Initial and Further Education: Substitutes or Complements? Differences in Continuing Education and Training over the Life-Course of European Workers

Wolbers, Maarten H. J.
November 2005
International Review of Education / Internationale Zeitschrift f;Nov2005, Vol. 51 Issue 5/6, p459
Academic Journal
This investigation examines the place of initial and further education in continuing education and training over the life-course of workers across Europe. The evidence presented demonstrates that in countries with a strong orientation towards vocational education, participation in continuing education and training among employees is higher than in countries that mainly provide general education. Moreover, it can be seen that the effect of the vocational orientation of the education system increases over the life-course of workers. The conclusion of this investigation is that further education complements rather than substitutes for initial education. This implies that national education and training policies meant to encourage lifelong learning should not only attempt to expand or redirect training received by already experienced workers, but also try to facilitate participation in initial vocational training. EDUCACI�N INICIAL Y SUBSIGUIENTE: �SUSTITUTOS O COMPLEMENTOS? DIFERENCIAS EN EDUCACI�N PERMANENTE Y FORMACI�N Y CAPACITACI�N PROFESIONAL DURANTE TODA LA VIDA DE TRABAJADORES EUROPEOS � Este trabajo investiga el lugar que ocupan la educaci�n inicial y la educaci�n subsiguiente en la formaci�n y la capacitaci�n profesional a lo largo de toda la vida de los trabajadores de Europa. Los resultados presentados demuestran que en aquellos pa�ses con marcada orientaci�n hacia la formaci�n profesional, la participaci�n en la formaci�n y la capacitaci�n permanente entre los empleados es mayor que en aquellos pa�ses que, en mayor parte, proveen una educaci�n general. Adem�s, se puede ver que los efectos de una orientaci�n profesional del sistema educativo se van pronunciando a lo largo de la vida de los trabajadores. El estudio llega a la conclusi�n de que la educaci�n subsiguiente es m�s un complemento que un sustituto de la educaci�n inicial. Esto implica que las pol�ticas educativas nacionales tendientes a incentivar a un apredizaje durante toda la vida no solamente deber�an tratar de ampliar o reorientar la formaci�n recibida por trabajadores ya experimentados, sino que tambi�n deber�an tratar de facilitar la participaci�n en una formaci�n profesional inicial.


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