Literacy proficiency of older adults

Kamp, M. van der; Boudard, Emmanuel

doi:10.1016/j.ijer.2004.04.006

Cited by 7 publications

(4 citation statements)

References 3 publications

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“…Previous studies have provided information on the effect of participation of older adults in education on literacy skills (van der Kamp & Scheeren, 1996;van der Kamp & Boudard, 2003) and on participation in the labour market (van den Heuvel, Herremans, van der Hallen, Erhel, & Courtioux, 2006). European experiences of lifelong learning and older workers were also studied by Tikkanen and Nyhan (2006) and AGE (2007).…”

Section: Pre VI Ous Re S E Archmentioning

confidence: 99%

Lifelong learning and the continued participation of older Norwegian adults in employment

Midtsundstad

Nielsen

2019

Euro J of Education

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The number of people aged 60 and over across the globe is expected to double by 2050, reaching a share of more than 20 percent of the population total. Governments are therefore taking more and more policy actions to encourage ageing workers to extend their working lives and their employers to retain them. According to the OECD lifelong learning opportunities and inclusive labour markets will be essential to ensuring that workers of all educational backgrounds have the possibility of extending their working lives. This article examines the relationship between adult education completed after age 40 and the subsequent active participation of older adults in employment, using individual register data from Statistics Norway.The results show a substantial effect of upgrading formal education on subsequent labour market participation.Overall effects are quite similar for males and females.Attaining a lower level tertiary degree has the largest impact on labour market participation both for males and females.Completing a secondary education has a strong, long term impact among males. The results suggest that facilitating access to formal education among older workers may be an important contribution to extending working lives.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Pre VI Ous Re S E Archmentioning

confidence: 99%

Lifelong learning and the continued participation of older Norwegian adults in employment

Midtsundstad

Nielsen

2019

Euro J of Education

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“…If the dedication of teachers and education personnels has been low, the learning process of literacy programs would have been optimum. The lack of dedication has been shown by the less unprepared teachers in taking learning preparation; they haven't prepared learning media for supporting learning topics, they have used monotonous learning methods because they have usually used lecture and question-answer methods, and the assessment of learning progress haven't been taken properly based on the assessment procedures, both the assessment of learning progress and the assessment of final learning [7].…”

Section: Resultsmentioning

confidence: 99%

“…It has been shown by the sparse attendance, the lack of concern and aspiration during the learning process and the lack of independent learning at home or out of scheduled learning process. The condition has made the learning process became less dynamic and monotonous [7].…”

Section: Resultsmentioning

confidence: 99%

Factors that Affect the Sustainability of Litercay Education Program

Musa¹

2017

Proceedings of the 3rd NFE Conference on Lifelong Learning (NFE 2016)

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Abstract-Illiterate people in Bazartete Sub District -Liquica District -Timor Leste are estimated more than 42 percent of the total population of 27,115 people (2015). Many efforts have been taken, such as by involving Fatumasi Community Learning Center (CLC) in implementing literacy education programs. Based on the initial assessment results, there were some problems in implementing literacy education at Fatumasi CLC. By taking case study, the purpose of the study is to describe factors that affect the sustainability of literacy education programs at Fatumasi CLC. Theory bases in the study are the concept of literacy education and community learning center. The study result has shown that factors that affect the sustainability of literacy education programs at Fatumasi CLC -Timor Leste had been; lack of dedication of teachers and education personnels, lack of motivation to learn and aspirations of learners, diversity language in the community, limited learning materials and limited community resources. The study concludes that literacy competencies is fundamental skills that should be mastered by each person to be more developed, independent and welfare, including communities in Timor Leste, especially in Bazartete Sub District.

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“…36-37), growth in attainment between 1994 and 2003 is observed for cohorts other than the youngest (aged 17-24 in 1994) and the oldest (aged 49-56 in 1994). Van der Kamp and Boudard (2003) compare the literacy skills of older adults in the Netherlands with other age groups, and present an analysis of the determinants of literacy proficiency of older adults. Results from follow-up interviews conducted with 40 older Dutch adults who had low proficiency scores in IALS are also presented with a focus on the problems they experience in daily life, the coping strategies they develop, and their attitude towards educational interventions.…”

Section: Skills Gain and Loss Over The Life Cyclementioning

confidence: 99%

International Adult Literacy and Basic Skills Surveys in the OECD Region

Thorn

2009

OECD Education Working Papers

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Both within and beyond the OECD region, governments and other stakeholders are increasingly interested in the assessments of the skills of their adult populations in order to monitor how well prepared they are for the challenges of the knowledge based society. The current paper provides an overview of the two international assessments of adult literacy which have already taken place in the OECD region – the International Adult Literacy Survey (IALS) and the Adult Literacy and Life Skills Survey (ALL) as well as of the forthcoming OECD Programme for the International Assessment of Adult Competencies (PIAAC). The conceptual framework for the assessments is described with a focus on the links between the different assessments. In addition, the paper provides a survey of the outputs of IALS and ALL including a review of the major themes addressed in the literature which has used data from these surveys as well as a brief discussion of their policy impact. Au sein et au-delà de la région OCDE, les gouvernements et les autres parties prenantes sont de plus en plus intéréssés par l’évaluation des compétences de leur population adulte afin de vérifier s’ils sont bien préparés ou non aux défis de la société basée sur la connaissance. Le présent document fournit un aperçu de deux évaluations internationales sur l’alphabétisation des adultes qui ont été effectuées dans la région OCDE : l’Enquête internationale sur l’alphabétisation des adultes (EIAA) et l’Enquête sur la littératie et les compétences des adultes (ELCA) ainsi que le Programme, prochainement disponible, pour l’évaluation internationale des compétences des adultes (PIAAC). La structure conceptuelle des évaluations est décrite comme étant centrée sur les liens entre les différentes évaluations. De plus, le document fournit une enquête sur les résultats de l’EIAA et l’ELCA. Cette dernière comprend une vue d’ensemble des thèmes majeurs de l’alphabétisation et ce, en utilisant les données de ces enquêtes ainsi qu’un bref débat sur l’impact de leur politique.

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Literacy proficiency of older adults

Cited by 7 publications

References 3 publications

Lifelong learning and the continued participation of older Norwegian adults in employment

Lifelong learning and the continued participation of older Norwegian adults in employment

Factors that Affect the Sustainability of Litercay Education Program

International Adult Literacy and Basic Skills Surveys in the OECD Region

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