PIAAC Thematic Review on Adult Learning

Desjardins, Richard

doi:10.1787/864d2484-en

Cited by 10 publications

(8 citation statements)

References 9 publications

(12 reference statements)

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“…Given that the AET participation of White adults are somewhat inconsistent with the literature (Desjardins, 2010(Desjardins, , 2020bFouarge et al, 2012;Lee & Desjardins, 2019), a follow-up analysis was conducted to ensure the internal validity of these findings. First, crosstabulations of all AET measures and race/ethnicity categories were examined.…”

Section: Discussionmentioning

confidence: 99%

“…Individuals with lower literacy proficiency are less likely to participate in AET than those with higher literacy proficiency (Desjardins, 2020b). There are two primary explanations for this relationship.…”

Section: Literacy and Aetmentioning

confidence: 99%

“…Generally, being a woman, a racial/ethnic minority, an older adult, an immigrant/non-native speaker, unemployed, or having lower economic resources are known barriers to AET participation (Boeren, 2017;Brine, 2006;Desjardins, 2010). Importantly, educational attainment and literacy proficiency are considered consistent determinants of AET participation (Desjardins, 2020b).…”

Section: Introductionmentioning

confidence: 99%

“…Despite the wide range of evident benefits from AET participation, certain subpopulations face unequal chances of AET participation. Importantly, Desjardins (2020b) asserted that educational attainment and literacy proficiency were the well-known determinants of AET participation, above and beyond other sociodemographic characteristics (e.g., age, gender, race/ethnicity, employment status, income). Additionally, a series of psychological and contextual factors including the attitude and motivation to learn, the quality and access to learning environments (e.g., cost, time, location), employer support (e.g., tuition remission, family leave policies), local and national welfare programs (e.g., social security benefits), and previous AET experiences collectively contributed to the chances of AET participation (Boeren, 2017;Brine, 2006;Desjardins, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Re-examining Adult Education and Training Participation by Education, Literacy, Gender, and Race/Ethnicity in the U.S.

Punksungka

Yamashita

Helsinger

et al. 2021

Journal of Adult and Continuing Education

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This study examined the associations between adult education and training (AET) participation, educational attainment, literacy skills, gender, and race/ethnicity among the U.S. adult population aged 25 to 65 years old (n = 5,450). Given the socioeconomic advancements of women and racial/ethnic minorities in the last few decades, including higher educational attainment, increased labor force participation, and greater income, and as new data becomes available, it is important to re-examine AET participation by gender and race/ethnicity in the U.S while controlling for educational attainment and literacy skills. This study employed the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) public-use file (PUF). Binary logistic regression was used to examine (1) any AET, (2) formal AET, and (3) non-formal AET across all variables of interest. Indeed, educational attainment and literacy skills are associated with greater AET participation. Further analyses showed that more women than men participated in all forms of AET, and there were some variations in AET participation by racial/ethnic minorities. More Black, Hispanic, and other racial/ethnic minority adults participated in formal AET, and more Black adults participated in all forms of AET, compared to their White counterparts. This study also provides within-race/ethnicity group variations.

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Section: Discussionmentioning

confidence: 99%

Section: Literacy and Aetmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Re-examining Adult Education and Training Participation by Education, Literacy, Gender, and Race/Ethnicity in the U.S.

Punksungka

Yamashita

Helsinger

et al. 2021

Journal of Adult and Continuing Education

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“…These appear to account for the largest share of learners in lifelong learning. Education centres at professional bodies, such as the Chamber of Commerce and Industry's (GZS) Business Training Centre (CPU), also regularly offer short, labour-market oriented programmes and workshops based on explicit industry demand (CPU, 2021 [63]; GZS, 2023 [64]). Most of these programmes are officially not recognised, but some may enjoy good recognition among employers (European Commission, 2023 [61]).…”

Section: Fully Capitalising On the Alliance Of Sectoral Councilsmentioning

confidence: 99%

Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain

2023

OECD Education Policy Perspectives

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This OECD Education Policy Perspective serves as Part B in a two-part series of summary papers published as part of the Micro-credentials Implementation Project, which ran from August 2022 to December 2023. The first publication, Paper A, examined the evolving landscape of micro-credentials, with a particular focus on the development of public policies that can foster effective utilisation of microcredentials for lifelong learning, upskilling, and reskilling (OECD, 2023[1]). This publication, Paper B, presents case studies from the four European Union Member States that participated in the project -Finland, the Slovak Republic, Slovenia and Spain.Each case study commences with a short overview of the respective national contexts in relation to the development of micro-credentials, followed by a discussion of assets and challenges in that national context, as identified through desk research, stakeholder interviews and workshops. The case studies conclude by outlining policy options that may serve to enhance the efficacy of micro-credential learning within these countries.Overall, the two-part series of summary papers are aimed to serve as a guide for policy makers and stakeholders in the education and training sectors, offering a strategic framework for the integration and effective utilisation of micro-credentials. 1 Micro-credentials Implementation Project 6  No. 86 -Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain OECD EDUCATION POLICY PERSPECTIVES © OECD 2023 Activities and methodologies Preparatory phase: Strengthening the evidence base on the current and near-term potential of micro-credentials and related challenges (from August to December 2022)The main question underpinning the first activity in the project was what policy implementation measures countries might aim to develop given the current trajectory of micro-credentials. Taking into account the evidence already developed by different bodies with respect to micro-credential innovation, including the OECD's own previous work on micro-credentials (Kato, Galán-Muros and Weko, 2020[3]; OECD, 2021[4]; OECD, 2021 [5]), the project team principally focused on the areas where evidence on the potential of microcredentials was limited. Specifically, this meant examining how micro-credentials can contribute to: a) enhancing employability, labour-market participation and outcomes among completers; b) widening pathways from upper secondary education (including vocational education and training (VET) to higher education and improving completion of higher education; and c) promoting social inclusion among disadvantaged learners and workers.This activity involved desk-based research, interviews with leading international practitioners in the design and use of micro-credentials, and analysis of data supplied by micro-credential providers and data aggregators. A concise guidance paper summarised key findings from this activity was published under the title "Micro-credentials for Lifelong Learning and Employability: Uses and ...

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Fragile Sociality: Inequalities in Access to Adult Education and Social Trust

Boyadjieva

Ilieva-Trichkova

2021

Adult Education as Empowerment

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PIAAC Thematic Review on Adult Learning

Cited by 10 publications

References 9 publications

Re-examining Adult Education and Training Participation by Education, Literacy, Gender, and Race/Ethnicity in the U.S.

Re-examining Adult Education and Training Participation by Education, Literacy, Gender, and Race/Ethnicity in the U.S.

Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain

Fragile Sociality: Inequalities in Access to Adult Education and Social Trust

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