Adult education and the quality of life

Abstract

--The purpose of this study is to investigate the complementary role of adult education in influencing people's objective and subjective quality of life. The analytical strategy used to achieve this end is to estimate parameters in a path model which includes both objective indicators such as occupational status and earned income, and subjective indicators such as job satisfaction and perceived personal wellbeing. The investigation builds on Swedish data and employs the LISREL method in the fitting of the model to the data. The results indicate that adult education positively influences objective indicators of the quality of life. Even though adult education is found to relate to measures of perceived personal wellbeing, the hypothesis that it also influences the way men assess their life situation and evaluate their subjective quality of life cannot be confirmed.

Adults’ reading engagement and wellbeing in Aotearoa New Zealand

“…Education and literacy have long been believed to be central to our social and economic wellbeing [3,4]. In addition to the education individuals attain in their first cycle of schooling, their continued education as adults is also associated with better life outcomes and wellbeing [5][6][7][8]. There is growing evidence from numerous international and national surveys that literacy skills are also associated with a range of economic and social outcomes.…”

Vratký triumf: vývoj účasti na neformálním vzdělávání dospělých v České republice v letech 1997 až 2016

“…Kromě toho má pozitivní vliv i na mnoho dalších oblastí mimoekonomického života, např. na míru občanské angažovanosti [Biesta, 2011], kvalitu života [Tuijuman, 1990;Desjardins, 2017] či emancipační potenciál v podobě schopnosti dospělých využít svých jedinečných předpokladů ke změně životní situace [Sen, 1997].…”

“…NVD tak ztrácí svůj humanitní potenciál [Holford & Mohorčič Špolar, 2014]. S ohledem na to bychom se měli tázat, zda bude tento trend pokračovat a zda není možné očekávat i protipohyb v podobě renesance organizovaného učení, které bude zdůrazňovat občanskou angažovanost [Biesta, 2011], kvalitu života [Desjardins, 2017;Tuijuman, 1990] či emancipaci jedince [Sen, 1997]. Nebo se z NVD definitivně stane pouhá "vlečka lidských zdrojů" [Boshier, 1998]?…”

“We don’t need no education”: The radical implications of lifelong learning

“…Their research draws upon a previous study by Albert Tuijnman published a quarter century ago in this journal (Tuijnman 1990). The authors seek to replicate and extend his pioneering work, using data from the British National Child Development Study (NCDS), a large-scale survey containing information on all those born in Britain in one week in 1958.…”