Overcoming Barriers that Impede Participation in Lifelong Learning

Chapman, Janine; McGilp, Jacqueline; Cartwright, Patricia; Souza, Marian de; Toomey, Ron

doi:10.1007/1-4020-5322-3_8

Cited by 16 publications

(14 citation statements)

References 1 publication

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“…First, building upon previous frameworks in the field of adult education and economics, we propose a supra-individual comparative framework that covers the multiple layers of the complex problem of participation in AL to reveal those barriers that distinguish participants from nonparticipants in distinct societies. We look at these barriers from the perspective of individuals, while, at the same time, acknowledging that institutions and education and labour market policies may (structurally) impose barriers to individuals (Cross 1981;Chapman et al 2006;Laal 2011;Boeren 2016;among others).…”

Section: Introductionmentioning

confidence: 99%

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

Cabus

Ilieva-Trichkova

Štefánik

2020

ZfW

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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.

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Section: Introductionmentioning

confidence: 99%

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

Cabus

Ilieva-Trichkova

Štefánik

2020

ZfW

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Section: Mehrebenen-perspektive Auf Die Barriere Für Die Weiterbildun...mentioning

confidence: 99%

Political Economy of Adult Learning Systems

Desjardins¹

2017

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Based on comparative adult education statistics offered by the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC) and country case studies, this book analyses the policies and structures that foster adult learning. It examines a variety of forms of adult learning, ranging from initial forms of post-compulsory education, such as upper secondary tracks and tertiary education, to firm training, compensatory adult education and learning for civic and leisure oriented purposes. Throughout the book, adult learning systems are directly linked to a variety of structural and public policy frameworks using a comparative welfare state approach. Themes such as pathways to learning and transition systems, participation patterns in higher education and participation patterns in other organized forms of adult learning are covered. The countries discussed are the UK, the USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands. Situated at the intersection between scholarship and policy and using a mixed-methods approach, this title contributes fundamental insights into the further study of policies and structures related to alternative post-compulsory learning pathways.

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“…Such challenges as a poor literacy rate, language barriers, discrimination against women, a lack of ICT skills, financial constraints, poor infrastructure, and a lack of coordinated government initiatives have all hindered the successful use of ICT (Islam & Hasan, 2009). According to Chapman et al (2006), barriers to lifelong learning can be categorised as personal and societal ones, barriers encountered by the agencies which provide, and those encountered by the sector as a whole (2006, p. 155).…”

Section: Barriers To Lifelong Learningmentioning

confidence: 99%

Immigrant Women's Reasoning and Use of Information and Communications Technology in Lifelong Learning

Hallberg¹,

Hansson²,

Nilsson³

2016

seminar

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This paper explores the reasoning and use of information and communications technology (ICT) in lifelong learning by immigrant women. Data were collected from semi-structured and unstructured interviews. The study was carried out primarily in a school environment, which also makes it possible to draw conclusions about the connection between learning in and outside school environments. Most participants experienced major differences in the use of and access to ICT after moving to their new country. Most women use and access ICT, even if not of their own volition. Providing a summary of some of the benefits and barriers that emerged, our study has shown that it is important to distinguish the way someone reasons about ICT and their actual use of it. No account was taken of cultural differences between the participants’ countries of origin. This study made it possible for the immigrant women to voice their experiences, knowledge, and feelings about their situations in school and in everyday life.

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Overcoming Barriers that Impede Participation in Lifelong Learning

Cited by 16 publications

References 1 publication

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

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

Political Economy of Adult Learning Systems

Immigrant Women's Reasoning and Use of Information and Communications Technology in Lifelong Learning

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