Ellen Boeren
Biographic Data
| ID | 1548341 |
|---|---|
| NAME | Ellen Boeren |
| GIVEN NAMES | Ellen |
| FAMILY NAME | Boeren |
| SIGNATURE | BOEREN E |
| AFFILIATIONS | University of Glasgow |
| ORCID | 0000-0002-2285-5814 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Against All Odds
This study presents the first comprehensive examination of disadvantaged adults’ participation in Nonformal Education and Training (NFE) across 30 European countries. It investigates how disadvantaged participants differ from their nonparticipating peers within the same social groups, the influence of multi-level factors on their participation, and the specific characteristics of their participation in NFE. Drawing on data from the 2022 Adult Edu…
Are adult learners in Europe happier than non-learners? Statistical evidence from the European Social Survey
This paper borrows insights from the literature on European welfare regimes to analyse the relationship between happiness and participation in adult education. The academic literature and policy discourses on adult education tend to claim that participation in learning is correlated with happiness despite the lack of strong European comparative empirical evidence on this topic. This paper uses data from the latest Wave of the European Social Surv…
Student diversity, university rankings and the positioning of Russell Group universities
This paper presents insights into English universities’ student diversity profiles, based on data from the Times and Sunday Times 2024 (TST2024) Social Inclusion Index. Typically excluded from league tables and rankings, TST2024 supplemented its Good University Guide with an additional ranking based on undergraduate socio-economic and socio-demographic student characteristics, dropout rates and the Black attainment gap. Analyses demonstrate a neg…
Growth mindset is positively associated with mathematics attainment in Scotland—But socioeconomic status plays a greater role
There is currently a gap in knowledge around pupils' growth mindset (GM) and attainment in Scotland, particularly in relation to Socioeconomic Status (SES). This study offers insights on the relevance of growth mindset in Scotland for attainment in mathematics by drawing on large‐scale data from the OECD's Programme for International Student Achievement (PISA). Using the PISA 2022 data, the study investigates the relationship between growth minds…
Religion, research and the REF-UoA23 education
The Research Excellence Framework is the United Kingdom’s means of judging the quality of research produced in its universities and provides an indication of the ‘state of the art’ across subject disciplines. This paper reports on an examination of the submissions made to the Unit of Assessment for Education (UoA23), extracting outputs through relevant keywords. Religious education (RE) is a compulsory curriculum subject in all UK jurisdictions, …
Revisiting the triadic classification of learning activities
International organisations have measured adult learning participation since the 1990s, using surveys like the Adult Education Survey (AES) and the Programme for the International Assessment of Adult Competencies (PIAAC). These surveys employ a ‘triadic’ classification of learning activities–formal (FAE), non-formal (NFE) and informal learning (IFL)–to compare participation rates. However, historical and conceptual advancements have highlighted t…
Adult participation and large-scale survey data
No abstract available
Unravelling the data puzzle
This paper investigates the methodological discrepancies underlying the measurement of adult learning and education (ALE) participation in the UK by focusing on four major surveys – APiL, PIAAC, AES, and LFS. Grounded in the Total Survey Error (TSE) framework, we systematically examined the surveys’ documentation and compared their definitions, reference periods, and operationalisation of ALE. Our review identified significant inconsistencies, in…
Exploring attitudes towards adult learning and education
Based on contemporary theories of participation, attitudes toward Adult Learning and Education (ALE) are considered crucial determinants predicting adults’ involvement in further education. However, their investigation is usually not empirically systematic and theoretically grounded. For this reason, the article analyses attitudes to ALE based on a novel approach – the triadic model of culture by Lizardo. We present a conceptualisation of attitud…
Impact of Covid ‐19 on participation and barriers in nonformal adult education in the Czech Republic
The impact that the COVID‐19 pandemic has had on nonformal adult education has become a frequently discussed issue in lifelong learning. Nonformal adult education is understood here as all organised adult learning outside formal education that usually does not result in official certification. Many scholars have considered the pandemic as the leading cause of both decreased participation in nonformal adult education and increased inequality among…
Unpacking Piaac’s cognitive skills measurements through engagement with Bloom’s taxonomy
The Programme for International Assessment of Adult Skills (PIAAC) surveys people between the ages of 16 and 65 and includes an assessment of cognitive skills (literacy, numeracy and problem-solving in a technology-rich environment). In traditional educational psychology, Bloom’s taxonomy on cognitive domains is perceived as a core reference in the field and distinguishes between Low, Medium and Higher Order cognitive skills. However, Bloom’s wor…
The Global Report on Adult Learning and Education (GRALE)
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 signatories committed to monitoring the most recent development stages of adult learning and education (ALE) worldwide on a regular basis, and to present and assess results in a global report. Coordinated by the UNESCO Institute for Lifelong Learning, surveys have been conducted and documented…
The Missing Professional Perspective
Introduction: One Health (OH) is an important concept to design appropriate public health responses to emerging diseases such as COVID-19. How trainee health professionals understand this concept is important to its implementation. In this study, we explored how medical (MD), veterinary (DVM), and dual degree MD and DVM Master of Public Health (MPH) students define OH and its relevance to practice. Methods: Students participated in a survey that …
