Low‐skilled adults in formal continuing education: does their motivation differ from other learners?

Dæhlen, Marianne; Ure, Odd Bjørn

doi:10.1080/02601370903189948

Cited by 42 publications

(52 citation statements)

References 10 publications

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“…The statements regarding the respondents' reasons for participating in training reflect work-related and non-workrelated motives to participate which had been highlighted by previous studies (Chisholm, et al 2004). Some of the statements had been used in previous studies into reasons for participating in lifelong learning programmes (Daahlen & Ure, 2009;Illeris, 2003), whereas other questions were specifically created for the present study. The questionnaire was previously validated by research experts and was applied to a pilot sample of 10 adults.…”

Section: Methodsmentioning

confidence: 99%

“…According to their results, the group of older less educated females is the one with higher rates of non-participation. In general, recent studies on adult participation in training provide a consistent profile of those adults that take part in it: young adults participate more than older adults, adults with higher qualification degrees engage more than adults with low qualification degrees, and the employed participate more than the unemployed (Daahlen & Ure, 2009;Henry & Basile, 1994;Illeris, 2003Illeris, , 2006. Other studies (Boudard & Rubenson, 2003;Carré, Aubret, Chartier, Degallaix & Fenouillet, 2000;Desjardins, Rubenson & Milana 2006) provide further nuances that indicate that the nature of an individual's job also influences the likelihood of a person participating in training; that is, jobs that are linked to new technologies and that require a high degree of literacy are related to higher levels of participation in training.…”

Section: Patterns Of Participation and Reasons For Participatingmentioning

confidence: 99%

See 1 more Smart Citation

Adult’s Participation in Work-related Training: The Balance between Improving Job and a Desire for Learning

Davids¹,

Garrido

Jiménez-González

et al. 2016

REMIE

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<p>The study draws on findings from a survey of adults in non-formal continuing education under the professional training for employment framework in Spain. Quantitative analysis was carried out to a sample of 425 respondents from three different educational providers. Firstly, a factor analysis was conducted to fourteen motives for participation items. A two-dimension model of motivation to participate was identified: one dimension oriented towards job-improvement and the other dimension oriented towards learning. Secondly, a variance analysis was conducted according to demographics variables. Results showed significant statistical differences in the first dimension according to demographic variables. This might indicates an instrumental motivation in participation in work-related training among different groups who try to cope with different types of drawbacks.</p>

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Section: Methodsmentioning

confidence: 99%

Section: Patterns Of Participation and Reasons For Participatingmentioning

confidence: 99%

Adult’s Participation in Work-related Training: The Balance between Improving Job and a Desire for Learning

Davids¹,

Garrido

Jiménez-González

et al. 2016

REMIE

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show abstract

“…Empirical findings suggest that the major difference between the Nordic and non-Nordic countries are not the existence of participation barriers (the patterns of nonparticipation in both country groups are similar) but the conditions that allow a person to overcome theme (Payne, 2006;Daehlen and Ure, 2009). Desjardins and Rubenson (2009) argue that a welfare state regime can affect a person's capability to participate as it can help to overcome learning barriers.…”

Section: Box 8 the Nordic Countriesmentioning

confidence: 99%

OECD Skills Strategy Diagnostic Report: Spain 2015

2015

OECD Skills Studies

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Spain 2015Social cohesion By contributing to social outcomes such as health, civil and social engagement. By strengthening skills systemsDesigning and implementing an evidence-based national skills strategy.Funding skills through public and private sources and designing e ective incentives for employers and individuals.Providing good information for the public, businesses and policy makers.By supporting improvement in productivity and growth.By supporting high levels of employment in good quality jobs. Economic prosperityIn what way?How is this achieved?Building the right skills can help countries improve economic prosperity and social cohesion OECD SKILLS STRATEGY DIAGNOSTIC REPORT: SPAIN ABOUT THE OECDThe OECD is a unique forum where governments work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies.The OECD member countries are:

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“…Existing theories and models related to adult education have focused mainly on the individual aspect of this relationship; however, this rather narrow scope has been expanded by means of the Comprehensive Lifelong Learning Participation Model (CLLPM) constructed by Boeren et al (2010a) (Rubenson, 1977;Cross, 1981;Darkenwald & Merriam, 1982). The CLLPM consists of two main blocks and is based on the assumption that learning emerges as a 'bounded agency' between the individual and the educational institution and is more or less supported by the regulating government.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…A large quantity of research related to motivation and adult education focuses on the perspectives of adult learners only (Houle, 1961;Morstain & Smart, 1974;O'Connor, 1979;Dia et al, 2005;Daehlen & Ure, 2009). The impact of educational practice and policy is widely neglected.…”

mentioning

confidence: 99%

Adult learners' satisfaction and its relation to characteristics of the individual and the educational institution

Boeren

Nicaise

Baert

2012

Pedagogies: An International Journal

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Low‐skilled adults in formal continuing education: does their motivation differ from other learners?

Cited by 42 publications

References 10 publications

Adult’s Participation in Work-related Training: The Balance between Improving Job and a Desire for Learning

Adult’s Participation in Work-related Training: The Balance between Improving Job and a Desire for Learning

OECD Skills Strategy Diagnostic Report: Spain 2015

Adult learners' satisfaction and its relation to characteristics of the individual and the educational institution

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