an article by Eve-Liis Roosmaa and Ellu Saar (Tallinn University, Estonia) published in International Journal of Lifelong Education
Volume 36 Issue 3 (2017)
Abstract
This article explores cross-national differences in the intensity of perceived barriers to adult learning in Europe focusing on the barriers recognised by those not participating and having no intention to do so.
This relatively large subgroup has received scant scholarly attention, yet exploring their participation barriers is critical for policies aimed at encouraging learning activity. The authors propose a country typology of adult learning based on earlier typologies of welfare state regimes, varieties of capitalism and models of lifelong learning.
Multilevel analysis of 19 European countries reveals individual and contextual effects on barriers to adult learning.
The results indicate substantial country differences in all types of barriers perceived.
In general, in the Nordic countries adults not participating and not intending to participate in learning are the least impeded. For this group of adults, institutional barriers are perceived most often in the Baltic countries, situational barriers occur most frequently in liberal and continental countries, whereas dispositional barriers are most frequent in all post-socialist countries as well as in Southern Europe.
This confirms the significance of including structural and institutional factors in addition to individual characteristics in explaining barriers to adult learning.
Showing posts with label adult_learning. Show all posts
Showing posts with label adult_learning. Show all posts
Monday, 6 November 2017
Monday, 16 October 2017
Adult learning and qualifications in Britain
an article by Andrew Jenkins (UCL Institute of Education, London, UK)
published in Journal of Education and Work
Volume 30 Issue 4 (2017)
Abstract
The importance of people gaining new, and high-level, qualifications in adulthood has been much emphasised in policy rhetoric. It is widely assumed that adults should engage in learning throughout their working life in order to adapt to changing conditions in the labour market and to ensure that national economies remain competitive in a global skills race.
Educational researchers have frequently been rather sceptical about the numbers who actually achieve such upgrading in practice and have been critical of the feasibility and relevance of policies which attempt to address this issue.
This paper provides empirical evidence on how many people acquire qualifications in adulthood, and whether they upgrade to higher levels of qualification than previously held, using British data from the 1958 National Child Development Study.
Estimates are constructed of the volume of qualification acquisition and upgrading for this cohort through to age 50. On the basis of this new evidence, it is argued that previous analyses by educational researchers may have been overly pessimistic about the extent to which individuals engage in accredited learning over the adult lifecourse.
The implications for research and policy are discussed.
Full text (HTML)
Abstract
The importance of people gaining new, and high-level, qualifications in adulthood has been much emphasised in policy rhetoric. It is widely assumed that adults should engage in learning throughout their working life in order to adapt to changing conditions in the labour market and to ensure that national economies remain competitive in a global skills race.
Educational researchers have frequently been rather sceptical about the numbers who actually achieve such upgrading in practice and have been critical of the feasibility and relevance of policies which attempt to address this issue.
This paper provides empirical evidence on how many people acquire qualifications in adulthood, and whether they upgrade to higher levels of qualification than previously held, using British data from the 1958 National Child Development Study.
Estimates are constructed of the volume of qualification acquisition and upgrading for this cohort through to age 50. On the basis of this new evidence, it is argued that previous analyses by educational researchers may have been overly pessimistic about the extent to which individuals engage in accredited learning over the adult lifecourse.
The implications for research and policy are discussed.
Full text (HTML)
Thursday, 17 September 2015
A vocational qualifications system fit for adults? Revisiting some ideas from the university for industry
an article by Stan Lester (Stan Lester Developments, Taunton, UK) published in Higher Education, Skills and Work-Based Learning Volume 5 Issue 2 (2015)
Abstract
Purpose
The purpose of this paper is to make a case for creating a strand of negotiated qualifications in the English (and more generally UK) vocational education and training (VET) system, using the approach established through Ufi-Learndirect Learning through Work (LtW).
Design/methodology/approach
The paper identifies some limitations in the recent Whitehead review of adult vocational education in relation to people already in work. Drawing on research into learning at work, modifications to the VET qualifications system are proposed based on the LtW approach.
Findings
The VET qualifications system assumes a purpose of preparing people for occupational entry and developing essential competence. The needs of adults already in work can be accommodated provided that they can be fitted within structures reflecting this assumption. It is less able to meet the bespoke needs of individual workers or employers. The LtW approach, which enables individual accredited programmes to be negotiated, offers a way forward that preserves the integrity of the qualification system.
Practical implications
Implementing a LtW-type approach in the VET sector is structurally more difficult than in higher education, although less likely to encounter academic resistance. The main challenge is likely to come from the need to modify regulatory rules and design principles for vocational qualifications.
Originality/value
Individually negotiated qualifications have been resisted in VET due to largely unfounded fears about reduced rigour and loss of control of content. The proposed approach offers a means of meeting individual needs while retaining the integrity of the qualifications system and reducing the proliferation of units and content within it.
Abstract
Purpose
The purpose of this paper is to make a case for creating a strand of negotiated qualifications in the English (and more generally UK) vocational education and training (VET) system, using the approach established through Ufi-Learndirect Learning through Work (LtW).
Design/methodology/approach
The paper identifies some limitations in the recent Whitehead review of adult vocational education in relation to people already in work. Drawing on research into learning at work, modifications to the VET qualifications system are proposed based on the LtW approach.
Findings
The VET qualifications system assumes a purpose of preparing people for occupational entry and developing essential competence. The needs of adults already in work can be accommodated provided that they can be fitted within structures reflecting this assumption. It is less able to meet the bespoke needs of individual workers or employers. The LtW approach, which enables individual accredited programmes to be negotiated, offers a way forward that preserves the integrity of the qualification system.
Practical implications
Implementing a LtW-type approach in the VET sector is structurally more difficult than in higher education, although less likely to encounter academic resistance. The main challenge is likely to come from the need to modify regulatory rules and design principles for vocational qualifications.
Originality/value
Individually negotiated qualifications have been resisted in VET due to largely unfounded fears about reduced rigour and loss of control of content. The proposed approach offers a means of meeting individual needs while retaining the integrity of the qualifications system and reducing the proliferation of units and content within it.
Monday, 1 June 2015
Differential outcomes of adult education on adult learners’ increase in social inclusion
an article by Maurice de Greef (Artéduc, ‘s-Hertogenbosch, The Netherlands), Dominique Verté (Vrije Universiteit Brussel) and Mien Segers (Maastricht University, The Netherlands) published in Studies in Continuing Education Volume 37 Issue 1 (2015)
Abstract
To date a significant share of the European population can be considered at risk of social exclusion.
It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in social inclusion after joining adult education programmes.
The results of our study show that 46.3% of the participants experience an increase of social inclusion in terms of ‘activation and internalization’ and 41.0% experience an increase in ‘participation and connection’. Results show that foreigners and people who live together experience a higher increase on variables of ‘activation and internalization’ and ‘participation and connection’.
Furthermore, results show that learners who received school education at a primary level and have no professional qualification experience a higher increase of social inclusion on a few variables of social inclusion.
Abstract
To date a significant share of the European population can be considered at risk of social exclusion.
It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in social inclusion after joining adult education programmes.
The results of our study show that 46.3% of the participants experience an increase of social inclusion in terms of ‘activation and internalization’ and 41.0% experience an increase in ‘participation and connection’. Results show that foreigners and people who live together experience a higher increase on variables of ‘activation and internalization’ and ‘participation and connection’.
Furthermore, results show that learners who received school education at a primary level and have no professional qualification experience a higher increase of social inclusion on a few variables of social inclusion.
Tuesday, 27 January 2015
Increasing the value of age: Guidance in employers’ age management strategies
A new Cedefop report draws attention to the mutual benefits to workers and organisations that arise when guidance is integrated in age management strategies. The report offers insights on how to develop guidance activities at the workplace.
As Europe’s population is ageing, many European States have raised pension age and designed incentives for people to stay longer in employment. This results in a steady increase of participation among older workers and a change in attitude towards retirement.
Older individuals face career development challenges such as growing health limitations, skills obsolescence, and changing personal priorities. At the same time, they have enormous value for organisations and the economy, due to their accumulated experience, skills and knowledge.
While age management strategies are increasing in organisations and firms across Europe, they are not necessarily supported by consistent policies and systems; and most still fail to exploit fully the potential of guidance.
Guidance activities help older workers to reflect about their professional experiences and assess their skills, needs and expectations. They support informed decisions on further training, retraining and development of key skills.
Guidance can also help reflect about part-time work, redeployment in new functions or development of entirely new activities. It can assist older workers in planning their mature career stages and exit strategies in a structured, informed way, increasing their motivation and productive contribution.
Firms can use guidance to harness the potential of their human resources, not only via the assessment of skills and knowledge, but also by enabling better allocation of resources and transmission of knowledge between generations of workers. It is a useful complement to validation procedures and the planning of training.
When implemented in a lifelong perspective, guidance allows for even more effective age management strategies, with smooth integration in internal processes and covering all of an enterprise’s staff.
Cedefop’s report aims to inspire actions and help Member States develop institutional frameworks and incentives to help enterprises devise age management and guidance strategies.
NOTE: both links are automatic downloads
Full report (PDF 132pp)
Background material: case studies (PDF 175pp)
As Europe’s population is ageing, many European States have raised pension age and designed incentives for people to stay longer in employment. This results in a steady increase of participation among older workers and a change in attitude towards retirement.
Older individuals face career development challenges such as growing health limitations, skills obsolescence, and changing personal priorities. At the same time, they have enormous value for organisations and the economy, due to their accumulated experience, skills and knowledge.
While age management strategies are increasing in organisations and firms across Europe, they are not necessarily supported by consistent policies and systems; and most still fail to exploit fully the potential of guidance.
Guidance activities help older workers to reflect about their professional experiences and assess their skills, needs and expectations. They support informed decisions on further training, retraining and development of key skills.
Guidance can also help reflect about part-time work, redeployment in new functions or development of entirely new activities. It can assist older workers in planning their mature career stages and exit strategies in a structured, informed way, increasing their motivation and productive contribution.
Firms can use guidance to harness the potential of their human resources, not only via the assessment of skills and knowledge, but also by enabling better allocation of resources and transmission of knowledge between generations of workers. It is a useful complement to validation procedures and the planning of training.
When implemented in a lifelong perspective, guidance allows for even more effective age management strategies, with smooth integration in internal processes and covering all of an enterprise’s staff.
Cedefop’s report aims to inspire actions and help Member States develop institutional frameworks and incentives to help enterprises devise age management and guidance strategies.
NOTE: both links are automatic downloads
Full report (PDF 132pp)
Background material: case studies (PDF 175pp)
Wednesday, 26 February 2014
Greening the Net Generation: Outdoor Adult Learning in the Digital Age
an article by Pierre Walter (University of British Columbia) published in Adult Learning Volume 24 Issue 4 (November 2014)
Abstract
Adult learning today takes place primarily within walled classrooms or in other indoor settings, and often in front of various types of digital screens. As adults have adopted the digital technologies and indoor lifestyle attributed to the so-called Net Generation, we have become detached from contact with the natural world outdoors. As a result, many of us are beginning to experience a variety of often debilitating physical, emotional, and mental health problems.
At the same time, recent adult education scholarship shows the benefits of restorative, natural experiences in the outdoors, their contribution to adult learning and positive effects on our emotional, physical, and mental health. This paper identifies two themes in outdoor learning for adults:
(a) cultural, spiritual, and transformative learning in natural settings and
(b) survival, group, and leadership learning in the wilderness.
It then offers suggestions for integrating digital technology into outdoor adult learning and offers conceptual parallels to thinking and activities in the digital world in relation to adult learning.
Abstract
Adult learning today takes place primarily within walled classrooms or in other indoor settings, and often in front of various types of digital screens. As adults have adopted the digital technologies and indoor lifestyle attributed to the so-called Net Generation, we have become detached from contact with the natural world outdoors. As a result, many of us are beginning to experience a variety of often debilitating physical, emotional, and mental health problems.
At the same time, recent adult education scholarship shows the benefits of restorative, natural experiences in the outdoors, their contribution to adult learning and positive effects on our emotional, physical, and mental health. This paper identifies two themes in outdoor learning for adults:
(a) cultural, spiritual, and transformative learning in natural settings and
(b) survival, group, and leadership learning in the wilderness.
It then offers suggestions for integrating digital technology into outdoor adult learning and offers conceptual parallels to thinking and activities in the digital world in relation to adult learning.
Thursday, 22 August 2013
Active citizenship and late-life learning in the community
an article by Carmel Borg and Marvin Formosa (University of Malta) published in LLinE: Lifelong Learning in Europe 2/2013
In an age where the official, adult-education component of lifelong learning is dominated by the discourse of employability and performativity, reclaiming the radical agenda of critical, adult, active citizenship is not only urgent but indispensable for morally sound and democratically viable societies.
The crisis in capitalism is showing us, adult educators, that unless adult education is employed to interrogate, challenge and resist the accesses of a system that privileges profit at all cost, rampant individualism and privatisation of social goods, it will reproduce asymmetrical and predatory, social economic relations.
This paper problematises dominant notions of active citizenship in later life and provides a framework for an alternative view of active citizenship. It also illustrates how adult educators can facilitate learning processes where late-life learners, reflect on the impact of the neoliberal value system and on the consequences of its hegemonic practices on personal and community life, before engaging in transformative action.
Continue reading
In an age where the official, adult-education component of lifelong learning is dominated by the discourse of employability and performativity, reclaiming the radical agenda of critical, adult, active citizenship is not only urgent but indispensable for morally sound and democratically viable societies.
The crisis in capitalism is showing us, adult educators, that unless adult education is employed to interrogate, challenge and resist the accesses of a system that privileges profit at all cost, rampant individualism and privatisation of social goods, it will reproduce asymmetrical and predatory, social economic relations.
This paper problematises dominant notions of active citizenship in later life and provides a framework for an alternative view of active citizenship. It also illustrates how adult educators can facilitate learning processes where late-life learners, reflect on the impact of the neoliberal value system and on the consequences of its hegemonic practices on personal and community life, before engaging in transformative action.
