Adults who do not want to participate in learning: a cross-national European analysis of their perceived barriers

Roosmaa, Eve-Liis; Saar, Ellu

doi:10.1080/02601370.2016.1246485

Cited by 75 publications

(83 citation statements)

References 45 publications

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“…We also showed that learning attitudinal differences tend to be smaller in countries that put more effort in ALMP training programmes in general, as we expected based on socialisation theory. This outcome supports the claim made by other researchers that macro-level institutional structures influence learning attitudes and behaviour (Lavrijsen and Nicaise 2017;Roosmaa and Saar 2017;Rubenson and Desjardins 2009). Both insights show that human capital theory is limited in explaining variations in the effects of ALMPs.…”

Section: Conclusion and Discussionsupporting

confidence: 89%

Active labour market policy as a socialising agent: a cross-national analysis of learning attitudes

Benda

Koster

Veen

2018

Studies in Continuing Education

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Most active labour market policy (ALMP) research investigates potential socioeconomic consequences such as unemployment risks and earning potential but too often neglects potential cultural effects. When approaching ALMP research based on institutional and socialisation theory, researchers would expect that people internalise cultural and normative elements from their institutional environment. This study discusses the influence of country-level ALMP training programme effort on the learning attitude of people by considering participants own educational and familial background. Only ALMP training programme effort is studied because this type of programme is directly aimed at active learning. This study presents an analysis of macro-level data from the OECD on labour market policy spending combined with micro-level data from the PIAAC, totalling 64,150 observations from 19 countries. The results show that people who have higher education credentials or have more highly educated parents have on average a more proactive learning attitude. These differences tend to be smaller in countries that put more effort in ALMP training programmes. People with less education or who have lesser educated parents tend to have a more proactive learning attitude in countries that put more effort in ALMP training programmes compared to their equals in countries that put in less effort. ARTICLE HISTORY

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Section: Conclusion and Discussionsupporting

confidence: 89%

Active labour market policy as a socialising agent: a cross-national analysis of learning attitudes

Benda

Koster

Veen

2018

Studies in Continuing Education

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“…The PIAAC data also provides a sound foundation for our explorative comparisons between the four Nordic countries, applying the perspective of the BAM. Indeed, a recent wave of research (Boeren, 2017;Boeren & Holford, 2016;Lavrijsen & Nicaise, 2017;Massing & Gauly, 2017;Rothes, Lemos & Goncalves, 2017) calls for the importance of understanding the role of structural factors and institutional settings of the country or countries in question, also in case of low-skilled (Brown & Bimrose, 2018;Zanazzi, 2018) and non-participants (Becker Patterson, 2018;Roosmaa & Saar, 2017). The study by Boeren Holford (2016) found that the worker's country explained participation even stronger than individual characteristics (e.g., age, gender, education and occupation).…”

Section: The Bounded Agency Modelmentioning

confidence: 99%

“…When it comes to lifelong learning, older, low-educated employees, often with learning-poor jobs, may find themselves in double jeopardy in current workplaces. On the one hand, their job skills may have eroded, in addition to the atrophy of their learning skills due to non-use (DeGrip & Van Loo, 2002;Roosmaa & Saar, 2017). On the other hand, they may be offered fewer learning opportunities because of their age and/or show little interest in participation in formal adult education (Vono de Vilhena et al, 2014;Zanazzi, 2018).…”

Section: Introductionmentioning

confidence: 99%

Drivers of job-related learning among low-educated employees in the Nordic countries

Tikkanen

Nissinen

2018

International Journal of Lifelong Education

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Drivers of job-related learning among low-educated employees in the Nordic countries This study explored drivers of participation in job-related lifelong learning (LLL) among low-educated mature-aged employees and compared them across four Nordic countries. Workplaces can be low-threshold, effective arenas for development of their skills in work and learning. The paper builds on the Bounded Agency Model and theories of learning motivation, human capital, and workplace learning. We used data from the Survey of Adult Skills (PIAAC) by OECD. The average participation rate was 36%. Results of the logistic regression analyses showed that income, skills use at work, sector and gender were significant drivers of participation in all countries. Additionally, being under-skilled was significant in Finland and parents' education in Sweden. Totally, these variables explained a quarter of the variation in participation. Thus, the drivers of participation appeared more similar than different across the countries. Implications of the findings are discussed in relation to how to support skills development among low-educated older workers, and to some challenges in crosscountry comparative research.

