Interest in and factors related to participation in adult education and informal learning: AETS 1991, 1993 and 1997 and the 1998 NALL Survey
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Notice bibliographique
Résumé
This report offers an analysis of factors related to adult learning in Canada based on the results of the 1991, 1993 and 1997 Adult Education and Training Survey (AETS), covering program and course participation, as well as the first national survey of informal learning, conducted in 1998 by the research network for New Approaches to Lifelong Learning (NALL). The paper distinguished three basic dimensions of adult learning: the initial cycle of formal schooling, further participation in organised courses and programs, and informal learning that people do on their own outside educational institutions. The data show that, while Canada achieved increasingly high levels of post-secondary schooling, the country’s moderate levels of adult course participation declined during the 1990s. The incidence of self-reported informal learning is estimated to have reached an average of about 15 hours a week in 1998. Informal learning is more extensive than formal schooling and is not closely related to either level of formal schooling or participation in adult education courses. On the basis of an extensive literature review, major factors related to course participation are identified, including general social background, behavioural and attitudinal factors. A preliminary list of factors related to informal learning is also included. An analysis of AETS surveys confirms the significance of age and economic status effects on course participation and suggests that perceived material barriers to course participation increased during the 1990s. Among those who were interested in taking courses, lower income groups found lack of money to be the greatest barrier, while higher income groups found lack of time to be the greatest barrier. Further multivariate analyses of background factors and perceived barriers find that income level had a stronger effect on participation rates among interested adults than either age or schooling, and that perceived barriers appear to have much weaker effects than either income or schooling levels. The NALL survey results support these conclusions. Based on these analyses, recommendations are made for steps to overcome some of the detected barriers to adult education participation. The report ends with suggestions for informal learning measures and more inclusive measures of situational and attitudinal factors in future administrations of the AETS.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
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Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle