The Experts below are selected from a list of 55758 Experts worldwide ranked by ideXlab platform
Gil Henrique - One of the best experts on this subject based on the ideXlab platform.
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Inclusão digital: políticas e propostas de educação para os territórios envelhecidos
'Programa de Pos Graduacao em Direito da Universidade Federal do Rio de Janeiro', 2021Co-Authors: Patrício, Maria Raquel, Gil HenriqueAbstract:A sociedade atual desenvolve-se e evolui a ritmo acelerado em paralelo com o envelhecimento, alterações demográficas e despovoamento do território. É, cada vez mais, imprescindível a promoção da inclusão social e digital junto das populações mais envelhecidas. As políticas de base territoriais devem privilegiar a diversidade e a complexidade geográficas, os problemas sociais, seus contextos e atores. No âmbito o projeto PerSoParAge (Recursos pessoais e sociais para a autonomia e participação social numa sociedade envelhecida), através de uma análise do território do interior de Portugal, constatamos que é urgente repensar políticas e definir estratégias de inclusão digital. Pretende-se, assim, apresentar propostas de políticas territorializadas para as TIC que visam a promoção de uma estratégia digital de cariz territorial, com medidas ativas de educação ao longo da vida para a literacia e inclusão digitais, em articulação com os programas nacionais de políticas públicas para as competências digitais e ordenamento do território.Today's society develops and evolves at a rapid pace in parallel with ageing, demographic change and depopulation of the territory. It is increasingly essential to promoting social and digital inclusion with the most ageing populations. Territorial policies should focus on geographical diversity and complexity, social problems, their contexts and actors. Within the PerSoParAge project (Personal and social resources for autonomy and social participation in an ageing society), through an analysis of the territory of the interior of Portugal, we found that it is urgent to rethink policies and define strategies for digital inclusion. Therefore, territorial proposals for ICT policies are presented that aim to promote a digital territorial strategy, with active measures of Lifelong Education for digital literacy and inclusion, in conjunction with national public policy programs for digital skills and territorial planning.info:eu-repo/semantics/publishedVersio
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Inclusão Digital: Políticas e Propostas de Educação para os Territórios Envelhecidos
2021Co-Authors: Patrício Raquel, Gil HenriqueAbstract:A sociedade atual desenvolve-se e evolui a ritmo acelerado em paralelo com o envelhecimento, alterações demográficas e despovoamento do território. É, cada vez mais, imprescindível a promoção da inclusão social e digital junto das populações mais envelhecidas. As políticas de base territoriais devem privilegiar a diversidade e a complexidade geográficas, os problemas sociais, seus contextos e atores. No âmbito o projeto PerSoParAge (Recursos pessoais e sociais para a autonomia e participação social numa sociedade envelhecida), através de uma análise do território do interior de Portugal, constatamos que é urgente repensar políticas e definir estratégias de inclusão digital. Pretende-se, assim, apresentar propostas de políticas territorializadas para as TIC que visam a promoção de uma estratégia digital de cariz territorial, com medidas ativas de educação ao longo da vida para a literacia e inclusão digitais, em articulação com os programas nacionais de políticas públicas para as competências digitais e ordenamento do território.Today's society develops and evolves at a rapid pace in parallel with ageing, demographic change and depopulation of the territory. It is increasingly essential to promoting social and digital inclusion with the most ageing populations. Territorial policies should focus on geographical diversity and complexity, social problems, their contexts and actors. Within the PerSoParAge project (Personal and social resources for autonomy and social participation in an ageing society), through an analysis of the territory of the interior of Portugal, we found that it is urgent to rethink policies and define strategies for digital inclusion. Therefore, territorial proposals for ICT policies are presented that aim to promote a digital territorial strategy, with active measures of Lifelong Education for digital literacy and inclusion, in conjunction with national public policy programs for digital skills and territorial planning.O projeto PerSoParAge - Recursos pessoais e sociais para a autonomia e participação social numa sociedade envelhecida (POCI-01-0145-FEDER-023678) teve início em outubro de 2017 e finalizou em dezembro de 2019, sendo cofinanciado pelo Programa Operacional Competitividade e Internacionalização (COMPETE 2020), na componente FEDER, e pela Fundação para a Ciência e a Tecnologia (FCT).info:eu-repo/semantics/publishedVersio
Jin Young Kim - One of the best experts on this subject based on the ideXlab platform.
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Education skill training and Lifelong learning in the era of technological revolution a review
Asian-pacific Economic Literature, 2020Co-Authors: Jin Young Kim, Cynyoung ParkAbstract:Rapid technological development makes skills depreciate faster than in the past while new technologies generate gaps in workers' skills and call for the acquisition of appropriate skills and Lifelong learning. Proper skill mixes for future jobs include strong cognitive skills, basic information and communication technology, and analytical skills, as well as a range of non‐cognitive skills such as creativity, problem‐solving, critical thinking, and communication. Retraining and reskilling workers are also crucial, particularly as life expectancy increases. All these changes lead to a major rethinking of Education and skill training throughout a person's life. This paper reviews the recent studies on human capital and skill formation in the era of rapid technological progress. Findings from these studies, particularly in labour economics, can shed light on new directions for Lifelong Education policies, for example (1) parental investment in pre‐school learning is reflected in highly positive adult outcomes; (2) as far as Education inputs are concerned, teacher quality is far more important than additional school resources; and (3) government workforce training programs are largely ineffective as compared to private training, which contribute significantly to worker productivity.
