This article aims to present the lifelong education system of Chile from a functional and institutional point of view, in an attempt to describe its strategy. This paper covers both formal education and graduate studies, which were analyzed systematically from the institutional framework and experience of Chile. A comprehensive review of open access data of Chilean higher education was performed, analyzing human capital investment and access to post-secondary education. The main findings are based on the lack of coordination between the educational levels and postsecondary education which make career progression and integration difficult, obstructing tenure and qualifications valuation by employers. In an ageing society such as that of Chile, workers may be forced to take up continuously training courses to sustain their situation inside the labour market. If there is no coordination between training and educational system, workers will face major difficulties in being considered as employable. This work opens the question of lifelong education policies in less developed countries such as Chile, which is facing the same demographic phenomenon as developed countries, but without the same level of resources or institutional development. This article concludes with the requirements for the design of this kind of educational policy.
AkhmedovA.DenisovaI.KartsevaM. (2003). Active labor market policies in Russia: Regional interpretation determines effectiveness?
Moscow:
Center for Economic and Financial Research and New Economic School.
6.
ArthurM.ClamanP.DeFillippiR. (1995).
Intelligent enterprise, intelligent careers. Academy of Management Executive,
9, 7–20.
7.
ArthurM.RousseauD. (1996). Boundaryless career.
Oxford:
Oxford University Press.
8.
BarabaschA. (2014).
It’s Been a Search for What I Wanted to Do: Mid-life reflections on career transitions and lifelong learning. Research in Comparative and International Education,
9, 260–269.
9.
BarabaschA.MerrillB. (2014).
Cross-cultural approaches to biographical interviews: Looking at career transitions and lifelong learning. Research in Comparative and International Education,
9, 287–300.
10.
BarrR.TaggJ. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, November/December, 13–25.
11.
BerntsonE.SverkeM.MarklundS. (2006).
Predicting perceived employability: Human capital or labour market opportunities?Economic and Industrial Democracy,
27, 223–244.
12.
BillsD. B.BrownD. K. (2011).
New directions in educational credentialism. Research in Social Stratification and Mobility,
29, 1–4.
13.
BotteryM. (2004). The challenges of educational leadership. Values in a globalized age.
London:
Paul Chapman Publishing.
14.
BoyerS. L.EdmondsonD. R.ArtisA. B.FlemingD. (2013).
Self-directed learning: A tool for lifelong learning. Journal of Marketing Education,
36, 20–32.
15.
BrownD. K. (1995). Degrees of control. A sociology of educational expansion and occupational credentialism.
New York:
Teachers College Press.
16.
ByunJ.RyuK. (2012).
Changes in regional communities: The case of the Republic of Korea’s Lifelong Learning City Project. Advances in Developing Human Resources,
14, 279–290.
17.
CapelliP. (1999). The new deal at work: Managing the market-driven workforce.
Harvard, MA:
Harvard Business School Press.
18.
CentenoV. (2011).
Lifelong learning: A policy concept with a long past but a short history. International Journal of Lifelong Education,
30, 133–150.
19.
CollinsR. (1979). The Credential Society: An historical sociology of education and stratification.
New York:
Academic Press.
20.
Consejo Nacional de Educación (2016). Panel de Matriculas Educación Superior Cohorte 2005–2015.
Santiago:
Consejo Nacional de Educación.
21.
DaguerreA.Taylor-GoobyP. (2004).
Neglecting Europe: Explaining the predominance of American ideas in New Labour’s Welfare policies since 1997. Journal of European Social Policy,
14, 25–39.
22.
DansonM. (2005).
Old industrial regions and employability. Urban Studies,
42, 285–300.
23.
Di RienzoP. (2014).
Recognition and validation of non formal and informal learning: Lifelong learning and university in the Italian context. Journal of Adult and Continuing Education,
20, 39–52.
24.
DidierN. (2013).
A través de las Nociones de Capital Humano. Revista Iberoamericana de Psicología: Ciencia y Tecnología,
6, 7–15.
25.
DidierN. (2014).
Capital Humano, Empleabilidad y Credencialismo. Revista Iberoamericana de Psicología: Ciencia y Tecnología,
7, 19–27.
26.
DidierN. (2014).
Toma de Decisiones de Capacitación: Una visión desde los Sujetos. Praxis. Revista de Psicología,
16, 37–57.
27.
DidierN.CoxJ. C. (2012).
International Briefing 25: Training and development in Chile. International Journal of Training and Development,
16, 145–154.
28.
DidierN.PerezC. (2012a).
Capital Humano y Genero en Chile: Discriminación Laboral o Discriminación Positiva?Revista de Estudios Del Trabajo,
43/44, 5–23.
29.
DidierN.PerezC. (2012b).
Perfil del Capacitando en Chile: Variables que inciden en el acceso. Revista Latinoamericana de Estudios Del Trabajo,
17, 165–190.
30.
DidierN.PerezC. (2013).
Capacitación en Trabajadores maduros: Algunas consideraciones desde Chile. Revista Latinoamericana de Estudios Del Trabajo,
18, 187–206.
31.
DidierN.PerezC.MartiA. (2013).
Dialogo Social y Capacitación: Uso de los Comités Bipartitos de Capacitación. Trabajo y Sociedad,
21, 213–224.
32.
DidierN.PerezC.ValdenegroD. (2013).
Capacitación y Capital Humano: Análisis de la últimas dos décadas. Revista de Psicología,
22, 87–99.
33.
DoreR. (1976). The diploma disease.
London:
Allen & Unwin.
34.
DoreR. (1997).
Reflections on the diploma disease twenty years later. Assessment in Education,
4, 189–205.
35.
DosunmuA. G.AdeyemoK. S. (2018).
Lifelong learning, human capital development and the career advancement of women in the telecommunications industry in South Africa. Industry and Higher Education,
32, 192–199.
36.
EdwardsL. (2014).
Discourse, credentialism and occupational closure in the communications industries: The case of public relations in the UK. European Journal of Communication, 29, 319–334.
37.
European Commission Directorate-General for Education and Culture. (2002). European report on quality indicators of lifelong learning.
Brussels:
EU.
38.
FinegoldD. (1991). Institucional incentives and skill creation: Preconceptions for a high-skill equilibrium. In RyanP. (Ed.) International comparisons of vocational education and training for intermediate skills.
Hove:
Falmer Press.
39.
FinegoldD.SoskiceD. (1988).
The failure of training in Britain analysis and prescription. Oxford Review of Economic Policy,
4, 21–53.
40.
GarofanoC., & SalasE. (2005).
What influences continuous employee development decisions?Human Resource Management Review,
15, 281–304.
41.
HargreavesA. (2003). Teaching in the knowledge society. Education in the age of insecurity.
New York:
Teachers College Press.
42.
HasanefendicS.HeitorM.HortaH. (2016).
Training students for new jobs: The role of technical and vocational higher education and implications for science policy in Portugal. Technological Forecasting and Social Change,
113(Pt B), 328–340.
43.
HujerR.RodriguesP. J.WolfK. (2009).
Estimating the macroeconomic effects of active labour market policies using spatial econometric methods. International Journal of Manpower,
30, 648–671.
44.
HylandT.MatlayH. (1998).
Lifelong learning and the ‘New Deal’ vocationalism: Vocational training qualifications and the small business sector. British Journal of Educational Studies,
46, 399–414.
45.
JonesH. (2005).
Lifelong learning in the European Union: Whither the Lisbon Strategy?European Journal of Education,
40, 247–260.
46.
LaitinenI. (2015).
Adult and lifelong learning as tools for organisational adaptation and change management. Journal of Adult and Continuing Education,
21, 36–54.
47.
LambertD. (2016).
Leading through lifelong learning. NASN School Nurse,
31, 224–227.
