Chapter three. A Learning Economy

2015 ◽  
pp. 45-78
Keyword(s):  
Learning Economy

scholarly journals A Work on Quality of Work Life

2019 ◽  
Vol 8 (2S8) ◽  
pp. 339-342
Keyword(s):  
Information Society ◽  
General Public ◽  
Work Life ◽  
Quality Of Work Life ◽  
Quality Of Work ◽  
Learning Economy

The present period is a time of learning laborers and the general public where in we are living has come, to be known as information society. The scholarly interests have outweighed the physical endeavors. Some information laborers work for over 60 hours every week. Subsequently, their own diversions and interests conflict with their work. Life is a pack that contains every one of the strands together and henceforth the need to offset work existence with other related issues.' One must have both love and work in one's life to make it solid. Gone are the days when the need of workers used to be for physical and material needs. With the expanding movement of the economy towards learning economy, the significance and nature of work life has experienced an exceptional change.

A Learning Economy

2014 ◽  
pp. 47-87 ◽  
Author(s):  
Joseph E. Stiglitz ◽  
Bruce C. Greenwald
Keyword(s):  
Learning Economy

Yucatec Maya language planning and the struggle of the linguistic standardization process

2019 ◽  
Vol 2019 (260) ◽  
pp. 61-83 ◽  
Author(s):  
Anne Marie Guerrettaz
Keyword(s):  
Indigenous Education ◽  
Language Planning ◽  
Yucatec Maya ◽  
Planning Framework ◽  
Main Target ◽  
Standardization Process ◽  
The Government ◽  
Vast Variation ◽  
Acquisition Planning ◽  
Learning Economy

Abstract This study on Yucatec Maya language planning analyzes the linguistic standardization process over a six-year period. The primary research site was the programa, a mandatory Yucatec Maya course for 1,600 Indigenous Education teachers in Mexico. Alongside this acquisition planning effort, other government agencies simultaneously produced an official standard Maya. Programa administrators who oppose official standardization made their own model of Maya in widely distributed government textbooks. Neither model was the main target of programa language teaching; the Maya of classrooms is characterized by vast variation. Although the government promulgated an official standard in 2014, standardization of Maya has not been attained. The difficulties of creating a popular standard by and for Indigenous language speakers are analyzed. Social networks upholding different models of Maya are examined through an economy of language planning framework that views language as social capital and integrates knowledge and learning economy concepts. This research presents the notion of social-linguistic orders to understand how different models of a language coexist and/or compete in a language planning endeavor.

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