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Education skill training and Lifelong learning in the era of technological revolution
Social Science Research Network, 2020Co-Authors: Cynyoung Park, Jin Young KimAbstract:Rapid technological development makes skills depreciate faster than in the past while new technologies generate gaps in workers’ skills and call for the acquisition of proper skills and Lifelong learning. Proper skill mixes for future jobs include strong cognitive skills, basic information and communication technology, and analytical skills, as well as a range of noncognitive skills such as creativity, problem-solving, critical thinking, and communication. Retraining and reskilling workers is also crucial. All these changes lead to a major rethinking of Education and skill training throughout a person’s life. This paper reviews the recent studies on human capital and skill formation in the era of rapid technological progress. Findings from these studies particularly in labor economics can shed light on new directions for Lifelong Education policies.
Cynyoung Park - One of the best experts on this subject based on the ideXlab platform.
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Education skill training and Lifelong learning in the era of technological revolution a review
Asian-pacific Economic Literature, 2020Co-Authors: Jin Young Kim, Cynyoung ParkAbstract:Rapid technological development makes skills depreciate faster than in the past while new technologies generate gaps in workers' skills and call for the acquisition of appropriate skills and Lifelong learning. Proper skill mixes for future jobs include strong cognitive skills, basic information and communication technology, and analytical skills, as well as a range of non‐cognitive skills such as creativity, problem‐solving, critical thinking, and communication. Retraining and reskilling workers are also crucial, particularly as life expectancy increases. All these changes lead to a major rethinking of Education and skill training throughout a person's life. This paper reviews the recent studies on human capital and skill formation in the era of rapid technological progress. Findings from these studies, particularly in labour economics, can shed light on new directions for Lifelong Education policies, for example (1) parental investment in pre‐school learning is reflected in highly positive adult outcomes; (2) as far as Education inputs are concerned, teacher quality is far more important than additional school resources; and (3) government workforce training programs are largely ineffective as compared to private training, which contribute significantly to worker productivity.
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Education skill training and Lifelong learning in the era of technological revolution
Social Science Research Network, 2020Co-Authors: Cynyoung Park, Jin Young KimAbstract:Rapid technological development makes skills depreciate faster than in the past while new technologies generate gaps in workers’ skills and call for the acquisition of proper skills and Lifelong learning. Proper skill mixes for future jobs include strong cognitive skills, basic information and communication technology, and analytical skills, as well as a range of noncognitive skills such as creativity, problem-solving, critical thinking, and communication. Retraining and reskilling workers is also crucial. All these changes lead to a major rethinking of Education and skill training throughout a person’s life. This paper reviews the recent studies on human capital and skill formation in the era of rapid technological progress. Findings from these studies particularly in labor economics can shed light on new directions for Lifelong Education policies.
Chris Atkin - One of the best experts on this subject based on the ideXlab platform.
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rural communities human and symbolic capital development fields apart
Compare, 2010Co-Authors: Chris AtkinAbstract:This article considers the nature of rurality as a social construct and its possible implications for policy makers considering Lifelong Education in the developed economies of the world. The article is based around research carried out in rural England and informed by similar studies underway in Atlantic Canada. Discussion is shaped around three key questions: what is rurality? What effect has rurality on cultural identity and what are rural and urban young peoples' perceptions of formal Education? The article argues that rurality has a cultural identity which cuts across other social divisions in society and that using the anthropological definition of ethnic to describe rural people may well represent their interests better.
Myeungsin Park - One of the best experts on this subject based on the ideXlab platform.
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structural analysis on university students who participated in the courses of the Lifelong educator in consciousness of Lifelong Education everyday creativity leadership cognitive learning competency and life core competencies
International Journal of u- and e- Service Science and Technology, 2015Co-Authors: Myeungsin ParkAbstract:This paper is an in-depth study on the positive effects of the consciousness of Lifelong Education among university students. This research found the following results. First, the consciousness of Lifelong Education among university students has a positive effect on their life core competencies. Second, it increases everyday creativity, leadership, and cognitive learning competency of students. Third, it promotes the life core competencies for students. Fourth, it also advances the mediating effect between consciousness of Lifelong Education and life core competencies. In other words, the consciousness of Lifelong Education of university students influences their everyday creativity, leadership, cognitive learning competency and their life core competencies positively as well.
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A Study of the Impact of University Students Consciousness of Lifelong Education, Everyday Creativity and Cognitive Learning Competency on Life Core Competencies
2015Co-Authors: Myeungsin Park, Sang-hoon HanAbstract:For the results of the study, the consciousness for Lifelong Education of university students had positive effects on their life core competencies. Second, the consciousness for Lifelong Education of university students had positive effects on their everyday creativity and cognitive learning competency. Third, the everyday creativity and cognitive learning, competency also had positive effects on their life core competencies. Forth, the everyday creativity and cognitive learning competency of university students had a mediating effect between the consciousness of Lifelong Education and the life core competencies. In other words, their consciousness of Lifelong Education influences their everyday creativity and cognitive learning competency; then, it influences their life core competencies positively. These results can be used to change the consciousness of Lifelong Education of university students and to develop their everyday creativity and cognitive learning competency and life core competencies.