48.
MazurkiewiczG. (2009).
Adult educators: An example of the new approach to lifelong learning in Poland. European Journal of Education,
44, 243–255.
McQuaidR.LindsayC. (2002).
The ‘employability gap’: Long-term unemployment and barriers to work in buoyant labour markets. Environment and Planning C,
20, 613–628.
51.
McQuaidR. W.LindsayC. (2005).
The concept of employability. Urban Studies,
42, 197–219.
52.
MeagerN. (2007). Recent development in active market in the UK: The shifting focus from unemployement to inactivity. In de KoningJ. (Ed.), The evaluation of active labour market policies, measures, public–private partnership and benchmarking (pp. 117–146).
Clentenham, UK:
Edward Elgar.
53.
MeagerN. (2009).
The role of training and skills development in active labour market policies. International Journal of Training and Development,
13, 1–18.
54.
MgoboziI. (2004).
Human capital and credentialism: The sociological explanation of racial inequalities in South Africa. Current Sociology,
52, 775–783.
55.
MiddletonC. (2003).
The rate of learning must be greater than the rate of change. Industrial and Commercial Training,
35, 306–308.
56.
MwaikokesyaM. J.OsborneM.HoustonM. (2014).
Mapping lifelong learning attributes in the context of higher education institutions. Journal of Adult and Continuing Education,
20, 21–36.
57.
NafukhoF. M.HairstonN. R.BrooksK. (2004).
Human capital theory: Implications for human resource development. Human Resource Development International,
7, 545–551.
58.
OECD. (2007a). Qualifications and lifelong learning, policy brief.
Paris:
OECD.
59.
OECD. (2007b). Qualifications systems: Bridges to lifelong learning.
Paris:
OECD.
60.
OlssenM. (2006).
Understanding the mechanisms of neoliberal control: Lifelong learning, flexibility and knowledge capitalism. International Journal of Lifelong Education,
25, 213–230.
61.
ParkJ. H.LeeK.Dabelko-SchoenyH. (2016).
A comprehensive evaluation of a Lifelong Learning Program: Program 60. International Journal of Aging and Human Development,
84, 88–106.
62.
PitmanT.BroomhallS. (2009).
Australian universities, generic skills and lifelong learning. International Journal of Lifelong Education,
28, 439–458.
63.
PoulsenK. M. (2006).
Implementing successful mentoring programs: Career definition vs mentoring approach. Industrial and Commercial Training,
38, 251–258.
64.
SchuetzeH. G. (2014).
From adults to non-traditional students to lifelong learners in higher education: Changing contexts and perspectives. Journal of Adult and Continuing Education,
20, 37–55.
SmythE.McCoyS. (2011).
The dynamics of credentialism: Ireland from bust to boom (and back again). Research in Social Stratification and Mobility,
29, 91–106.
TalmageC. A.LacherR. G.PstrossM.KnopfR. C.BurkhartK. A. (2015).
Captivating lifelong learners in the third age: Lessons learned from a university-based institute. Adult Education Quarterly,
65, 232–249.
69.
VeumJ. (1999).
Training, wages and the human capital model. Southern Economic Journal,
65, 526–527.
70.
WerquinP. (2007).
Moving Mountains: Will qualifications systems promote lifelong learning?European Journal of Education,
16, 113–484.
71.
WhitmanI. (2003).
Tertiary education policy in OECD countries: Developing the human resource. European Journal of Education,
38, 66–198.
72.
WinchC.ClarkeL. (2003).
Front-loaded vocational education versus lifelong learning. A critique of current UK government policy. Oxford Review of Education,
29, 239–252.
YoungM. (2007).
Qualifications frameworks: Some conceptual issues. European Journal of Education,
16, 451–457.
75.
ZepkeN. (2009).
A future for adult lifelong education in Aotearoa New Zealand: Neoliberal or cosmopolitan?International Journal of Lifelong Education,
28, 751–761.
