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Jacot, Anne; Raemdonck, Isabel; Frenay, Mariane; Van Deun, Katrijn – Vocations and Learning, 2019
Continuing professional education (CPE) is viewed as the main strategy to tackle unemployment and to improve the weak position of jobseekers with few qualifications on the labour market. However, the mandatory nature of these programmes raises questions regarding jobseekers' motivation to enrol for and engage in training and -- by extension -- the…
Descriptors: Mandatory Continuing Education, Job Applicants, Student Educational Objectives, Student Motivation
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Lecat, Antoine; Beausaert, Simon; Raemdonck, Isabel – Vocations and Learning, 2018
Teachers' innovative work behavior and professional development is receiving more attention lately. More precisely, it is argued that teachers' formal and informal learning is crucial to anticipate and deal with continuous changes and innovations in technology and didactics, for example. Therefore, this study researches the teachers' innovative…
Descriptors: Informal Education, Employment Qualifications, Teacher Competencies, Expertise
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Kochoian, Nané; Raemdonck, Isabel; Frenay, Mariane; Zacher, Hannes – Vocations and Learning, 2017
The purpose of this paper is to better understand the relationship between employees' chronological age and their motivation to learn, by adopting a lifespan perspective. Based on socioemotional selectivity theory, we suggest that occupational future time perspective mediates the relationship between age and motivation to learn. In accordance with…
Descriptors: Age Differences, Employment Opportunities, Employee Attitudes, Age
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Raemdonck, Isabel; Tillema, Harm; de Grip, Andries; Valcke, Martin; Segers, Mien – Vocations and Learning, 2012
Employability has become a key element in sustaining successful vocational careers. The role of self-directedness is considered paramount in maintaining one's employability. However, it also requires certain competences on part of employees to invest in learning and career development. This study examines the influence of self-directedness in…
Descriptors: Employment Qualifications, Vocational Education, Self Control, Competence
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Gijbels, David; Raemdonck, Isabel; Vervecken, Dries – Vocations and Learning, 2010
Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the work-related learning behaviour of workers. The present study was conducted in a centre for part-time vocational education…
Descriptors: Vocational Education, Social Support Groups, Employees, Workplace Learning