Wider Benefits of Adult Education

Schuller, Tom; Desjardins, Richard

doi:10.1016/b978-0-08-044894-7.00045-2

Cited by 21 publications

(32 citation statements)

References 12 publications

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“…The limitations of the study are found in the absence of a reflection on the structural characteristics of both Europe in general and the countries that compose the sample that we used for our study in particular. Having started with the seminal proposal by Desjardins (2008a) and Schuller and Desjardins (2010) and having assumed the model constructed by Manninen and Meriläinen (2011), all the core underpinnings of our study justify this absence.…”

Section: Discussionmentioning

confidence: 97%

“…Although the potential of adult education has been recognized as fundamental by organizations, such as the European Commission (2009) 1 and CEDEFOP (2016; European Centre for the Development of Vocational Training) for achieving social and economic inclusion of adults with low educational levels (ISCED 2 0-2, International Standard Classification of Education, hereinafter ISCED, CEDEFOP, 2018), its benefits have barely been explored by the international scientific community, and its multidimensionality has not been considered, as stated by Windisch (2015) and Nordlund, Stehlik, and Strandh (2013), with some exceptions, such as Schuller, Brassett-Grundy, Green, Hammond, and Preston (2004); Schuller, Preston, Hammond, Brassett-Grundy, and Bynner (2002); Schuller and Desjardins (2010); Desjardins (2008b); or Panitsides (2014). This study is even more necessary if we refer to groups at a double risk of exclusion, such as women with low educational levels (Lewis & Lockheed, 2007), who also have a much lower participation in learning activities (Organisation for Economic Co-operation and Development [OECD], 2016).…”

Section: Introductionmentioning

confidence: 99%

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Benefits of Adult Education Participation for Low-Educated Women

Berrozpe

Saso

Flecha

et al. 2019

Adult Education Quarterly

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Given the double risk of exclusion caused for women with a low educational level, adult education can be a fundamental element that allows them to actively participate in their social, political, and cultural environments. Moreover, because educational level has been reported by the scientific literature to be a factor that directly favors personal benefits, such as having better health or greater employability, adult education may be an opportunity to obtain the aforementioned benefits for women with a low educational level. In this study, using the data from the Programme for the International Assessment of Adult Competencies survey, a model was developed to perform a structural equation analysis on a sample of 5,838 European women with an educational level of ISCED 0-2 and to investigate the benefits of participating in nonformal education activities. The results show that this participation provides these women with greater social and political confidence, more intense cultural participation and even better health and employability.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Benefits of Adult Education Participation for Low-Educated Women

Berrozpe

Saso

Flecha

et al. 2019

Adult Education Quarterly

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“…The kind of adult learning also mattered, as participation in academic education had a stronger effect on the socio-political outcomes than participation in vocational, work-related and leisure training and education (Preston and Feinstein, 2004). Finally, several Scandinavian studies have reported positive effects of adult learning for social and civic engagement (Schuller and Desjardin, 2010).…”

Section: Skills Inequality and Adult Learningmentioning

confidence: 99%

Skills Inequality, Adult Learning and Social Cohesion In The United Kingdom

Janmaat

Green

2013

British Journal of Educational Studies

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In this article we argue that the legitimacy and stability of the social and political order in Britain is undermined by persistent inequalities of skills and opportunities. We first contend that British society is characterised by a liberal regime of social cohesion. Crucial to such a regime is the belief in individual opportunity and rewards based on merit. We demonstrate, through comparative analysis, that skills inequality is actually higher and social mobility lower in Britain than in other western countries. Also the perception of equal opportunities is lower. In Britain there is thus a mismatch between the cherished ideal of meritocracy and the reality of a stratified society, both objectively and perceived. This, we postulate, is likely to contribute to the political alienation of disadvantaged groups. We argue that in theory adult learning could reduce the skills gap but that in reality it only magnifies skills inequality since in Britain the well educated and people in work have higher participation rates than the poorly educated and unemployed.

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“…Laursen et al (2012) argued that a high level of local social capital might even reduce international development of firms. It might also lead to limiting firms' competitive activities (Uzzi, 1997;Schuller et al, 2004;Field, 2003).…”

Section: Theorymentioning

confidence: 99%

Interfirm Cooperation Strategy of Hyper-Growth and Stable-Growth ICT Firms in Sweden

Golonka

2016

JMBACE

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Purpose: The main purpose of this study was to compare the phenomenon of interfirm cooperation strategy in both hyper-growth, and stable-growth knowledge and technology-intensive firms, in a country characterized by a high level of generalized trust: Sweden.Methodology: Qualitative methods were incorporated: direct semistructured interviews with top managers in 13 ICT firms (8 hyper-growth and 5 stable-growth), analyzis of reports, corporate websites and press releases. Furthermore, interviews in 3 expert firms in the industry were conducted, facilitating interfirm cooperation.Conclusions: There were significant differences in interfirm cooperation strategy in two distinguished groups of the firms: hyper-growth, and stable-growth. Managers' individual approaches to uncertainty, strategy and cooperation might be more important than institutional settings. The ICT firms operate in a constantly changing global environment and local context seems to have only a minor impact on the rules of the game in the industry. Research limitations:This study was a qualitative explorative approach as an introduction to further empirical research. Originality:The study presents an interfirm cooperation phenomenon incorporating different perspectives and settings. It contributes to alliance portfolio literature (forming and managing of alliance portfolio in a different context/country/industry), and enhances understanding of firm strategies characterized by different growth rates.

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Wider Benefits of Adult Education

Cited by 21 publications

References 12 publications

Benefits of Adult Education Participation for Low-Educated Women

Benefits of Adult Education Participation for Low-Educated Women

Skills Inequality, Adult Learning and Social Cohesion In The United Kingdom

Interfirm Cooperation Strategy of Hyper-Growth and Stable-Growth ICT Firms in Sweden

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