The Role of Diverse Institutions in Framing Adult Learning Systems

Saar, Ellu; Ure, Odd Bjørn; Desjardins, Richard

doi:10.1111/ejed.12026

Cited by 40 publications

(34 citation statements)

References 59 publications

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“…Nevertheless, in both classifications, the Nordic countries stand out as being characterised by high levels of participation in higher education, lower social inequality, and strong public engagement in the funding of higher education. Saar et al (2013) present a classification of adult learning systems and link it to varieties of capitalism approach. However, neither the position nor any characteristics of higher education are clearly discussed in this classification.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

From conceptualisation to measurement of higher education as a common good: challenges and possibilities

Boyadjieva

Ilieva-Trichkova

2018

High Educ

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The article aims to outline a theoretical framework for conceptualising higher education as a common good, as well as to reveal the empirical manifestations of this phenomenon. It argues that the extent to which higher education as a common good is accomplished in a given society/country reflects the accessibility, availability, and affordability of higher education, in addition to the commitment to this goal made by society and all its influential actors. Building on this conceptualisation and using data from various sources for 13 European countries, the authors develop a composite index which measures the extent to which higher education as a common good is implemented in a given country. The results indicate substantial crosscountry differences, with Northern Europe scoring most highly. They also demonstrate that higher education as a common good is a complex phenomenon with differences within the country ranks, as well, depending on the varying dimensions considered. Finally, by applying cluster analysis, the article identifies four distinctive clusters of countries with regard to the accomplishment of higher education as a common good, designated as reality, feasible, ambiguous, and problematic. The index developed here can be used to assess the effectiveness of national policies in the sphere of higher education across Europe.

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Section: Discussion Of the Resultsmentioning

confidence: 99%

From conceptualisation to measurement of higher education as a common good: challenges and possibilities

Boyadjieva

Ilieva-Trichkova

2018

High Educ

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“…So far, we know only little about institutional influences on the inequality in access to further training among adults (Bills and van de Werfhorst 2018;Saar et al 2013). There is ample evidence for cross-national differences in levels of training participation.…”

Section: Previous Researchmentioning

confidence: 99%

“…Furthermore, the influence of institutions continues after schooling is finished. The literature about institutional influences on training participation among adults showed that there are systematic differences between countries both in the level and in the inequality of training (Saar et al 2013;Bills and van de Werfhorst 2018). Yet, little is known so far about the international variation in the effect of tasks on further training participation.…”

Section: Introductionmentioning

confidence: 99%

No Future, No Training? Explaining Cross-national Variation in the Effect of Job Tasks On Training Participation

Ehlert

2020

Köln Z Soziol

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Access to further training among adults on the labor market is unequally distributed. In particular, workers in occupations that are likely to be replaced by machines in the future participate less in training. This is mainly because of the job tasks they conduct: workers conducting routine tasks are more likely both to be replaced and to receive less training. As a consequence, technological change may lead to further polarization on the labor market. However, this trend may be cushioned by educational and labor market institutions. In this article, to assess the impact of institutions, the association between job tasks and participation in non-formal job-related training is analyzed in 24 countries from the first and second rounds of the Program for the International Assessment of Adult Competencies (PIAAC). Multilevel regression analysis is applied to test the influence of macro variables on the task gradient in training. The results reveal that tasks are important predictors of training participation in all countries. Comparing the effects across countries, it is found that tracking in initial education increases inequality in training participation owing to abstract tasks. Vocational orientation, on the other hand, reduces the effect. Furthermore, collective bargaining coverage decreases the effects of tasks on training, whereas strong employment protection legislation increases them. This indicates that the inclusiveness of lifelong learning is already influenced by the initial educational system. Strong unions and dynamic labor markets further enhance access to additional training among vulnerable workers.

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“…The origins of these FIGURE 6. A European Lifelong Learning Index Source: Hoskins et al (2010) 366 European Journal of Education differences can be found in the institutional models linking education, welfare and employment systems: some of them inherited from the Communist past, some of them emerging from the transformation process and the specific market economy model adopted by the countries (Szelenyi & Wilk, 2010;Saar et al, 2013). In this respect, the Baltic States, the four Visegrád Countries, and the countries of the Western and Eastern Balkans form four distinct patterns.…”

Section: Evaluating the Outcomesmentioning

confidence: 99%

Education and Social Transformation in Central and Eastern Europe

Halász

2015

Euro J of Education

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This article evaluates the outcomes of the efforts of Central and Eastern European (CEE) countries to make their education systems more effective in enhancing broader social and economic goals. It focuses on those 11 Central and Eastern European countries which became members of the EU in 2004 or following this date. First, it presents a short analysis of how educational goals were connected with the broader goals of social and economic progress before and during the first phase of the transition period after the collapse of Communism. It then analyses the impact of the accession of these countries to the EU, including the impact of some European mechanisms that have contributed to the strengthening of linkages between education and social‐economic progress. The third part of the article attempts to evaluate the outcomes of the relevant national education reforms, development programmes and policies, most of them generated by these mechanisms, in the light of a number of selected indicators. A key conclusion of the article is that the adoption of the lifelong learning approach of the EU has been a major engine to strengthen the role of education in social and economic development in the CEE region, but most countries still need further efforts to translate this approach into coherent and effective national policies and to implement them so that they produce relevant and significant outcomes.

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The Role of Diverse Institutions in Framing Adult Learning Systems

Cited by 40 publications

References 59 publications

From conceptualisation to measurement of higher education as a common good: challenges and possibilities

From conceptualisation to measurement of higher education as a common good: challenges and possibilities

No Future, No Training? Explaining Cross-national Variation in the Effect of Job Tasks On Training Participation

Education and Social Transformation in Central and Eastern Europe

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