Cumulative advantage and learning in mid-life

Bibliographic Data

ID21458759
AuthorsAndrew Jenkins (0000-0002-6799-5415, Social Research Institute, University College London, London, UK, corresponding author)
Year2024
Volume46
Issue1
Pages121-138
Publication date2024-01-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueStudies in Continuing Education (JOURNAL)
Journal identifiersISSN: 0158-037X • E-ISSN: 1470-126X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0158037x.2022.2151583
OpenAlexW4311745896
LanguageEN
References cited23

This paper draws on longitudinal birth cohort data for Britain to analyse participation in learning activities by people in their 30s and 40s. People in this age group have received less attention than either young adults or people in retirement. Yet technical change and the need for new skills make it important for them to engage in learning to improve their prospects at work. We investigate participation and non-participation in a range of different types of learning including gaining qualifications, vocational training and learning for interest. Statistical models explore how factors which occur before their 30s influence learning in this phase of the lifecourse. The results show that cumulative advantage is important – those with the highest qualifications in early adulthood were most likely to engage in further learning later on. Participation in learning activities of any kind in young adulthood was also a key antecedent factor predicting higher chances of participating in learning in mid-life

Adult education · Adult Learning · Cohort · Developmental psychology · Life course approach · Pedagogy · Vocational education · Intergenerational and Educational Inequality Studies · Medicine · Psychology · Retirement, Disability, and Employment · Youth Education and Societal Dynamics

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