Differential Outcomes of Adult Education on Adult Learners' Increase in Social Inclusion

Autor/inn/en	de Greef, Maurice; Verté, Dominique; Segers, Mien
Titel	Differential Outcomes of Adult Education on Adult Learners' Increase in Social Inclusion
Quelle	In: Studies in Continuing Education, 37 (2015) 1, S.62-78 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2014.967346
Schlagwörter	Foreign Countries; Adult Education; Adults; Continuing Education; Adult Learning; Educational Environment; Social Integration; Immigrants; Social Isolation; Participation; Student Characteristics; Social Influences; Demography; Motivation; Educational Background; Questionnaires; Measures (Individuals); Statistical Analysis; Statistical Distributions; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Weiterbildung; Adulte education; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Integration; Immigrant; Immigrantin; Immigranten; Soziale Isolation; Teilnahme; Sozialer Einfluss; Demografie; psychologische; Motivation (psychologisch); Vorbildung; Fragebogen; Messdaten; Statistische Analyse; Wahrscheinlichkeitsverteilung; Niederlande
Abstract	To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in social inclusion after joining adult education programmes. The results of our study show that 46.3% of the participants experience an increase of social inclusion in terms of "activation and internalization" and 41.0% experience an increase in "participation and connection". Results show that foreigners and people who live together experience a higher increase on variables of "activation and internalization" and "participation and connection". Furthermore, results show that learners who received school education at a primary level and have no professional qualification experience a higher increase of social inclusion on a few variables of social inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01