https://www.um.edu.mt/library/oar/handle/123456789/52814 2026-04-08T08:23:04Z 2026-04-08T08:23:04Z Harper, John https://www.um.edu.mt/library/oar/handle/123456789/52462 2020-03-15T06:11:14Z 1987-01-01T00:00:00Z

Title: The cosmopolitan educator : adult education serving the technology transfer Authors: Harper, John Abstract: ** Adult Continuing Education provides most skills acquired after age 25 and all skills for two out of three jobs. ** By the year 2000, 75 per cent of all workers currently employed will need retraining. ** Continuing education technology has undergone significant changes in recent years and organisations are beginning to recognise the human resource as an asset to be developed, possibly the only one capable of providing desperately needed productive growth. ** More and more technological information, tied to community instead of individual goals, is being emphasised by educators today. ** New sources of continuing education, such as professional bodies and programmes provided by universities and polytechnics, have become frequently, and necessarily used. ** With NEED comes VALUE, and the adult educational function is showing benefits from its ability to demonstrate valuable results, to provide vital skills and to contribute to community goals.

1987-01-01T00:00:00Z Wain, Kenneth https://www.um.edu.mt/library/oar/handle/123456789/52461 2020-03-15T06:11:34Z 1987-01-01T00:00:00Z

Title: Work/education relationships in Malta and the concept of lifelong education Authors: Wain, Kenneth Abstract: The matter of the proper relationship of education to work is a complex one because it involves different possible permutations and because the socio-political and ideological stakes involved are usually high. The polar edges of the spectrum of possibilities are: (a) that there is no proper relationship between education and work; that education is for something else, not for work, (b) that education is for work, that the requirements of the labour market should primarily determine what is taught. For the sake of convenience one can label the first a theory of classical liberalism (under-pinned by the view that education has to do with the transmission of knowledge which is intrinsically valuable), and the second a theory of utilitarianism or instrumentalism.

1987-01-01T00:00:00Z Gelpi, Ettore https://www.um.edu.mt/library/oar/handle/123456789/52436 2020-03-15T06:10:46Z 1987-01-01T00:00:00Z

Title: Work, education and scientific and technological development knowledge and training Authors: Gelpi, Ettore Abstract: A new facet of the productive structures is the accrued importance of the component "knowledge and training". Indeed, knowledge and training become parts of the productive process from the beginning to its marketing, the traditional vocational training being a limited part of the activities regarding knowledge and transfer inside the working place. At the same time, educational systems come more and more to resemble productive systems; first of all, because their employees are, in many countries, the most relevant part of the working force, secondly, because their "products" are quite often evaluated by the market; thirdly, because part of these educational systems are integrated in the productive system itself. As productive systems, educational systems are facing the same problems as any other productive system: skilling and deskilling, introduction of technologies, explosions hierarchization, etc.

1987-01-01T00:00:00Z Jacobsen, Bo https://www.um.edu.mt/library/oar/handle/123456789/52434 2020-03-15T06:11:12Z 1987-01-01T00:00:00Z

Title: The longing for utopia : trends in life-long adult education in a highly developed, technological society Authors: Jacobsen, Bo Abstract: In our world system there exists an inter- national division of labour between the so-called underdeveloped countries of the third world and the so-called highly developed countries, which might properly be termed: 'over-developed'. Contrary to much popular belief, serious social defects are to be found in the over-developed countries. Among these defects are: alienation, individual isolation, dissolution: of family life, stress, value crises, instrumentalism, emotional unhappiness, resignation and hopelessness as to the future.

1987-01-01T00:00:00Z