Continue reading
Monday, 8 July 2013
Comparing Adult Learning Systems: an emerging political economy
an article by Gareth Rees (Wales Institute of Social and Economic Research, Data and Methods (WISERD), Cardiff University, UK) published in European Journal of Education Volume 48 Issue 2 (June 2013)
Abstract
Adult learning systems have come to be dominated by the view that the essential role of adult learning is to generate the high levels of skills deemed necessary for competitiveness and growth in the globalised economy. This ‘education gospel’ is underpinned by human capital theory (HCT) and its contemporary conceptualisation in terms of the knowledge-based economy. Nevertheless, it remains the case that there are significant differences in the strategies of national governments towards adult learning and in patterns of engagement with the learning opportunities that are made available.
This paper sets out to explore how this diversity in national systems of adult learning might be addressed analytically. Adult learning is embedded in characteristic regimes of economic and social institutions, which can be understood in terms of a systematic international political economy. In particular, adult learning systems are explored by reference to the models of capitalist organisation elaborated in the neo-institutionalist analysis of ‘varieties of capitalism’ (Hall and Soskice, 2001): the liberal market economy and the co-ordinated market economy. A major alternative is provided by Esping-Anderson’s (1990; 1999) analysis of ‘welfare state regimes’. Moreover, Rubenson and Desjardins (2009) have used this theoretical framework as a means of analysing systematic variations between national adult learning systems.
These analyses raise questions about the use of national states as the key unit of analysis. Significant divergences in institutional arrangements and access to opportunities for adult learning (by social group or locality, for example) may be obscured by this method of comparative analysis. Moreover, consideration of the micro-theoretical foundations of these approaches highlights the difficulties in moving beyond the economistic ‘rationality’ of HCT. The issue here is the extent to which norms of behaviour in relation to engaging in adult learning can be appropriately understood in terms of a relatively homogeneous, national social system, rather than in terms of a much more socially differentiated repertoire of norm-based orientations.
Abstract
Adult learning systems have come to be dominated by the view that the essential role of adult learning is to generate the high levels of skills deemed necessary for competitiveness and growth in the globalised economy. This ‘education gospel’ is underpinned by human capital theory (HCT) and its contemporary conceptualisation in terms of the knowledge-based economy. Nevertheless, it remains the case that there are significant differences in the strategies of national governments towards adult learning and in patterns of engagement with the learning opportunities that are made available.
This paper sets out to explore how this diversity in national systems of adult learning might be addressed analytically. Adult learning is embedded in characteristic regimes of economic and social institutions, which can be understood in terms of a systematic international political economy. In particular, adult learning systems are explored by reference to the models of capitalist organisation elaborated in the neo-institutionalist analysis of ‘varieties of capitalism’ (Hall and Soskice, 2001): the liberal market economy and the co-ordinated market economy. A major alternative is provided by Esping-Anderson’s (1990; 1999) analysis of ‘welfare state regimes’. Moreover, Rubenson and Desjardins (2009) have used this theoretical framework as a means of analysing systematic variations between national adult learning systems.
These analyses raise questions about the use of national states as the key unit of analysis. Significant divergences in institutional arrangements and access to opportunities for adult learning (by social group or locality, for example) may be obscured by this method of comparative analysis. Moreover, consideration of the micro-theoretical foundations of these approaches highlights the difficulties in moving beyond the economistic ‘rationality’ of HCT. The issue here is the extent to which norms of behaviour in relation to engaging in adult learning can be appropriately understood in terms of a relatively homogeneous, national social system, rather than in terms of a much more socially differentiated repertoire of norm-based orientations.
Monday, 24 June 2013
When do adults learn? A cohort analysis of adult education in Europe
CEPS Working Document No 383 (May 2013) by Miroslav Beblavý, Anna-Elisabeth Thum and Galina
Potjagailo (Christian-Albrechts-Universitaet zu Kiel)
Abstract
Adult learning is seen as a key factor for enhancing employment, innovation and growth, and it should concern all age cohorts. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment.
To this end we perform a synthetic panel analysis of adult learning for cohorts aged 25 to 64 in 27 European countries using the European Labour Force Survey.
We find, as previous results suggest, that a rise in educational attainment as well as participation in education and training happens mostly at the age range of 25-29. However, investment across the life cycle by cohorts older than 25 still occurs: in most countries in our sample, participation in education and training as well as educational attainment increases observably across all cohorts. We also find that the decline with age slows down or is even reversed for older cohorts, for both participation in education and educational attainment.
Finally, we can identify a Nordic model in which adult learning is achieved through participation in education and training, a Central European model in which adult learning occurs in the form of increasing educational attainment and a liberal model in which both approaches to adult learning are observable.
Full text (PDF 30pp)
Abstract
Adult learning is seen as a key factor for enhancing employment, innovation and growth, and it should concern all age cohorts. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment.
To this end we perform a synthetic panel analysis of adult learning for cohorts aged 25 to 64 in 27 European countries using the European Labour Force Survey.
We find, as previous results suggest, that a rise in educational attainment as well as participation in education and training happens mostly at the age range of 25-29. However, investment across the life cycle by cohorts older than 25 still occurs: in most countries in our sample, participation in education and training as well as educational attainment increases observably across all cohorts. We also find that the decline with age slows down or is even reversed for older cohorts, for both participation in education and educational attainment.
Finally, we can identify a Nordic model in which adult learning is achieved through participation in education and training, a Central European model in which adult learning occurs in the form of increasing educational attainment and a liberal model in which both approaches to adult learning are observable.
Full text (PDF 30pp)
Tuesday, 19 March 2013
Skills Inequality, Adult Learning and Social Cohesion In The United Kingdom
an article by Jan Germen Janmaat and Andy Green (Institute of Education, University of London, UK) published in British Journal of Educational Studies Volume 61 Issue 1 (March 2013)
Abstract
In this article we argue that the legitimacy and stability of the social and political order in Britain is undermined by persistent inequalities of skills and opportunities.
We first contend that British society is characterised by a liberal régime of social cohesion.
Crucial to such a régime is the belief in individual opportunity and rewards based on merit.
We demonstrate, through comparative analysis, that skills inequality is actually higher and social mobility lower in Britain than in other western countries. Also the perception of equal opportunities is lower.
In Britain there is thus a mismatch between the cherished ideal of meritocracy and the reality of a stratified society, both objectively and perceived.
This, we postulate, is likely to contribute to the political alienation of disadvantaged groups.
We argue that in theory adult learning could reduce the skills gap but that in reality it only magnifies skills inequality since in Britain the well educated and people in work have higher participation rates than the poorly educated and unemployed.
Abstract
In this article we argue that the legitimacy and stability of the social and political order in Britain is undermined by persistent inequalities of skills and opportunities.
We first contend that British society is characterised by a liberal régime of social cohesion.
Crucial to such a régime is the belief in individual opportunity and rewards based on merit.
We demonstrate, through comparative analysis, that skills inequality is actually higher and social mobility lower in Britain than in other western countries. Also the perception of equal opportunities is lower.
In Britain there is thus a mismatch between the cherished ideal of meritocracy and the reality of a stratified society, both objectively and perceived.
This, we postulate, is likely to contribute to the political alienation of disadvantaged groups.
We argue that in theory adult learning could reduce the skills gap but that in reality it only magnifies skills inequality since in Britain the well educated and people in work have higher participation rates than the poorly educated and unemployed.
Tuesday, 29 January 2013
Reexamining Theories of Adult Learning and Adult Development Through the Lenses of Public Pedagogy
an article by Jennifer A. Sandlin (Arizona State University, Tempe, USA), Robin Redmon Wright (Penn State Harrisburg, Middletown, USA) and Carolyn Clark (Texas A&M University, College Station, USA) published in Adult Education Quarterly Volume 63 Number 1 (February 2013)
Abstract
The authors examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses.
Drawing on recent literature focused on “public pedagogy,” the authors argue that much learning takes place outside of formal educational institutions.
They look beyond modernist narratives of adult development and consider the possible implications for critical adult learning occurring in and through contemporary fragmented, digital, media-saturated culture.
Abstract
The authors examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses.
Drawing on recent literature focused on “public pedagogy,” the authors argue that much learning takes place outside of formal educational institutions.
They look beyond modernist narratives of adult development and consider the possible implications for critical adult learning occurring in and through contemporary fragmented, digital, media-saturated culture.
Monday, 17 December 2012
How can we better support workers who lack confidence in their skills?
via More, Different and Better by Guest Blogger (Ann Joss)
It’s always good to be reminded of the reasons we do what we do, and the NIACE round table on 29 November did just that for me. Over the last couple of decades trade unions have demonstrated over and over again that peer to peer interventions are the most effective way of helping workers with little or no formally recognised skills and qualifications, overcome their learning barriers and turn around their lives.
Union learning representatives (ULRs) have been hugely influential in convincing colleagues to learn, employers to support them and learning providers to be more flexible in their arrangements for delivering learning. The 2012 NIACE Adult Participation in Learning Survey showed that in every category of employed learners, the main reasons for learning are career related, and 26% of all learners interviewed (i.e. including the unemployed and others not in employment) took up learning for help in their current job.
This reinforced unionlearn’s findings in a recent survey, where 85% of ULRs who responded said that there was at least some demand amongst their colleagues for learning to help them with their current job.
