Participation in non-formal adult education within the European context: examining multilayer approach

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Participation in non-formal adult education within the European context: examining multilayer approach

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Participation in non-formal adult education within the European context: examining multilayer approach

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Frontiers in Education

ISSN

2504-284X

e-ISSN

2504-284X

Svazek periodika

9

Číslo periodika v rámci svazku

neuvedeno

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

12

Strana od-do

—

Kód UT WoS článku

001280488900001

EID výsledku v databázi Scopus

2-s2.0-85200025755