Parental social class and school GCSE outcomes
This paper investigates social class inequalities in English school qualifications. The analytical focus is pupils’ outcomes in General Certificates of Secondary Education (GCSEs). The original aspect of this paper is the operationalisation of data from the British Household Panel Survey (BHPS) and the UK Household Longitudinal Study (UKHLS), which facilitates analyses from 1991 to 2013. We observe a general trend of improved educational outcomes…
Employability pathways for young adults
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 …
Being an Adult Learner in Austere Times
Foreign-Born Adults’ Participation in Educational Activities
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 Co…
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 a…
A typology of education and training provisions for low educated adults
It is Europe’s ambition to be a strong knowledge based economy. The European Commission recognises the role of lifelong learning in achieving this aim. However, exploring participation rates in post-compulsory learning, it is clear that access to education and training is unequally distributed in society. We know that participation rates vary by socio-economic and socio-demographic groups, as well as by country. However, the role of education and…
Evidence-based policy-making
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 whet…
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 demon…
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 a…
A typology of education and training provisions for low educated adults
It is Europe’s ambition to be a strong knowledge based economy. The European Commission recognises the role of lifelong learning in achieving this aim. However, exploring participation rates in post-compulsory learning, it is clear that access to education and training is unequally distributed in society. We know that participation rates vary by socio-economic and socio-demographic groups, as well as by country. However, the role of education and…
Revisiting the triadic classification of learning activities
International organisations have measured adult learning participation since the 1990s, using surveys like the Adult Education Survey (AES) and the Programme for the International Assessment of Adult Competencies (PIAAC). These surveys employ a ‘triadic’ classification of learning activities–formal (FAE), non-formal (NFE) and informal learning (IFL)–to compare participation rates. However, historical and conceptual advancements have highlighted t…
The Global Report on Adult Learning and Education (GRALE)
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 signatories committed to monitoring the most recent development stages of adult learning and education (ALE) worldwide on a regular basis, and to present and assess results in a global report. Coordinated by the UNESCO Institute for Lifelong Learning, surveys have been conducted and documented…
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 demon…
Evidence-based policy-making
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 whet…
Adult participation and large-scale survey data
No abstract available
Unravelling the data puzzle
This paper investigates the methodological discrepancies underlying the measurement of adult learning and education (ALE) participation in the UK by focusing on four major surveys – APiL, PIAAC, AES, and LFS. Grounded in the Total Survey Error (TSE) framework, we systematically examined the surveys’ documentation and compared their definitions, reference periods, and operationalisation of ALE. Our review identified significant inconsistencies, in…
Parental social class and school GCSE outcomes
This paper investigates social class inequalities in English school qualifications. The analytical focus is pupils’ outcomes in General Certificates of Secondary Education (GCSEs). The original aspect of this paper is the operationalisation of data from the British Household Panel Survey (BHPS) and the UK Household Longitudinal Study (UKHLS), which facilitates analyses from 1991 to 2013. We observe a general trend of improved educational outcomes…
Employability pathways for young adults
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 …
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 demon…
Evidence-based policy-making
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 whet…
A typology of education and training provisions for low educated adults
It is Europe’s ambition to be a strong knowledge based economy. The European Commission recognises the role of lifelong learning in achieving this aim. However, exploring participation rates in post-compulsory learning, it is clear that access to education and training is unequally distributed in society. We know that participation rates vary by socio-economic and socio-demographic groups, as well as by country. However, the role of education and…
Being an Adult Learner in Austere Times
Foreign-Born Adults’ Participation in Educational Activities
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 Co…
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 a…
Parental social class and school GCSE outcomes
This paper investigates social class inequalities in English school qualifications. The analytical focus is pupils’ outcomes in General Certificates of Secondary Education (GCSEs). The original aspect of this paper is the operationalisation of data from the British Household Panel Survey (BHPS) and the UK Household Longitudinal Study (UKHLS), which facilitates analyses from 1991 to 2013. We observe a general trend of improved educational outcomes…
Employability pathways for young adults
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 …
The Missing Professional Perspective
Introduction: One Health (OH) is an important concept to design appropriate public health responses to emerging diseases such as COVID-19. How trainee health professionals understand this concept is important to its implementation. In this study, we explored how medical (MD), veterinary (DVM), and dual degree MD and DVM Master of Public Health (MPH) students define OH and its relevance to practice. Methods: Students participated in a survey that …
