37 research outputs found

    Scholing van werkenden via ICT: deelname, kosten en baten

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    Life long learning has become an important focus point in social-economic and educational policy. Owing to a number of developments, some supply-driven, others demand-driven, competences tend to become obsolete faster and faster. On the demand side, technology and consumer preferences change more rapidly then they used to do. The process of globalisation of the economy continues. Partly in response to these developments, companies adapt their organisational structure. As a result, the job structure and the contents of jobs tend to change continuously. Workers, then, have to keep on investing in human capital during their working career to remain employable. This all adds up to a situation in which participation rates in continuous training will have to be increased considerably. As a result more will have to be spent on training. We can indeed observe a growing participation in company training. However, expenditure on this type of training is still low compared to the expenses on initial education. Training is often too expensive to be paid by workers. However, also companies may refrain from investing in training in view of the uncertainties of the benefits and the costs involved. Particularly when it is difficult to replace the workers engaging in training and the firm's output is affected, the costs of training may be high. Replacement costs can be avoided if workers follow the training courses during slack periods. However, conventional forms of training usually require that groups of trainees attend a course on the same place and time. This must be organised well in advance. The training will thus often coincide with periods of high work pressure. A way out is to increase training efficiency and thus to reduce training costs. The use of ICT as a medium for training may help to alleviate these bottlenecks. The use of ICT may, for example, reduce teacher input, thereby reducing training costs. Moreover, ICT makes training relatively independent on time and place, making it easier to combine it with working obligations. Owing to these potentials, many companies have high expectations of ICT-based training. With lower training costs, more training can be done for the same amount of money

    ICT: New Opportunities for Higher Education Institutions to Train Employees?

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    Higher education institutions are confronted with a declining growth in the number of students in initial education. At the same time, the market for training of employees has increased significantly. Between 1993 and 1999, the total training volume on this market has doubled. However, at least in the Netherlands, higher education institutes altogether have only a small and stable share in the training of employees of about 2%. The central question of this paper is to what extent the growing possibilities of using ICT as a training tool can help higher education institutes to enhance their position in the market of training of employees. The empirical evidence presented does not support the expectation that ICTis already the vehicle leading to drastic changes. A large scale survey among companies at the end of the nineties in the Netherlands showed that the use of ICT as a training tool was at that time limited to only 12% of all training incidences. Moreover, the companies did not expect a strong growth. This has to do with a large variety of bottlenecks companies perceive. Succesful implementation means dealing with considerations from many angles: pedagogical, technical, organisational and last but least cost-efficiency. Even if the use of ICT as a training tool would rise considerable, this would not automatically mean an improvement of the position of higher education institutes. The survey results do not give indications that higher education institutions have a relative large share in ICT-based training.In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-

    Scholing van werkenden via ICT

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