Why are low-educated adults underrepresented in adult education? Studying the role of educational background in expressing learning needs and barriers

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 loweducated 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 nonparticipants 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 higheducated 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 loweducated adults in participation research.

Development and Initial Validation of the Nonparticipation in Nonformal Education Questionnaire

“…In the construction of this novel questionnaire—the NP-NFE-Q—we sought to address the lack of an instrument to measure educational barriers from an assessed perspective (Boeren, 2018, 2019). In line with current research (Roosmaa & Saar, 2017; Rubenson, 2011, 2018; Rubenson & Desjardins, 2009; Van Nieuwenhove & De Wever, 2021), a correlated five-factor solution was finally identified as most suitable. The incorporation of non-cognitive factors ( Offer, Work, and Time ) with cognitive factors ( Needs and Worries ) is consistent with arguments regarding the multiple individual and structural factors that influence participation in NFE (Boeren, 2016; Desjardins, 2017; Desjardins & Ioannidou, 2020).…”

“…Cross's typology was partially corroborated by Darkenwald and Valentine (1985; see also Valentine & Darkenwald, 1990), whose theoretical conception, although never fully validated, was used in a number of empirical studies (see Courtney, 1992;Hovdhaugen & Opheim, 2018;Roosmaa & Saar, 2017;Rubenson & Desjardins, 2009;Van Nieuwenhove & De Wever, 2021). This conception remains the basis for the classification of barriers in international surveys such as the Programme for the International Assessment of Adult Competencies (PIAAC) and the Adult Education Survey (AES).…”

“…Despite the positive outcomes of NFE programs, a number of social groups remain significantly underrepresented (Desjardins, 2017; Kalenda et al, 2020; Kyndt et al, 2011; Van Nieuwenhove & De Wever, 2021). Three populations in particular have shown low participation: adults with low education levels, the elderly, and persons taking care of young children.…”

“…The primary sources of knowledge about NFE remain the surveys PIAAC and AES. Several issues can be identified in these instruments: (1) they contain only a few items measuring barriers to participation; (2) a number of certain factors are not measured at all, for example, dispositional factors (Van Nieuwenhove & De Wever, 2021); (3) these research tools focus on constraints that lower the involvement of adults in NFE, but they do not assess obstacles that prevent participation altogether (Hovdhaugen & Opheim, 2018; Rubenson, 2011). Besides the PIAAC and AES, few other research tools that can be used for this purpose have been validated (Darkenwald & Valentine, 1985; Valentine & Darkenwald, 1990).…”

Level of Adult Education in the European Union

“…One of the advantages of participating in adult education programs is given by social progress. Thus, the growth of the knowledge economy can be achieved through adult education (Van Nieuwenhove and De Wever, 2021).…”