ISCAP - ACO - Livro, parte de livro ou capítulo de livro
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Browsing ISCAP - ACO - Livro, parte de livro ou capítulo de livro by Author "Costa, Ana Cristina"
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- 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
- 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.