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“…En el ámbito de la Unión Europea, a nivel político existen enfoques que diferencian entre estudiantes altamente competentes orientados hacia la 'economía' del conocimiento, frente a estudiantes menos competentes que tienen que hacer frente a una 'sociedad' del conocimiento (Brine, 2006). Además, también se observan barreras institucionales, situacionales, y de predisposición (Roosmaa & Saar, 2016). Por otro lado, también existen diferencias culturales no subsanadas a escala global (Guo, 2010), que ofrecen un aprendizaje materialista orientado solamente hacia el mundo del trabajo (Jarvis, 2008), y que dibuja una educación meramente como producto de consumo y efímera (Bauman, 2003).…”

Section: Introductionunclassified

Factores socio-técnicos, modos de estudio en el continuo TIC-espacio-tiempo y empleabilidad de estudiantes en una universidad online - [Socio-technical factors, way of studying in the ICT-space-time continuum, and students' employability in an online university]

Martínez-Cerdá¹,

Torrent‐Sellens²

2017

La Innovación Docente Como Misión Del Profesorado : Congreso Internacional Sobre Aprendizaje, Innovación Y Competitividad

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Resumen-El aprendizaje a lo largo de la vida mediante educación online se ha ido consolidando como una metodología válida para la mejora de la empleabilidad. La investigación analiza las influencias que, sobre una empleabilidad diseñada de acuerdo a trece constructos latentes, tienen dos conjuntos de variables: 1) los cuatro factores socio-técnicos (STS) de una universidad online, con su orientación hacia: TIC, tareas para el aprendizaje, estudiantes, y el conjunto de la organización; y 2) las seis dimensiones relacionadas con el modo de estudio de sus estudiantes en el continuo espacio-tiempo conformado por la utilización de TIC para: prácticas pedagógicas, conectividad social, uso multitarea-policrónico (chronotopos), aprendizaje móvil-ininterrumpido (chronochora), uso equilibrado con la vida personal (kairochora), y uso tradicional-monocrónico (kairotopos). Aplicando modelización de rutas mediante mínimos cuadrados parciales (PLS-PM) a datos primarios de una encuesta, se obtienen las siguientes conclusiones: i) tanto el sistema STS como el asociado al continuo TIC-espacio-tiempo influyen significativamente de un modo positivo sobre la empleabilidad; ii) los cuatro factores STS influyen significativamente de un modo positivo sobre el conjunto STS; y iii) las dimensiones 'uso equilibrado' y 'tradicional' no influyen significativamente sobre el sistema del continuo TIC-espacio-tiempo.Palabras clave: Empleabilidad; educación online a lo largo de la vida; sistemas socio-técnicos; continuo TIC-espacio-tiempo; PLS-PM Abstract-Lifelong e-learning has been consolidated as a valid methodology for improving employability. Considering an employability based on thirteen latent constructs, the research analyzes the influences of two sets of variables on employability: 1) four socio-technical factors (STS) of an online university, according to its orientation towards: ICT, learning tasks, students, and the organization as a whole; and 2) six dimensions related to the elearners' way of studying in the space-time continuum and the use of ICT for: pedagogical practices, social connectivity, multi-taskingpolychronic use (chronotopos), mobile-seamless learning (chronochora), life-balanced use (kairochora), and traditionalmonocronic use (kairotopos). Applying partial least squares path modeling (PLS-PM) to survey primary data, the analysis obtain the following conclusions: i) both the STS system and the ITC-spacetime continuum have significant positive effects on employability; ii) the four STS factors have significant influences on the whole STS; and iii) the dimensions of 'balanced' and 'traditional' have not significant influences on the space-time continuum.

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Adults who do not want to participate in learning: a cross-national European analysis of their perceived barriers

Cited by 75 publications

References 45 publications

Active labour market policy as a socialising agent: a cross-national analysis of learning attitudes

Active labour market policy as a socialising agent: a cross-national analysis of learning attitudes

Drivers of job-related learning among low-educated employees in the Nordic countries

Factores socio-técnicos, modos de estudio en el continuo TIC-espacio-tiempo y empleabilidad de estudiantes en una universidad online - [Socio-technical factors, way of studying in the ICT-space-time continuum, and students' employability in an online university]

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