Continue reading
Hazel’s comment:
It was the phrase “peer to peer” that caught my attention.
Many readers will be aware that I have been battling mental ill-health for some time and the peer support of my fellow sufferers through The Elephant In The Room (a Facebook persona created by Mind, the mental health charity) has been invaluable to me.
It’s always good to be reminded of the reasons we do what we do, and the NIACE round table on 29 November did just that for me. Over the last couple of decades trade unions have demonstrated over and over again that peer to peer interventions are the most effective way of helping workers with little or no formally recognised skills and qualifications, overcome their learning barriers and turn around their lives.
Union learning representatives (ULRs) have been hugely influential in convincing colleagues to learn, employers to support them and learning providers to be more flexible in their arrangements for delivering learning. The 2012 NIACE Adult Participation in Learning Survey showed that in every category of employed learners, the main reasons for learning are career related, and 26% of all learners interviewed (i.e. including the unemployed and others not in employment) took up learning for help in their current job.
This reinforced unionlearn’s findings in a recent survey, where 85% of ULRs who responded said that there was at least some demand amongst their colleagues for learning to help them with their current job.
Continue reading
Hazel’s comment:
It was the phrase “peer to peer” that caught my attention.
Many readers will be aware that I have been battling mental ill-health for some time and the peer support of my fellow sufferers through The Elephant In The Room (a Facebook persona created by Mind, the mental health charity) has been invaluable to me.
Wednesday, 14 November 2012
Learning online? Educational Internet use and participation in adult learning, 2002 to 2010
Patrick White (Department of Sociology, University of Leicester, UK) and Neil Selwyn (London Knowledge Lab, Institute of Education, London, UK) published in Educational Review
Volume 64 Issue 4 (November 2012)
Abstract
Covering a decade during which the “digital divide” came to popular and political attention, and written at a time when the Internet continues to be championed as a means of widening access to educational opportunities, this paper presents an analysis of the social, economic and educational characteristics associated with using the Internet for educational purposes.
The research was conducted using nationally-representative, individual-level, repeated cross-sectional data (n = 47,001) collected in annual surveys of adults in the UK between 2002 and 2010.
The results of multivariate analyses show that although there was a substantial increase in both Internet access and non-educational use of the Internet during this period, there was comparatively little growth in “educational” Internet use.
As with participation in adult learning more generally, educational Internet use was structured by age, occupational class and educational engagement.
The growth in the availability of Internet access and the development of new technologies appears to have neither increased nor widened participation in adult learning. This growth does not appear to have impacted on the social characteristics of those who use the Internet for educational purposes, nor led to any substantial uptake in Internet-based learning among already educationally-active groups.
Abstract
Covering a decade during which the “digital divide” came to popular and political attention, and written at a time when the Internet continues to be championed as a means of widening access to educational opportunities, this paper presents an analysis of the social, economic and educational characteristics associated with using the Internet for educational purposes.
The research was conducted using nationally-representative, individual-level, repeated cross-sectional data (n = 47,001) collected in annual surveys of adults in the UK between 2002 and 2010.
The results of multivariate analyses show that although there was a substantial increase in both Internet access and non-educational use of the Internet during this period, there was comparatively little growth in “educational” Internet use.
As with participation in adult learning more generally, educational Internet use was structured by age, occupational class and educational engagement.
The growth in the availability of Internet access and the development of new technologies appears to have neither increased nor widened participation in adult learning. This growth does not appear to have impacted on the social characteristics of those who use the Internet for educational purposes, nor led to any substantial uptake in Internet-based learning among already educationally-active groups.
Tuesday, 30 October 2012
‘I don’t make out how important it is or anything’: identity and identity formation by part-time higher education students in an English further education college
an article by Bill Esmond (Chesterfield College, UK) published in Journal of Vocational Education & Training Volume 64 Issue 3 (September 2012)
Abstract
Policy-makers in England have recently, in common with other Anglophone countries, encouraged the provision of higher education within vocational Further Education Colleges. Policy documents have emphasised the potential contribution of college-based students to widening participation: yet the same students contribute in turn to the difficulties of this provision.
This article draws on a study of part-time higher education students in a college, a group whose perspectives, identities and voices have been particularly neglected by educational research.
Respondents’ narratives of non-participation at 18 indicated the range of social and geographical constraints shaping their decisions and their aspirations beyond higher education; whilst they drew on vocational and adult traditions to legitimate college participation, their construction of identity was also shaped by the boundaries between further education and the university.
These distinctive processes illustrate both possibilities and constraints for future higher education provision within colleges.
Abstract
Policy-makers in England have recently, in common with other Anglophone countries, encouraged the provision of higher education within vocational Further Education Colleges. Policy documents have emphasised the potential contribution of college-based students to widening participation: yet the same students contribute in turn to the difficulties of this provision.
