Determinants of Participation in Nonformal Education in the Czech Republic

Kalenda, Jan; Kočvarová, Ilona; Vaculíková, Jitka

doi:10.1177/0741713619878391

Cited by 16 publications

(6 citation statements)

References 29 publications

(60 reference statements)

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“…This confirms results from previous studies (Boeren, 2016(Boeren, , 2017Cabus et al, 2020;Cincinnato et al, 2016). In our data, this micro-social factor of adult involvement in organised learning has become more significant in the recent two decades (Kalenda et al, 2020). We can draw a similar conclusion for the age-related factor of participation in nonformal adult education, which was also shown as much more significant than in the pre-COVID-19 period.…”

Section: Ta B L Esupporting

confidence: 92%

Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic

Kalenda,

Kočvarováa,

Boeren

2023

Euro J of Education

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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 adults. Nevertheless, it has not yet been empirically established how profound this outcome has been for participation patterns, inequality and perceived barriers to involvement in nonformal adult education. Accordingly, this study explored how much the pandemic contributed to a decrease in overall participation, changes in participation patterns, as well as contributed to an increase in related inequalities in the Czech Republic. This article reports on results from a national representative survey in June 2020 (N = 1013) conducted between the first and second wave of the pandemic. Trends in participation in nonformal adult education along with barriers were mapped for the 12 months preceding the survey. To establish trends, we compared our results with data from the Adult Education Survey conducted in 2011 and 2016, respectively. Our analytical approach is primarily based on descriptive statistics and modelling factors influencing the involvement of adults in nonformal adult education. We found that overall participation in nonformal adult education decreased from June 2019 to June 2020 to its lowest recorded level. Furthermore, the results indicate that inequality based on educational attainment, as well as the perception of substantial institutional and situational barriers have significantly increased.

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Section: Ta B L Esupporting

confidence: 92%

Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic

Kalenda,

Kočvarováa,

Boeren

2023

Euro J of Education

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“…Initiatives such as apprenticeships are less well developed compared to the Dutch and German speaking countries. The Eastern European countries, many of which joined the European Union in 2004 -now more than 15 years ago -are still in the process of implementing their own adult education systems and have weaker support mechanisms in place for skills development, for example as part of Active Labour Market Policies (Kogan et al, 2008;Kalenda et al, 2020). Nolke and Vliegenthart ( 2009) labelled the Eastern European countries as 'dependent market economies'.…”

Section: Adult Education In Europementioning

confidence: 99%

Are adult learners in Europe happier than non-learners? Statistical evidence from the European Social Survey

Boeren

2021

European Educational Research Journal

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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 Survey to analyse the happiness perceptions of nearly 20,000 adults between the ages of 25 and 64 who live in 16 European countries (15 European Union countries and the United Kingdom). Results indicate that while adult learners on average tend to be happier than non-learners, this correlation weakens when controlling for determinants of participation and happiness and for the countries in which these adults live. Confirming the importance of welfare regimes, this study found that adults in Finland tend to be happier than those in other countries, regardless of their participation in adult education. Happiness scores were lowest in Bulgaria and Hungary, countries with low participation rates in adult education and with the biggest differences in happiness scores between learners and non-learners. It is argued that the presence of well-structured adult learning provision might be an important characteristic of welfare regimes but that happiness is determined by much more than being an adult learner.

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“…Despite the positive outcomes of NFE programs, a number of social groups remain significantly underrepresented (Desjardins, 2017; Kalenda et al, 2020; Kyndt et al, 2011; Van Nieuwenhove & De Wever, 2021). Three populations in particular have shown low participation: adults with low education levels, the elderly, and persons taking care of young children.…”

Section: Development and Initial Validation Of The Nonparticipation I...mentioning

confidence: 99%

Development and Initial Validation of the Nonparticipation in Nonformal Education Questionnaire

Kočvarová

Vaculíková

Kalenda

2021

Journal of Psychoeducational Assessment

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Nonformal adult education (NFE) provides adults with the opportunity to obtain competences needed to adapt to today’s changing job market. Despite the well-documented positive effects of NFE, there remains a lack of valid research instruments to assess factors of nonparticipation. Specifically, defining the perspectives of social groups with the highest incidence of barriers and the lowest level of participation in NFE has not been a primary research goal. This study describes the development and initial validation of a novel research tool entitled the Nonparticipation in Nonformal Education Questionnaire (NP-NFE-Q). The analysis covers the use of the NP-NFE-Q on a representative sample of the adult population ( n = 878) as well as three additional cohorts: low-educated workers ( n = 227), persons caring for children under the age of three ( n = 227), and retired persons ( n = 232). The results consistently support the validation of a correlated five-factor model, which includes two situational, one institutional and two dispositional factors.

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Determinants of Participation in Nonformal Education in the Czech Republic

Cited by 16 publications

References 29 publications

Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic

Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic

Are adult learners in Europe happier than non-learners? Statistical evidence from the European Social Survey

Development and Initial Validation of the Nonparticipation in Nonformal Education Questionnaire

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