This study explores the relation between risk of job automation and participation in adult education and training (AET) and examines variation in that relation across welfare regimes distinguishing ...between situational and institutional barriers. Using microdata of PIAAC, we analyze participation in formal or nonformal AET for job-related reasons in relation to the risk of automation of the respondents’ occupation after controlling for main sociodemographic characteristics. Logistic regression models are run on respondents from 14 European countries representing different welfare regimes: Denmark, Norway, and Sweden (Scandinavian countries); Italy, Greece, and Spain (Southern European); Czech Republic, Slovakia, and Poland (Central and Eastern Europe), Belgium, France, and Germany (Continental); and United Kingdom and Ireland (Anglo-Saxon countries). Our findings confirm that workers in occupations at high risk of automation were found to be consistently less likely to participate in job-related AET, quite irrespective of welfare regime.
Nonformal adult education (NFE) provides adults with the opportunity to obtain competences needed to adapt to today’s changing job market. Despite the well-documented positive effects of NFE, there ...remains a lack of valid research instruments to assess factors of nonparticipation. Specifically, defining the perspectives of social groups with the highest incidence of barriers and the lowest level of participation in NFE has not been a primary research goal. This study describes the development and initial validation of a novel research tool entitled the Nonparticipation in Nonformal Education Questionnaire (NP-NFE-Q). The analysis covers the use of the NP-NFE-Q on a representative sample of the adult population (n = 878) as well as three additional cohorts: low-educated workers (n = 227), persons caring for children under the age of three (n = 227), and retired persons (n = 232). The results consistently support the validation of a correlated five-factor model, which includes two situational, one institutional and two dispositional factors.
Non-formal adult education (NFE) provides adults of all ages with the opportunity to acquire skills, knowledge, and expertise. However, there is currently a lack of validated instruments that measure ...the factors of NFE non-participation in European countries, particularly their barriers. One exception is the Non-participation in Non-formal Education Questionnaire (NP-NFE-Q). This study evaluates and compares the psychometric properties of this instrument among adults across four purposefully selected European countries: Sweden, Germany, the United Kingdom, and the Czech Republic. The results indicate a good model fit for a three-factor model across randomly split pooled samples and for all countries (min. CFI, TLI, and GFI =.932, .908, and .941, max. RMSEA =.079). The findings reveal that adults currently face barriers in three key forms: (1) worries and (2) needs regarding NFE at the micro level and (3) the need for more suitable provision at the macro level.
In this article, we address the issue of participation in adult education building on the cultural capital framework. This theoretical framework suggests that (educational) practices are affected by ...one’s social background and, more precisely, by the cultural resources handed down in the family context. To examine the validity of this theoretical framework, we build on data from the Programme for the International Assessment of Adult Competencies from 23 countries (n = 120,789). The Programme data allow using the variables parents’ educational level (a proxy for social background), educational attainment, and readiness to learn as precursors of participation in adult education (both a proxy for cultural capital). Our findings suggest that the cultural capital framework is not fully suited to explain participation in adult education: Although social background has an (indirect) influence on participation, its effect does not concur with theoretical predictions, that is, mediated by the readiness to learn.
Studie se zabývá proměnou teorií vysvětlujících účast dospělých ve vzdělávání. Jejím hlavním cílem je zmapovat a kriticky zhodnotit vývoj dosavadních teoretických koncepcí od 60. let 20. století až ...do současnosti, a to jako evoluci a vzájemnou kritickou interakci tří na sebe navazující vln teorií. Každá z nich je přitom spojena jak s odlišnou generací badatelů, tak i s dominantním teoreticko-metodologickým přístupem a specifickým sociokulturnim kontextem, v němž se formovala. První vlnu (1960 až 1989) představují teorie zaměřené na mikro-edukační determinanty účasti dospělých v celoživotním učení (CŽV). Druhou (1990 až 2009) reprezentujípřístupy orientované primárně na makro-edukačnífaktory účasti. A třetí, momentálně nastupující vlnou (2009 až 2019) jsou koncepce zaměřující se na syntézy jak makro-edukačních, tak i mikro-edukačních determinant participace v CŽV. Studie na základě přehledové narativní analýzy ukazuje klíčové změny ve způsobu vysvětlování účasti v CŽV, proměny chápánífunkce CŽV a v neposlední řadě upozorňuje i na heuristické limity všech tří dosavadních vln.
The study deals with barriers to adult education in the Czech Republic. Although the national education policy considers elimination of barriers to life-long learning as one of its main goals, we ...show that it has been unsuccessful in its efforts. To formulate this conclusion, we draw on the results of two representative surveys of Czech adults from 2005 (n = 1240) and 2015 (n = 1038) that focused on educational barriers. Subsequently, we also identify key factors influencing the occurrence of three types of barriers to adult education-situational, institutional and dispositional-through statistical data modeling from 2015. Our findings suggest that the degree of perceived situational barriers to life-long learning in the Czech Republic has increased slightly during the last decade. At the same time, the level of perceived institutional barriers has increased significantly, making it one of the main barriers to life-long learning.
Increasing participation in adult education and addressing certain (disadvantaged) target groups is not only a professed aim of educational politics on both the national and the international level, ...but also a pedagogical goal. Target group and participant orientation are fundamental concepts in this process. This article discusses results of a recent German research project which examined the perspective of adult educators. The question is raised as to how far adult educators believe that target groups and participant oriented quality and the promotion of competences among adult educators may contribute to an increase in enrolment in further education. By examining the attitudes of adult educators with regard to target groups and participant orientation possible ways of improving target group participation and participant orientation on the institutional level are suggested. Furthermore, the article touches upon research questions, asking how research on potential participants and actual participants could be linked to research on educational programmes and the profession.
"Increasing participation in adult education and addressing certain (disadvantaged) target groups is not only a professed aim of educational politics on both the national and the international level, ...but also a pedagogical goal. Target group and participant orientation are fundamental concepts in this process. This article discusses results of a recent German research project which examined the perspective of adult educators. The question is raised as to how far adult educators believe that target groups and participant oriented quality and the promotion of competences among adult educators may contribute to an increase in enrolment in further education. By examining the attitudes of adult educators with regard to target groups and participant orientation possible ways of improving target group participation and participant orientation on the institutional level are suggested. Furthermore, the article touches upon research questions, asking how research on potential participants and actual participants could be linked to research on educational programmes and the profession." (Author's abstract, IAB-Doku). Forschungsmethode: empirisch; Befragung; Gruppendiskussion. Die Untersuchung bezieht sich auf den Zeitraum 2009 bis 2009.
U ovom se radu bavimo utjecajem vještina pismenosti i računanja odraslih. Prvo ispitujemo kako su te vještine vrijedne za odrasle u njihovom radnom i privatnom životu. To činimo dokazom iz ...međunarodnog studija „Program za međunarodnu procjenu sposobnosti
za odrasle – PIAAC“ (OECD, 2016). Međunarodna analiza pokazuje da je razina sposobnosti koju mjeri PIAAC u većini OECD zemalja relativno niska. To je alarmantno jer podaci PIAAC-a pokazuju da razina vještina čitanja i računanja ima značajan utjecaj na mogućnosti daljnjeg obrazovanja i zapošljavanja. Razina vještine je također snažno povezana sa stupnjem obrazovanja i smanjenjem tijekom godina. U članku se uglavnom bavimo pitanjem kako se odrasle osobe s niskom sposobnosti pismenosti i računanja koriste svojim vještinama i kako se to odražava u njihovom sudjelovanju u učenju.
PDF
