How To Spot a Lifelong Learner at 40 Paces? The Two Components of Determination. Patterns of Participation in Adult Education and Training. Working Paper 9.

Autor/inn/en	Gorard, Stephen; Furlong, John; Fevre, Ralph; Rees, Gareth
Institution	Bristol Univ. (England).; Cardiff Univ. (Wales). School of Education.
Titel	How To Spot a Lifelong Learner at 40 Paces? The Two Components of Determination. Patterns of Participation in Adult Education and Training. Working Paper 9.
Quelle	(1997), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-872330-10-X
Schlagwörter	Access to Education; Adult Education; Developed Nations; Educational Opportunities; Educational Research; Foreign Countries; Geographic Regions; Job Training; Lifelong Learning; Models; Participant Characteristics; Participation; Postsecondary Education; Predictor Variables; Trend Analysis; Vocational Education; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Developed countries; Industriestaat; Industrieland; Bildungsangebot; Bildungschance; Bildungsforschung; Pädagogische Forschung; Ausland; Berufsqualifizierender Bildungsgang; Life-long learning; Lebenslanges Lernen; Analogiemodell; Teilnahme; Post-secondary education; Tertiäre Bildung; Prädiktor; Trendanalyse; Ausbildung; Berufsbildung
Abstract	This paper considers the social and structural determinants of adult participation in education and training. Section 1 deals with 11 lifetime learning trajectories identified from a systematic stratified sample of 1,104 education and training histories collected from respondents aged 15-65 in industrial South Wales. For the purposes of the paper, they are analyzed at a higher level of abstraction, with only five categories: non-participant, delayed, transitional, lifetime, and immature. This section is a simple report of empirical findings relating to the similarities and differences between the trajectories in terms of the major variables. These findings form the basis of an outline hypothesis of the social and structural determinants of participation in lifelong learning, which section 2 makes explicit. Section 3 tests the hypothesis by attempting to predict which post-compulsory trajectory each respondent will follow, using only variables not used in the classification into trajectories. A conclusion finds the determinants of participation in adult education and training are not linearly progressive; the two-component model of determination suggests that immediate further and higher education histories are predictable from privileged family background, while later learning is more dependent on changing opportunities, motivation, and learner identity. Appendixes include classification of trajectories, data tables, and trajectory determinants. Contains 25 references. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC