Gender differences in formal,non-formal and informal adult learning

At first sight, participation rates in adult learning do not differ strongly between men and women. Further exploration, however, makes clear that differences exist at the level of the type of learning. Men participate more in work-related learning and experience more job-related motives to participate. Women take on the main responsibilities in the home, resulting in less employment in knowledge intensive jobs and fewer opportunities for work-related training. In this paper, we use the Harvard gender analysis framework to gain insight into the differences in adult learning activities between men and women. In the empirical part, we use the Eurostat Adult Education Survey, which provides sex-aggregated data, which are needed to gain insight in the broader activity profile of the population divided by men and women.     

Foreign-Born Adults’ Participation in Educational Activities: Evidence From Europe

This article demonstrates that foreign-born adults in Europe tend to participate less in adult education activities compared to native-born adults living in the same country. However, this is mainly explained through the job-related nature of nonformal education. Foreign-born adults tend to participate more in formal adult education than native-born adults in a range of countries. Based on analyses using data from the Organization for Economic Cooperation and Development Programme on the International Assessment of Adult Competencies (PIAAC), this article shows that participation rates in European countries are mainly determined by adults’ educational attainment and having a job and that countries with overall high participation rates have higher participation rates among foreign-born adults as well. Exploring the participation in adult education of foreign-born adults in European countries is important, as it is known that those adults perceive difficulties in finding a job and having their foreign credentials recognized in the new country context. Participation in adult education courses might help them in learning new or maintaining their already existing skills.     

The Global Report on Adult Learning and Education (GRALE): Strengths,weaknesses and future directions

International Review of Education - One of the core outcomes of the Sixth International Conference on Adult Education (CONFINTEA VI) held in 2009 was the Belém Framework for Action (BFA). Its...     

Employability pathways for young adults: lived experiences of learners and practitioners in Youth Guarantee programmes

ABSTRACT

Until today, thousands of young adults still dropout of school with no or low qualifications and experience difficulties in entering the labour market. The European Commission offers funding and opportunities for young adults to enter employability enhancing training, often organised under its flagship initiative ‘The Youth Guarantee’. The aim of these programmes is to make young adults a work, training or educational offer within four months of their start into this initiative.

In this paper, we critically explore the concept of employability and focus on the roles of both the young adults undergoing training interventions, but also of practitioners whose work is ideally embedded within the local context of the labour market and the economy. We were interested in the participation experiences by both groups to analyse the strengths and weaknesses of these programmes. Evidence from interviews demonstrated that learners and practitioners were generally satisfied with the interventions, although individualised support was preferred over group-based activities. Working with stakeholders was strongly recommended for this target group who tends to experience cumulative disadvantages. Long-term follow-up of participants’ destinations will provide better evidence on the effectiveness of these programmes.     

Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro,meso and macro perspectives

This article discusses the current focus of education policies around the world on working with benchmarks, indicators and targets. Its aim is to increase knowledge of potential strategies to meet the fourth United Nations Sustainable Development Goal (SDG 4), which strives for quality education. The SDGs form part of the United Nations (UN) “2030 Agenda for Sustainable Development”, which was unanimously adopted in 2015 by all UN Member States as a “plan of action for people, planet and prosperity”. Structure and agency theory form an important starting point of this article, allowing the ten targets within SDG 4 to be separated and viewed from micro-, meso- and macro-level perspectives. This analysis explores the idea that reaching the SDG 4 targets is a responsibility shared among individuals, education and training institutions, and regulating governments.

     

Evidence-based policy-making: the usability of the Eurostat Adult Education Survey

This article reflects on European education policy which is driven by benchmarks and indicators. While the European benchmark on adult lifelong learning participation—15% to be achieved by 2020—is measured by the Labour Force Survey, the Eurostat Adult Education Survey (AES) was designed to better understand the topic of adult lifelong learning participation in-depth. This article explores the AES as an instrument to inform policy-makers and whether it provides adequate information to empirically testify participation hypotheses. The article argues that analysis of the AES provides limited understanding of the educational supply side. Furthermore, policy-makers should be aware of methodological and conceptual weaknesses before relying on these data in their policy development.     

Why do adults learn? Developing a motivational typology across 12 European countries

Participation in adult education is today generally considered an individual responsibility. However, participation is the result of a complex bounded agency between individuals, educational institutions and regulating governments. This paper explores the motives of 12,000 European adult learners in formal adult education in 12 European countries. Analysis shows consistent patterns comparable to welfare state typologies. Further exploration demonstrates that motives to participate in adult education courses can be interpreted in relation to the labour market, education and social policy in the country of participation.