Multi-layered perspective on the barriers to learning participation of disadvantaged adults

Abstract

We propose a multi-level explanatory model aimed at explaining the variability behind participation in adult learning. Our model focuses on the employed adults, narrowing down to vulnerable subgroups of employed: low-skilled; young and low-skilled, and immigrants. Adult learning participation is explained identifying determinants at the level of the individual, household, job, employer as well as the system-level. The model is estimated using the European Union Labour Force Survey microdata for 28 European countries. Comparing the results across the vulnerable groups and types of determinants yields interesting insight in understanding the variability in adult learning participation across Europe.

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

“…For education level, we can corroborate an increasing significance of participation inequality in nonformal adult education based on the highest education attainment. This confirms results from previous studies (Boeren, 2016, 2017; Cabus 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).…”

“…The data from the analysis can help institutions formulate effective education policy and practices for dealing with the adverse outcomes of the pandemic. In the context of international comparative research (e.g., Cabus et al, 2020;Cincinnato et al, 2016;Dämmrich et al, 2014;Lee & Desjardins, 2019), our results show the impact of the first wave of pandemic on the adult education system in one of the most negatively affected European countries in terms of the participation in nonformal adult education as well as how responses to the pandemic reinforced the inequality already existing in the system.…”

Governance of Publicly Financed Adult Education in England and Spain – A Comparison

“…The latter is also achieved by collaborative programing and delivery (Martin & Muders, 2018). Regional institutional and policy frameworks can affect participation, especially of disadvantaged, low-educated groups (Cabus et al, 2020).…”

Risk of Job Automation and Participation in Adult Education and Training: Do Welfare Regimes Matter?

“…Institutional barriers include institutional practices and procedures that discourage or prevent participation. Research has shown that there are country specific institutional arrangements that determine the levels of barriers and enable individuals to overcome them (Cabus et al, 2020; Hovdhaugen & Opheim, 2018; Roosmaa & Saar, 2016).…”