Participation in non-formal adult education within the European context: examining multilayer approach
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F24%3A63581319" target="_blank" >RIV/70883521:28150/24:63581319 - isvavai.cz</a>
Result on the web
<a href="https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1380865/full" target="_blank" >https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1380865/full</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3389/feduc.2024.1380865" target="_blank" >10.3389/feduc.2024.1380865</a>
Alternative languages
Result language
angličtina
Original language name
Participation in non-formal adult education within the European context: examining multilayer approach
Original language description
Participation in non-formal adult education (NFE) is considered an essential part of lifelong learning, aiming to foster the development of individuals and societies. This significance is particularly evident today, given the era of extensive digitalization and disruptive technological advances. Nevertheless, not all adults participate in organized learning and have equal chances. Therefore, this study addresses the absence of up-to-date comparative findings on participation in NFE in the post-COVID-19 world. To this end, we examine current trends in NFE participation in four European countries: Sweden, Germany, the United Kingdom, and the Czech Republic (RQ1), where we explore the impact of key micro (social and behavioral), meso (job-related), and macro-level (country-specific) factors on this participation (RQ2). Our findings indicate that NFE participation remained relatively stable in 2022 compared to 2016, except for Sweden and Germany, which achieved higher participation rates. However, differences in participation between countries are diminishing. Simultaneously, NFE participation is becoming increasingly job-oriented and receives more support from employers. However, it is important to note that inequality in access to NFE persists, as the main predictors of NFE participation, such as learning intentions, educational attainment, economic and occupational status, remain consistent, regardless of the participants’ economic activity and country of birth. This underscores the enduring significance of a key concept behind this study: the willingness to engage in organized NFE exhibits a complex structure with multiple layers.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Frontiers in Education
ISSN
2504-284X
e-ISSN
2504-284X
Volume of the periodical
9
Issue of the periodical within the volume
neuvedeno
Country of publishing house
CH - SWITZERLAND
Number of pages
12
Pages from-to
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UT code for WoS article
001280488900001
EID of the result in the Scopus database
2-s2.0-85200025755