The impact of an Adult Education Training Course (basic level) and the Language and Communication skills in adults’ professional lives
- Freitas de Jesus Raimundo, Ana Cristina 1
- Hinojo Lucena, Francisco Javier 2
- 1 Centro de Formação Profissional para a Indústria Cerâmica
-
2
Universidad de Granada
info
ISSN: 1989-9572
Año de publicación: 2015
Volumen: 6
Número: 2
Tipo: Artículo
Otras publicaciones en: JETT
Resumen
The presented article based on a research work seeks to reflect on the impact that Adults Education Training Courses (basic level) had on the changes that have occurred in adults’ professional lives. The Education and Adults Training Courses that emerged in Portugal in 2000 fit in the guide lines of learning through life followed by Europe. In this context, the main objectives are to increase competitiveness, promote employability, reinforce social cohesion and increase education and qualification levels. Taking this premise into account, Adults Education should give citizens the required skills to face the demands of these days, namely should give skills that allow them to adapt to society and to the needs of each day , promoting autonomy, adaptability, flexibility, creativity and critical participation in social and professional life. The Education Training Courses are part of The New Opportunities Initiative2. This initiative is currently being restructured so it is important to analyse the contribution of this training offer to the Portuguese’s qualification and to their inclusion in the labour market, measuring if adults that attended these courses obtained skills that allow them to face the challenges of this new society and work market, such it has been advocated by European policies concerning adults education.
Referencias bibliográficas
- Abrantes, P. (org.) (2001). Currículo Nacional do Ensino Básico. Competências Essenciais. Lisboa: Ministério da Educação.
- Alcoforado, J.L. (2000). Educação de Adultos e Trabalho Dissertação de Mestrado. Coimbra: FPCEUC.
- Alonso, L.; Imaginário, L.; Magalhães, J. e outros (2002). Educação e Formação de Adultos. Referencial de Competências-Chave. Lisboa: ANEFA.
- Colás, M. P. (1999). Métodos y técnicas cualitativas de investigación en psicopedagogia. En L. Buendia et al.: Métodos de investigación en psicopedagogia. Madrid: McGrow-Hill. PP 251-286.
- Comissão Europeia (2004). Key Competences for Lifelong Learning. A European Reference Framework. Working Group B "Key Competences". Bruxelas. Disponível na Internet: http://europa.eu.int/comm/education/index_en.html
- Cupchik, G. (2001). Constructivism Realism: An Ontology That Encompasses Positivist and Constructivist Approaches to the Social Sciences, em Forum Qualitative.
- Denzin, N. K. (1989). The Research Act, Englewood Cliffs, N. J., Prentice Hall.
- Dubar, C. (1996), La sociologie du travail face à la qualification et la competénce. Sociologie du Travail, 2, pp. 179-193.
- Gadotti, M. (2001). Educar adultos hoje na perspectiva de Paulo Freire. Revista Portuguesa de Pedagogia, Ano 35-1.
- Le Boterf, G. (2000). Construire les Compétences Individuelles et Collectives. Paris: Éditions d'organisation.
- Malglaive, G. (1995). Ensinar Adultos. Porto: Porto Editora.
- Merriam, S. B. (1988). The case study research in education. San Francisco: Jossey-Bass.
- Perrenoud, P. (2003). Porquê Construir Competências a Partir da Escola? Desenvolvimento da Autonomia e Luta contra as Desigualdades. Porto: Edições Asa.
- Ropé, F., e Tanguy, L. (1994). Introduction, em Françoise Ropé e Lucie Tanguy (orgs.), Savoirs et Compétences. De l'Usage de ces Notions dans l'École et l'Entreprise. Paris: Éditions l'Harmattan.
- Stroobants, M. (1998). La production flexible des aptitudes. Education Permanente, 135, pp. 10-21.
- Kelle, U., e Erzberger, C. (2005). Qualitative and Quantitative Methods: Not in Opposition, em Flick, U., E. V. Kardorff e I. Steinke (eds.), A Companion to Qualitative Research, Sage, pp. 172-177.
- Zarifian, P. (1999). Objective Compétence: Pour une Nouvelle Logique. Paris: Éditions Liaisons.