Unpacking Piaac’s cognitive skills measurements through engagement with Bloom’s taxonomy
The Programme for International Assessment of Adult Skills (PIAAC) surveys people between the ages of 16 and 65 and includes an assessment of cognitive skills (literacy, numeracy and problem-solving in a technology-rich environment). In traditional educational psychology, Bloom’s taxonomy on cognitive domains is perceived as a core reference in the field and distinguishes between Low, Medium and Higher Order cognitive skills. However, Bloom’s wor…
The Global Report on Adult Learning and Education (GRALE)
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 signatories committed to monitoring the most recent development stages of adult learning and education (ALE) worldwide on a regular basis, and to present and assess results in a global report. Coordinated by the UNESCO Institute for Lifelong Learning, surveys have been conducted and documented…
Impact of Covid ‐19 on participation and barriers in nonformal adult education in the Czech Republic
The impact that the COVID‐19 pandemic has had on nonformal adult education has become a frequently discussed issue in lifelong learning. Nonformal adult education is understood here as all organised adult learning outside formal education that usually does not result in official certification. Many scholars have considered the pandemic as the leading cause of both decreased participation in nonformal adult education and increased inequality among…
Exploring attitudes towards adult learning and education
Based on contemporary theories of participation, attitudes toward Adult Learning and Education (ALE) are considered crucial determinants predicting adults’ involvement in further education. However, their investigation is usually not empirically systematic and theoretically grounded. For this reason, the article analyses attitudes to ALE based on a novel approach – the triadic model of culture by Lizardo. We present a conceptualisation of attitud…
Religion, research and the REF-UoA23 education
The Research Excellence Framework is the United Kingdom’s means of judging the quality of research produced in its universities and provides an indication of the ‘state of the art’ across subject disciplines. This paper reports on an examination of the submissions made to the Unit of Assessment for Education (UoA23), extracting outputs through relevant keywords. Religious education (RE) is a compulsory curriculum subject in all UK jurisdictions, …
Revisiting the triadic classification of learning activities
International organisations have measured adult learning participation since the 1990s, using surveys like the Adult Education Survey (AES) and the Programme for the International Assessment of Adult Competencies (PIAAC). These surveys employ a ‘triadic’ classification of learning activities–formal (FAE), non-formal (NFE) and informal learning (IFL)–to compare participation rates. However, historical and conceptual advancements have highlighted t…
Adult participation and large-scale survey data
No abstract available
Unravelling the data puzzle
This paper investigates the methodological discrepancies underlying the measurement of adult learning and education (ALE) participation in the UK by focusing on four major surveys – APiL, PIAAC, AES, and LFS. Grounded in the Total Survey Error (TSE) framework, we systematically examined the surveys’ documentation and compared their definitions, reference periods, and operationalisation of ALE. Our review identified significant inconsistencies, in…
Against All Odds
This study presents the first comprehensive examination of disadvantaged adults’ participation in Nonformal Education and Training (NFE) across 30 European countries. It investigates how disadvantaged participants differ from their nonparticipating peers within the same social groups, the influence of multi-level factors on their participation, and the specific characteristics of their participation in NFE. Drawing on data from the 2022 Adult Edu…
Are adult learners in Europe happier than non-learners? Statistical evidence from the European Social Survey
This paper borrows insights from the literature on European welfare regimes to analyse the relationship between happiness and participation in adult education. The academic literature and policy discourses on adult education tend to claim that participation in learning is correlated with happiness despite the lack of strong European comparative empirical evidence on this topic. This paper uses data from the latest Wave of the European Social Surv…
Student diversity, university rankings and the positioning of Russell Group universities
This paper presents insights into English universities’ student diversity profiles, based on data from the Times and Sunday Times 2024 (TST2024) Social Inclusion Index. Typically excluded from league tables and rankings, TST2024 supplemented its Good University Guide with an additional ranking based on undergraduate socio-economic and socio-demographic student characteristics, dropout rates and the Black attainment gap. Analyses demonstrate a neg…
Growth mindset is positively associated with mathematics attainment in Scotland—But socioeconomic status plays a greater role
There is currently a gap in knowledge around pupils' growth mindset (GM) and attainment in Scotland, particularly in relation to Socioeconomic Status (SES). This study offers insights on the relevance of growth mindset in Scotland for attainment in mathematics by drawing on large‐scale data from the OECD's Programme for International Student Achievement (PISA). Using the PISA 2022 data, the study investigates the relationship between growth minds…
Psychology (16 works) · Pedagogy (14 works) · Adult education (12 works) · Global Educational Policies and Reforms (12 works) · Political science (12 works) · Sociology (12 works) · Youth Education and Societal Dynamics (9 works) · Economic growth (6 works) · Economics (6 works) · Higher Education Learning Practices (6 works)