This article draws on a study of part-time higher education students in a college, a group whose perspectives, identities and voices have been particularly neglected by educational research.
Respondents’ narratives of non-participation at 18 indicated the range of social and geographical constraints shaping their decisions and their aspirations beyond higher education; whilst they drew on vocational and adult traditions to legitimate college participation, their construction of identity was also shaped by the boundaries between further education and the university.
These distinctive processes illustrate both possibilities and constraints for future higher education provision within colleges.
Tuesday, 4 September 2012
Adults' learning motivation: Expectancy of success, value, and the role of affective memories
an article by Julia Gorges and Christian Kandler (Bielefeld University, Germany) published in Learning and Individual Differences Volume 22 Issue 5 (October 2012)
Abstract
The present study tested the applicability of expectancy-value theory to adults’ learning motivation.
Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity.
We used structural equation modelling to test our hypotheses.
Expectancies of success and values from school predicted current expectancy and value, which, in turn, accounted for about 64% of variance in AR. In addition, we explicitly tested the hitherto neglected role of affective memories as a major precursor of value, expectancy of success, and AR.
Results show a small direct effect of only negative affective memories on AR, leading to a significant incremental prediction of AR in addition to expectancy and value. Thus, motivation and experiences at secondary school appear to play a crucial role in adults’ learning motivation, mediated by expectancy and value specific to the learning opportunity.
Highlights
► Expectancy-value theory was applied to explain adults' learning motivation.
► Learning motivation from secondary school has been found to play a crucial role in adults’ learning motivation.
► School-related affective memories appear to have only a small effect on subsequent learning motivation.
Abstract
The present study tested the applicability of expectancy-value theory to adults’ learning motivation.
Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity.
We used structural equation modelling to test our hypotheses.
Expectancies of success and values from school predicted current expectancy and value, which, in turn, accounted for about 64% of variance in AR. In addition, we explicitly tested the hitherto neglected role of affective memories as a major precursor of value, expectancy of success, and AR.
Results show a small direct effect of only negative affective memories on AR, leading to a significant incremental prediction of AR in addition to expectancy and value. Thus, motivation and experiences at secondary school appear to play a crucial role in adults’ learning motivation, mediated by expectancy and value specific to the learning opportunity.
Highlights
► Expectancy-value theory was applied to explain adults' learning motivation.
► Learning motivation from secondary school has been found to play a crucial role in adults’ learning motivation.
► School-related affective memories appear to have only a small effect on subsequent learning motivation.
Monday, 18 June 2012
2012 NIACE Adult Participation in Learning Survey: headline findings
a paper by Fiona Aldridge and David Hughes
This briefing provides an overview of the headline findings from the 2012 NIACE Adult Participation in Learning Survey. NIACE has been conducting surveys like this since 1996, providing a unique overview of the proportion of adults taking part in learning and a detailed breakdown of who participates and who does not.
You can read the briefing (PDF 4pp) here.
I am unable to find the full survey document as yet.
This briefing provides an overview of the headline findings from the 2012 NIACE Adult Participation in Learning Survey. NIACE has been conducting surveys like this since 1996, providing a unique overview of the proportion of adults taking part in learning and a detailed breakdown of who participates and who does not.
You can read the briefing (PDF 4pp) here.
I am unable to find the full survey document as yet.
Monday, 12 March 2012
Commission on adult vocational education and training
Skills Minister John Hayes has announced that the Principal of City and Islington College Frank McLoughlin CBE will chair the independent commission on adult education and vocation pedagogy.
Mr Hayes said: “It is great news that Frank McLoughlin has agreed to chair this Commission. His wealth of experience in delivering further education and skills in a challenging inner-city environment gives him the right credentials to lead work which will shape the future of teaching and learning for adults in England.”
Read the press notice. (via FE & Skills Newsletter 44th edition)
Mr Hayes said: “It is great news that Frank McLoughlin has agreed to chair this Commission. His wealth of experience in delivering further education and skills in a challenging inner-city environment gives him the right credentials to lead work which will shape the future of teaching and learning for adults in England.”
Read the press notice. (via FE & Skills Newsletter 44th edition)
Monday, 7 November 2011
Social Care in Adult Education …
Resisting a Marketplace Agenda
an article by Nancy Taber (Brock University, St. Catharines, Ontario, Canada) published in Adult Education Quarterly Volume 61 Number 4 (November 2011)
Abstract
This article describes a research study about the experiences of adult educators in which the stories of three of the participants were central in exploring the issue of social care in adult education. It proposes that the adult educators with a social care orientation in this study acknowledge the importance of, and work to provide for,:
an article by Nancy Taber (Brock University, St. Catharines, Ontario, Canada) published in Adult Education Quarterly Volume 61 Number 4 (November 2011)
Abstract
This article describes a research study about the experiences of adult educators in which the stories of three of the participants were central in exploring the issue of social care in adult education. It proposes that the adult educators with a social care orientation in this study acknowledge the importance of, and work to provide for,:
- human needs (e.g., food, shelter, and belonging),
- care (working from an ethical affective orientation as opposed to a rational justice orientation), and
- social justice (a power analysis focusing on marginalization and oppression in a capitalist society).
