Why are low-educated adults underrepresented in adult education? Studying the role of educational background in expressing learning needs and barriers
Bibliographic Data
| ID | 21458798 |
|---|---|
| Authors | Lisse Van Nieuwenhove (0000-0002-5138-6965, Ghent University, corresponding author), Bram De Wever (0000-0003-4352-4915, Ghent University) |
| Year | 2022 |
| Volume | 44 |
| Issue | 1 |
| Pages | 189-206 |
| Publication date | 2022-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2020.1865299 |
| OpenAlex | W3121739735 |
| Language | EN |
| Citations received | 20 |
| References cited | 22 |
The shift to a knowledge society has transformed the way we live and work, which is especially challenging to adults with low education levels. Adult education could be the answer, but low-educated adults participate least in adult education. The present study uses data from the Programme for the International Assessment of Adult Competencies to investigate participation needs and barriers of low-, medium- and high-educated adults across 15 European countries (N = 20,593). Descriptives show that low-educated adults report the lowest need for training to exercise their job and indicate to be the least prevented from taking more training because of experienced barriers. We then analysed which barriers non-participating and participating adults were referring to. While medium- and high-educated non-participants indicate being prevented because of work and family responsibilities, low-educated non-participants chose family responsibilities but mainly and remarkably the option ‘other’ as their most important barrier. Contrary to medium- and high-educated adults, low-educated adults’ most important barrier could not be defined. A possible explanation is that they experience more dispositional barriers (such as bad memories of education or low self-esteem), which were not included in the list. Our results point to the importance of targeting low-educated adults in participation research
Adult education · Developmental psychology · Lifelong learning · Medical education · Pedagogy · Young adult · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Medicine · Psychology · Youth Education and Societal Dynamics
Informiranost, prepreke i iskustvo sudjelovanja u obrazovanju odraslih u Hrvatskoj
Os adultos pouco escolarizados que não retomaram a educação formal
Participation in non-formal adult education within the European context
Institutional adult education regimes
Polarisierung oder Verringerung ungleicher Teilnahmechancen? Auswirkungen der Covid-19-Pandemie auf das berufliche Lernen im Erwachsenenalter
Barriers to the participation of low-educated workers in non-formal education
Association between participation in adult education and subjective wellbeing among older adults
Identifying adults’ learning strategy profiles in the workplace
The OECD solutionism and mythologies in adult education policy
Impact of Covid ‐19 on participation and barriers in nonformal adult education in the Czech Republic
Supporting second chance education
Workplace learning and postsecondary access of working adults without a college degree in the United States
Value and Demographic Characteristics of the Czech Population Engaged in Humanities-Oriented Leisure Activities
Forms of support for non-traditional part-time learners from marginalised Roma communities
Weiterbildung und Geringqualifizierung in der Digitalisierung – Ein Review zu Kontextfaktoren der Weiterbildungsbeteiligung Geringqualifizierter
Situational barriers are keeping me from participating’, but are they situational? Examining low-educated adults’ psychosocial views on adult learning
Navigating layers
Consensus in uncertainty. A group Delphi study on the impact of digitalisation on the continuing education of low-qualified adults in Germany
Delving into psychosocial beliefs about lifelong learning
Tracing the conception of adult learners in second chance education. An analysis of an adult education system in French-speaking Belgium
Skills, education, and the rise of earnings inequality among the “other 99 percent”
Title unavailable
Human Capital
The Impact of Welfare State Regimes on Barriers to Participation in Adult Education
Training Participation and Gender
Participation Patterns in Adult E ducation
Revisiting the digital divide in Canada
Participation in adult education and training in countries with high and low participation rates
| Unique citing works | 20 |
|---|---|
| Citations per year | 5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |