Understanding and promoting lifelong learning in employees is important for employees' future marketability (Robinson & Rousseau, 1994) and for creating learning organizations (Senge, 1990). To further this understanding, components of a model of the motivation to engage in continuous employee development (Garofano & Salas, 2005) were tested. New scales were created for work-related implicit theory and outcome expectations and the validity of these scales and these variables in the model were investigated. Alternate models were also contrasted with the Garofano and Salas model (2005). The study used self-report surveys administered to staff and faculty recruited from training classes in higher learning institutions in a three month longitudinal investigation. The results suggest that work-related implicit theory is a valid contributor in this model but that modifications to the model may be beneficial, including a more complex central motivational component. Implications of these results for organizational practice are discussed along with study limitations and future research implications

The purpose of this study was to identify and assess Texas community orchestras and create a demographic and musical profile of participants. This was accomplished through use of two online questionnaires. A director survey questionnaire determined the organizational status of each orchestra. The directors surveyed were leaders in these organizations who provided information about their orchestras’ founding, budget, and membership numbers. The participant survey questionnaire was adapted from Bowen’s 1995 study of community band participants in the southeastern United States. Participant data included educational and musical training, musical activities, and demographics. Bowen’s study guided this venture in expanding a profile of community musicians to include those in community orchestras. Eleven of the 18 community orchestras identified in Texas responded to the questionnaires distributed, with 361 participant questionnaires returned. Although many music making opportunities for adults are available in Texas, the existence of only 18 community orchestras in the state indicates a tremendous gap between school music making and adult music making in these types of ensembles, given 44,000 Texas school orchestras reported competing in 2010–2011. Research has shown that making music increases the physical, emotional, social, and intellectual wellbeing of those who take part. As serious leisure, community music making experiences enable those involved an opportunity to engage in a challenging, satisfying, and meaningful activity. All members of a community should have access to such opportunities because these activities may improve their quality of life. According to the profiles in the participant survey questionnaires, the following activities may encourage more participation in adult music making: Offering diverse music making opportunities, intergenerational music activities, encouraging community music experiences, and the modeling adult music making by teachers.

Bakgrunden till denna studie var att EU:s rekommendation om åtta nyckelkompetenser för livslångtlärande är något som medlems länderna förhåller sig till vid utformning av utbildning. Syftet med undersökningen var att belysa hur nyckelkompetenserna kommer till uttryck i svensk, finländsk och åländsk slöjdundervisning. Empirin bestod av kvalitativa intervjuer och läroplanstexter som genom hermeneutiskt arbetssätt lästs och analyserats. Undersökningen gav svar på två frågeställningar: Vilka likheter och skillnader finns i framskrivningen av EU:s nyckelkompetenser i de tre kursplanerna ochderas betygskriterier? Hur tar sig nyckelkompetenserna uttryck i slöjdlärarnas utformning avundervisningen? Resultatet visade att nyckelkompetenserna ingår i slöjdundervisningen men att de inte är tydligt uttalade. I den finländska och åländska kursplanen i slöjd är kompetenserna i något omformulerad form sammankopplade med undervisningsmål och ämnesinnehåll. I den svenskakursplanen nämns inte kompetenserna, men innebörden av dem finns inkluderad i läroplanens allmänna del.

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The purpose of Non-credit community arts programs: A comparative case study of three programs within research universities is to examine the perceptions of the various stakeholders of non-credit community arts programs to determine the perceived benefits received by all stakeholders from the non-credit program, the university, and its surrounding community, the variables of a successful program, and the sustainability of these programs within their parent institution. The research methods used included a preliminary 41-question survey distributed to 76 non-credit community arts programs embedded within colleges or universities to determine the specific programs within research universities. These 76 collegiate divisional community schools of the arts belong to the 400 members of community arts schools in the National Guild of Community Schools of the Arts. The results of the survey were used to determine the three non-credit community arts programs that were selected for the case study. The case study of each of the three non-credit community arts programs was used to learn the perceptions of the various stakeholders of each of the programs and their respective parent institution. The stakeholders included research university administrators, the non-credit program's executive administrators, the program's faculty, staff, students, and parents of students that participate in the non-credit community arts programs. Site visits, interviews, either in person or via phone conversation, and review of printed materials were employed to obtain from the various stakeholders the perceived benefits of these non-credit community arts programs, the variables that contribute to a successful program and their sustainability within the research university. The diversity of the stakeholders interviewed provided a thorough observation of these programs from varying perspectives to discover their impact on the individual students as well as the university, its internal community and the community-at-large. / Educational Administration

This diploma thesis presents the concept of lifelong learning as an ambitious political project born in the field of international organisations at the beginning of the 1970s which now reaches far beyond the borders of national states and education policy. The sphere of education still remains the responsibility of national governments, however, even here strong globalising tendencies have occurred since the 1990s, as a result of which the national policy is more and more being influenced by supranational institutions. Although the concept of lifelong learning now serves as a common framework, it has been interpreted differently during its evolution and a consensus on what it exactly means and how it should be put into practice still does not exist. Based on analysis of key documents, this thesis aims to compare the view of lifelong learning held by the international organisation UNESCO with that of OECD, as two distinctive perspectives on this issue. The comparison draws on Rubenson's model (2004), which examines lifelong learning through three key categories representing the main actors of social life - the state, the market and civil society. As this topic has not been widely explored in the Czech Republic, this thesis aims to present a complete overview, including a critical assessment of both...

and keywords The thesis "European programme Grundtvig as an option of persons' development in adult education" is conceived as an analytical insight into lifelong learning and education with an orientation on European education programme Grundtvig. The goal of this thesis is to emphasize a significance of the community programme Grundtvig, which support a new European strategy and to point out another option of adults' professional development. This thesis is particularly addressed to a lifelong learning progress in last years and described particular education activities within the frame of Lifelong Learning Programme 2007 - 2013. The main part is focused on the key issues in adult learning. Particularly is focused on current adult education situation in Europe, European Union strategic documents and on success implementation of the lifelong learning concept within particular national politics. At the end are also discussed European structural funds, which represent other possibility of European Union support in terms of adult education. The conclusions can be summarized as follows: although European Union significantly supports particular members in area of adult education, whether by programme Grundtvig or structural funds, there is a strong need to implement, support and propagate the lifelong...

Negli ultimi decenni, l’affermazione del paradigma della società della conoscenza e le recenti politiche di sostegno all’apprendimento lungo tutto l’arco della vita, hanno evidenziato la questione dello skillmismatching tra competenze formate e fabbisogni professionali espressi dal mercato del lavoro. La finalità della ricerca è stata quella di ricostruire il frame culturale, valoriale e normativo entro cui si colloca l’emergenza del fabbisogno formativo dei lavoratori e di tracciare il percorso storico-evolutivo dell’analisi dei fabbisogni formativi (aff) come strumento, come costrutto e come pratica. L’indagine empirica, di tipo qualitativo, ha coinvolto i vari stakeholders che concorrono a definire, direttamente e indirettamente, la dinamica della domanda/offerta di formazione continua e delle politiche formative a sostegno dell’occupazione. Oltre alla ricerca sul campo, il lavoro di ricerca ha prodotto una mappa delle pratiche di analisi dei fabbisogni formativi condotte nell’ultimo decennio (nazionali ed internazionali), una rassegna metodologica delle tecniche di analisi dei fabbisogni formativi e quattro studi di caso sulle pratiche di analisi dei fabbisogni formativi come strumento di policy (Stati Uniti, Canada, Europa, Italia). / In recent decades the success of the paradigm of the knowledge society and the recent policies of support for lifelong learning highlighted the question of skillmismatching between skills and vocational needs expressed by the labor market and also the value of human capital for competitive advantage of the whole society. The aims of the research was to reconstruct the frame of culture, values and normative into which fits the emergency of training trying to trace the historical-evolutionary of training needs analysis (Tna) as a tool, as a constructs and as a practice. The empirical research was qualitative and considered various stakeholders wich to help define, directly and indirectly, the dynamics of supply/demand of continuing training of workers and training policies to support employment. The research has produced a map of the practices of training needs analysis carried out in the last decade (at national and international level), a methodological review of techniques of Tna and four case studies on international practices of training needs analysis Key-words: capability - skillmismatch – human capital - lifelong learning -multistakeholders - human resource – labour union – practices – continuing training of workers – social partners

<p>The present study explores the relationship between the ‘knowledge-enabling environment’ and the demand for training using a sample of 18 small private companies providing educational and consultancy services in Sweden. In this way, the dissertation is an exploration of the ways Swedish knowledge-intensive companies manage their knowledge. The 18 companies have participated in a European program for developing employee competence, financed by the European Social Fund. As part of this European-financed program companies have evaluated their business activity and determined their training needs in order to remain competitive. The 18 companies, thus, provide a rare opportunity to explore aspects of the demand for training in small enterprises. </p><p>Knowledge is understood here as both the structure and the content of mental schemas. It is embodied in individuals; it differs from information and data; and it can be tacit or explicit. When looking at organizational processes for managing knowledge, it is important to consider formal organized activities for learning, but also informal learning activities, which constitute the main source for tacit knowledge as well as the conditions in place for knowledge creation, what is here called the ‘knowledge-enabling environment’. It is argued that through knowledge management, companies are indeed implementing strategies for the promotion of lifelong learning.</p><p>Each company in the sample is rather unique in their ‘knowledge-enabling environment’. The exploration of the demand for training shows that the selected companies invest only less than half their perceived training needs. In both sectors the working-environment characteristics that according to the theories reviewed, should promote learning, do not necessarily foster a higher demand for learning, with the exception of information technology. Finally, Also interesting is that employees demand more training if their engagement in informal learning is low.</p>