisbon European Council).
- Building a knowledge and learning society in Portugal: adult students in technological schools and higher education institutionsPublication . Correia, Ana Maria Ramalho; Sá, Dulce Maria Cardoso Pereira; Costa, Ana Cristina; Mesquita, AnabelaLifelong learning (LLL) has received increasing attention in recent years. It implies that learning should take place at all stages of the “life cycle and it should be life-wide, that is embedded in all life contexts from the school to the work place, the home and the community” (Green, 2002, p.613). The ‘learning society’, is the vision of a society where there are recognized opportunities for learning for every person, wherever they are and however old they happen to be. Globalization and the rise of new information technologies are some of the driving forces that cause depreciation of specialised competences. This happens very quickly in terms of economic value; consequently, workers of all skills levels, during their working life, must have the opportunity to update “their technical skills and enhance general skills to keep pace with continuous technological change and new job requirements” (Fahr, 2005, p. 75). It is in this context that LLL tops the policy agenda of international bodies, national governments and non-governmental organizations, in the field of education and training, to justify the need for LLL opportunities for the population as they face contemporary employability challenges. It is in this context that the requirement and interest to analyse the behaviour patterns of adult learners has developed over the last few years
- The development of a knowledge based society: challenges for e-learningPublication . Correia, Ana Maria Ramalho; Mesquita, AnabelaThe development of a knowledge based society: challenges for e-learning
- Knowledge sharing and learning processes: case study of portuguese technological schools and higher education institutionsPublication . Correia, Ana Maria Ramalho; Sá, Dulce Magalhães de; Costa, Ana Cristina; Mesquita, AnabelaThe interest in adult learners has increased over the last few years. When we study their biographies, we realize that they reveal uncertainty and sometimes a lack of confidence concerning their potential. However, we also realize that some of them have developed approaches to deal with these difficulties and have become autonomous and independent learners. This situation may be related to the pathways chosen during their lifetime. As a consequence, we may have different identities emerging from different institutions. In Portugal, adults may choose Universities or Technological Schools to pursue their education. Is this choice dependent on how they lived before? And has this choice affected the way they learn and develop their autonomy and independence? The Portuguese case shows that there are similarities between students from Technological Schools and Universities but also differences, mostly related with the approach used to learn and the way teachers take into consideration the way students learn. It seems that Technological Schools have “best practices” that should be shared with the other institutions.
- The European challenge of KMN and innovation: a skills and competence portfolio for knowledge worker in SME'sPublication . Correia, Ana Maria Ramalho; Mesquita, AnabelaGlobalization, bringing about universal and dynamic transformations in every sector of the economy, is placing organizations everywhere in new through economic growth and increased productivity. This chapter highlights the European strategy towards a knowledge-based society where innovation and competitiveness are the goals to be achieved. The Portuguese scenario concerning small and medium enterprises and the creation of a Portuguese knowledge and information economy are also described. Some approaches to knowledge management (KM), contributing to understanding the scope of this emergent domain, are introduced. The skills and competencies that a knowledge manager should develop in order to perform his/her job are discussed. The chapter concludes by mapping the main areas of study and practice that the authors consider as relevant to performing an effective knowledge management function. and different competitive situations. In this context, the improvement of enterprise performance and economic growth makes increased demands for timely knowledge in the workplace to deliver competitive, knowledgeintensive work, enabling institutions and nations to maintain their vitality
- The Role of lifelong learning in creation of a european knowledge-based societyPublication . Correia, Ana Maria Ramalho; Mesquita, AnabelaThe dominant discourse in education and training policies, at the turn of the millennium, was on lifelong learning (LLL) in the context of a knowledge-based society. As Green points (2002, pp. 611-612) several factors contribute to this global trend: The demographic change: In most advanced countries, the average age of the population is increasing, as people live longer; The effects of globalisation: Including both economic restructuring and cultural change which have impacts on the world of education; Global economic restructuring: Which causes, for example, a more intense demand for a higher order of skills; the intensified economic competition, forcing a wave of restructuring and creating enormous pressure to train and retrain the workforce In parallel, the “significance of the international division of labour cannot be underestimated for higher education”, as pointed out by Jarvis (1999, p. 250). This author goes on to argue that globalisation has exacerbated differentiation in the labour market, with the First World converting faster to a knowledge economy and a service society, while a great deal of the actual manufacturing is done elsewhere.
- The role of Lifelong Learning in the creation of a knowledge-based society for Europe: european policiesPublication . Correia, Ana Maria Ramalho; Mesquita, AnabelaThe dominant discourse in education and training policies, at the turn of the millennium, was on lifelong learning (LLL) in the context of a knowledge-based society. As Green points (2002, pp. 611-612) several factors contribute to this global trend: The demographic change: In most advanced countries, the average age of the population is increasing, as people live longer; The effects of globalisation: Including both economic restructuring and cultural change which have impacts on the world of education; Global economic restructuring: Which causes, for example, a more intense demand for a higher order of skills; the intensified economic competition, forcing a wave of restructuring and creating enormous pressure to train and retrain the workforce In parallel, the “significance of the international division of labour cannot be underestimated for higher education”, as pointed out by Jarvis (1999, p. 250). This author goes on to argue that globalisation has exacerbated differentiation in the labour market, with the First World converting faster to a knowledge economy and a service society, while a great deal of the actual manufacturing is done elsewhere.