Saturday, 17 September 2011
The Lived Experience of Work and Career: …
Women Whose Parents Lack Postsecondary Education
an article by MM Gibbons, M Woodside, C Hannon, JR Sweeney and J Davison published in The Career Development Quarterly Volume 59 Number 4
Abstract (summary)
There is a dearth of research exploring the career and work development of adults and the influence of family of origin on that development. In this qualitative study, the authors used a phenomenological approach to examine the career and work experiences of women whose parents have no education beyond high school and the influences of family on these experiences. Findings revealed 5 invariant themes, or constituents, that shaped the experiences of these women: being a daughter/woman, support and encouragement, what matters, why I chose, and limits and options. Perseverance was found to be a related underlying component, or essence. Authors present implications for counsellors working with adult women whose parents lack postsecondary education.
Hazel’s comment:
I read this article on ProQuest in the British Library, thought that the ideas presented were interesting and emailed the link, as I thought, to myself so that I could put the abstract into a blog post.
Now with Emerald, informaworld and Elsevier's ScienceDirect databases you get what you think you’re going to get – and email which says “here’s a link that Hazel thought you would be interested in”; with ProQuest I got the whole article in the body of the email. I obviously can’t include it here (space reasons even if I ignore copyright law) but I thought it odd.
an article by MM Gibbons, M Woodside, C Hannon, JR Sweeney and J Davison published in The Career Development Quarterly Volume 59 Number 4
Abstract (summary)
There is a dearth of research exploring the career and work development of adults and the influence of family of origin on that development. In this qualitative study, the authors used a phenomenological approach to examine the career and work experiences of women whose parents have no education beyond high school and the influences of family on these experiences. Findings revealed 5 invariant themes, or constituents, that shaped the experiences of these women: being a daughter/woman, support and encouragement, what matters, why I chose, and limits and options. Perseverance was found to be a related underlying component, or essence. Authors present implications for counsellors working with adult women whose parents lack postsecondary education.
Hazel’s comment:
I read this article on ProQuest in the British Library, thought that the ideas presented were interesting and emailed the link, as I thought, to myself so that I could put the abstract into a blog post.
Now with Emerald, informaworld and Elsevier's ScienceDirect databases you get what you think you’re going to get – and email which says “here’s a link that Hazel thought you would be interested in”; with ProQuest I got the whole article in the body of the email. I obviously can’t include it here (space reasons even if I ignore copyright law) but I thought it odd.
Tuesday, 16 August 2011
Country reports on the Action Plan on Adult Learning
via cedefop news
The Action Plan on Adult Learning It is always a good time to learn (2008-2010) provided, for the first time, a set of common priorities to be encouraged in the adult learning sector, introduced the sector to the Open Method of Coordination and thus initiated intensified European cooperation between its diverse actors.
The country reports have been carried out, on behalf of the European Commission, by GHK in cooperation with Research voor Beleid. on the basis of country-experts’ analysis of existing national literature and the Confintea IV-report and were used as background reports in the Final Conference on Adult Learning Action Plan in Budapest, 7-9 March 2011.
Links to the country reports including to the UK report (PDF 23 pp) and to the Ireland report (PDF 21pp)
Background reports from the final conference on the adult learning action plan
Hazel’s comment:
If I posted about these documents in March when they were first published then I am sorry for the duplication but I did only pick them up from the ETV Newsletter last week.
The Action Plan on Adult Learning It is always a good time to learn (2008-2010) provided, for the first time, a set of common priorities to be encouraged in the adult learning sector, introduced the sector to the Open Method of Coordination and thus initiated intensified European cooperation between its diverse actors.
The country reports have been carried out, on behalf of the European Commission, by GHK in cooperation with Research voor Beleid. on the basis of country-experts’ analysis of existing national literature and the Confintea IV-report and were used as background reports in the Final Conference on Adult Learning Action Plan in Budapest, 7-9 March 2011.
Links to the country reports including to the UK report (PDF 23 pp) and to the Ireland report (PDF 21pp)
Background reports from the final conference on the adult learning action plan
Hazel’s comment:
If I posted about these documents in March when they were first published then I am sorry for the duplication but I did only pick them up from the ETV Newsletter last week.
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