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- W4360977807 abstract "After a history of societal modernization where learning has become increasingly institutionalized, we may see a “re-embedding” of learning in different social practices under the heading of Lifelong Learning. This will redefine the societal relation between learning in formal education and learning in everyday life and will require new concepts as well as new administrative and organizational tools. There is a risk for the quality of formal education but also a chance for a holistic learning policy. The practical implementation of lifelong learning policies actualizes the tensions in the idea of lifelong learning. Its substance will depend on struggles over the meaning of conceptual innovations and the legal aspects of learning certification. Studying the micro-politics of these conceptual and practical innovations offers an insight into the potential directions of this major transformation which is yet only emerging. “Competence development” is emerging as a joint concept for the outcome of formal and informal learning. But “competence” is in fact a floating signifier for a diverse range of meanings between an adaptation of the work force to employability and competitiveness, and a recognition of workers’ autonomy and life experiences in their career development. “Competence assessment” is stipulating a technical tool which will enable a common currency across regimes of recognition of learning and skills that are active in education and work life, respectively. This chapter explains the connection between concepts, tools for implementation, and lifelong learning policy, and especially draws up a vision of competence development as an opportunity for empowerment." @default.
- W4360977807 created "2023-03-30" @default.
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- W4360977807 date "2023-01-01" @default.
- W4360977807 modified "2023-10-16" @default.
- W4360977807 title "Changing Concepts and Tools for Realizing Lifelong Learning Strategies" @default.
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- W4360977807 doi "https://doi.org/10.1007/978-3-031-19592-1_19" @default.
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