Een leven lang leren in Nederland

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Astrid Pleijers
Keyword(s):  
Adult Education ◽  
Adult Education Survey

Een leven lang leren staat al jaren hoog op de internationale en nationale politieke agenda. Het werd in 2000 als belangrijke pijler opgenomen in de zogenoemde Lissabon-strategie, die als doel had Europa één van de meest dynamische en concurrerende kenniseconomieën ter wereld te maken. In 2010 werd de Europese strategie op het gebied van onderwijs en opleiding voortgezet. Uit de Adult Education Survey (AES) van CBS over het verslagjaar 2016 blijkt dat twee op de drie werkenden een werkgerelateerde opleiding of cursus hebben gevolgd in de afgelopen twaalf maanden. De deelname aan opleidingen en cursussen is het hoogst onder 25- tot 35-jarige mannen, hoogopgeleide vrouwen en onder werkenden met een vast dienstverband. Het is vooral in de bedrijfstakken verhuur en handel van onroerend goed, financiële dienstverlening en overheid dat men zich laat bijscholen en datzelfde geldt voor de grote bedrijven. De informatie die werkenden over opleidingen en cursussen ontvangen, is meestal afkomstig van een onderwijsinstelling of de werkgever. Niet alle werkenden die scholing voor het werk zouden willen, nemen daaraan daadwerkelijk deel. De zorg voor gezin of huishouden is daarbij de meest genoemde belemmering. Informeel leren komt vooral voor onder degenen die nog relatief kort werkzaam zijn in hun functie.

Corruption-Driven Inequalities in Access to Adult Education

2021 ◽  
pp. 074171362110545
Author(s):  
Alexander Gerganov ◽  
Petya Ilieva-Trichkova ◽  
Pepka Boyadjieva
Keyword(s):  
Adult Education ◽  
Social Background ◽  
Integrated Approach ◽  
Lower Probability ◽  
Micro Data ◽  
Essential Characteristic ◽  
Individual Level ◽  
Country Level ◽  
Corruption Perception ◽  
Adult Education Survey

The article aims to show that taking into account diverse characteristics of the wider social environment is indispensable for a better understanding of participation in adult education (PAE). It explores the association of corruption as a macro factor with PAE, arguing for an integrated approach to PAE. By using two indexes for corruption at country level Corruption Perception Index and the Index of Public Integrity—and micro-data for adults aged 25–64 from 29 European countries in the Adult Education Survey, 2016, as well as by applying random-effects logit models, this study has demonstrated that a country's higher corruption level is associated with the lower probability of PAE. Our article also reveals that the relationships between individual-level variables such as gender, higher education, social background, and PAE are embedded in a wider social milieu, and corruption is an essential characteristic of that milieu which deepens some of the inequalities in PAE.

Adult Education as a Stepping-Stone to Better Jobs: An Analysis of the Adult Education Survey in Turkey

2018 ◽  
Vol 68 (4) ◽  
pp. 316-346 ◽  
Author(s):  
Seyit Mümin Cilasun ◽  
Sırma Demir-Şeker ◽  
N. Nergiz Dincer ◽  
Ayça Tekin-Koru
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Nonformal Education ◽  
Cross Sectional ◽  
Unemployed People ◽  
Stepping Stone ◽  
Young Males ◽  
The Government ◽  
The Unemployed ◽  
Adult Education Survey

The objective of this article is to investigate whether adult education (AE) can be used as a tool in facilitating transitions to/in the labor market, using the cross-sectional Adult Education Survey of Turkey (2012). AE is defined as the nonformal education for individuals aged older than 25 years. The outcome of AE is measured by changing jobs for employed and finding a job for the unemployed. Concentrating on employed people, we analyze both the determinants and the outcome of participation in AE for the purpose of changing jobs; and second, concentrating on unemployed people, we analyze both the determinants and the outcome of participation in AE for the purpose of getting employed. We find that once young males who are already working participate in AE for changing work, independent of their education or how AE is financed, they can be successful in doing so. The results of the paper suggest that AE programs offered by the government can serve as a tool in increasing income of the less educated and the unemployed by facilitating their transition to the labor market.

scholarly journals Between Inclusion and Fairness

2017 ◽  
Vol 67 (2) ◽  
pp. 97-117 ◽  
Author(s):  
Pepka Boyadjieva ◽  
Petya Ilieva-Trichkova
Keyword(s):  
Social Justice ◽  
High Education ◽  
Adult Education ◽  
Nonformal Education ◽  
Social Groups ◽  
Complex Phenomenon ◽  
Low Education ◽  
Using Data ◽  
Adult Education Survey

The article claims that equity is an indispensable dimension of the widening of access to adult education. Building on the understanding of social justice in adult education as a complex phenomenon, two indicators are developed: an index of inclusion and an index of fairness in participation in adult education. The article analyses social justice separately in formal and nonformal education for two social groups—people with low and high education. Using data from the Adult Education Survey from 2007 and 2011 for 25 countries, it is shown that in most of the countries, there are signs of improvement in the fairness aspect of social justice as a result of a decrease in the overrepresentation of people with high education and in the underrepresentation of people with low education. However, the inclusion of people with low education in adult education remains considerable lower in comparison with the inclusion of people with high education.

scholarly journals Estimation of Some Proportion in a Clustered Population

2009 ◽  
Vol 14 (4) ◽  
pp. 473-487
Author(s):  
D. Krapavickaitė
Keyword(s):  
Adult Education ◽  
Formal Education ◽  
Sampling Design ◽  
European Countries ◽  
Learning Activities ◽  
Official Statistics ◽  
Two Stage ◽  
Alternative Design ◽  
Traditional Design ◽  
Adult Education Survey

The aim of this paper is to show that the traditional design-based estimator for the proportion of population units, associated with at least one subunit having an attribute of interest using the two-stage sampling design, is biased. We face such a situation in the Adult Education Survey of official statistics of the European countries when estimating the share of individuals in non-formal education, involved in job-related learning activities. The alternative design and model-based estimators are proposed.

Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework

2019 ◽  
Vol 30 (2) ◽  
pp. 109-122
Author(s):  
Aleksandar Bulajić ◽  
Miomir Despotović ◽  
Thomas Lachmann
Keyword(s):  
Adult Education ◽  
Operational Definition ◽  
Literacy Skills ◽  
Point Of View ◽  
Industrialized Countries ◽  
Functional Illiteracy ◽  
Scale Levels ◽  
Components Of Reading ◽  
The One ◽  
Definition Of

Abstract. The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how literacy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization.

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