Why Are Low-Educated Adults Underrepresented in Adult Education? Studying the Role of Educational Background in Expressing Learning Needs and Barriers

Autor/inn/en	Van Nieuwenhove, Lisse; De Wever, Bram
Titel	Why Are Low-Educated Adults Underrepresented in Adult Education? Studying the Role of Educational Background in Expressing Learning Needs and Barriers
Quelle	In: Studies in Continuing Education, 44 (2022) 1, S.189-206 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Nieuwenhove, Lisse) ORCID (De Wever, Bram)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2020.1865299
Schlagwörter	Educational Attainment; Adults; Adult Education; Barriers; Needs; Job Training; Foreign Countries; Family Work Relationship; Responsibility; Disproportionate Representation; Access to Education; Participation; College Attendance; Europe; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Grundbedürfnis; Berufsqualifizierender Bildungsgang; Ausland; Verantwortungsübernahme; Zuständigkeit; Access; Bildung; Zugang; Bildungszugang; Teilnahme; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Europa
Abstract	The shift to a knowledge society has transformed the way we live and work, which is especially challenging to adults with low education levels. Adult education could be the answer, but low-educated adults participate least in adult education. The present study uses data from the Programme for the International Assessment of Adult Competencies to investigate participation needs and barriers of low-, medium- and high-educated adults across 15 European countries (N = 20,593). Descriptives show that low-educated adults report the lowest need for training to exercise their job and indicate to be the least prevented from taking more training because of experienced barriers. We then analysed which barriers non-participating and participating adults were referring to. While medium- and high-educated non-participants indicate being prevented because of work and family responsibilities, low-educated non-participants chose family responsibilities but mainly and remarkably the option 'other' as their most important barrier. Contrary to medium- and high-educated adults, low-educated adults' most important barrier could not be defined. A possible explanation is that they experience more dispositional barriers (such as bad memories of education or low self-esteem), which were not included in the list. Our results point to the importance of targeting low-educated adults in participation research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01