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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9921
Title: Learning to learn: Beyond 2020
Authors: Tan, Esther
Stracke, Christian, M.
Prokopowicz, Marek
Kővári, Edit
Kigyós, Tamas
Csizmadia, Tibor
Kronika, Karin
Fehérvölgyi, Bea
Erdős, Krisztina
Keywords: lifelong learning, critical thinking, problem-solving, managing one’s own learning, global connectivity
Issue Date: Jun-2017
Publisher: Logos Verlag Berlin GmbH
Citation: Tan, E., Stracke, C. M., Prokopowicz, M., Kővári, E., Kigyós, T., Csizmadia, T., ... & Erdős, K. (2017). Learning to learn: Beyond 2020. In Stracke, M. C., Tveiten, O., & Shanks, M. (Eds.). Smart Universities: Education's Digital Future: proceedings of the International WLS and LINQ Conference (pp. 13-20). Norway: Logos.
Abstract: The current discourse on staying relevant in the 21st century workplace and lifelong learning is instrumental for this empirical work. This research study has a two-fold objective. First, it identifies the skill-deficit in our graduates when they enter the workforce: critical thinking, problemsolving and managing one’s own learning process. Second, it captures best practices of educational, non-educational and training agencies in developing and evaluating the above-mentioned three core skill-sets. Indepth interviews were carried out with 72 organizations: 34 educational institutions and 19 non-educational institutions plus 19 training agencies as specific third target group. Two main findings emerged: First, there is a gap between employers’ expectations and graduates’ competences, and second, the methods of developing and evaluating the three core skill-sets differ between educational institutions on one hand and non-educational institutions and training agencies on the other hand. This implies a need for a more integrated planning system amongst
URI: http://hdl.handle.net/1820/9921
ISBN: 978-3-8325-4595-6
Appears in Collections:1. TELI Publications, books and conference papers

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