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P. Coutts
Mental Health, Recovery and Employment
J. Ogunleye (2011)
Preparing learners for the workplace in Europe: vocational education and training in France and Ireland
J. Ogunleye (2010)
Lifelong learning across cultures: an examination of learning provision for a particularly disadvantaged groupInternational Journal of Intercultural Information Management, 2
Com
EUROPE 2020: A Strategy for Smart, Sustainable and Inclusive Growth
Com
Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’)
W. Brown, N. Kandirikirira
Recovering Mental Health in Scotland. Report on Narrative Investigation of Mental Health Recovery
R. Kilian, T. Becker (2007)
Macro-economic indicators and labour force participation of people with schizophreniaJournal of Mental Health, 16
Com
Communication for the Commission, Making a European Area of Lifelong Learning a Reality
Cedefop
Learning While Working, Success Stories of Workplace Learning in Europe
T. Stenfors-Hayes, C. Griffiths, J. Ogunleye (2008)
Lifelong learning for all? Policies, barriers and practical reality for a socially excluded groupInternational Journal of Lifelong Education, 27
J. Holford (2008)
Explaining European Union Lifelong Learning Policy: Globalisation and Competitiveness or Path Dependency and Citizenship?
Com
Country report on the action plan on adult learning: Denmark, GHK research
Gerald Albuam, A. Oppenheim (1992)
Questionnaire Design, Interviewing and Attitude Measurement
S. Carliner, M. Ally, N. Zhao, L. Bairstow, S. Khoury, L. Johnston
A review of the state of the field of workplace learning: what we know and what we need to know about competencies, diversity, e‐learning and human performance improvement
G. Waddell, Kim Burton (2006)
Is Work Good for Your Health and Well-being?
Purpose – The purpose of this paper is to examine the extent to which workplace learning forms a building block in national lifelong learning policies by obtaining evidence, first‐hand, from mental health practitioners about their perceptions of their individual country's national lifelong learning policy and, in particular, its application to adults with long‐term mental illness. Design/methodology/approach – Text analysis: review of relevant literature and European Union policy documents and survey questionnaire. Findings – It is evident that the use of workplace learning as a linchpin in national strategies for lifelong learning in Denmark and France is clear and empirically supported. Research limitations/implications – Comparative evidence of evaluations of impact and effectiveness of workplace lifelong learning provision in the two countries examined is patchy at best raising further questions about the “value” of investments in both workplace learning and lifelong learning in these countries. Practical implications – There is a risk that by focusing on jobs and workplace learning, the specific needs and desires of people with mental illness who, in the main, might want to engage in lifelong learning for reasons other than jobs and workplace learning, may end up being disadvantaged as their (non‐economic) needs go unmet. Originality/value – Until now there has been little or no attempt to examine Europe's conception of lifelong learning policy and its application to a multiple disadvantaged group such as mental health service users. This is a major attempt to remedy current dearth of research in the area.
Higher Education Skills and Work-based Learning – Emerald Publishing
Published: Sep 27, 2013
Keywords: Social capital; Workplace; Workplace learning; EMILIA; European Union; Lifelong learning; Mental health service users; Mental health practitioners; EU policy; Work and well‐being; Cultural capital
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