Adult Lifelong Learning Participation Research Articles

THE GREEK EXPERIENCE OF ICT APPLICATION FOR ADULT LEARNERS TRAINING AT SECOND CHANCE SCHOOLS

The urgency of the problem is due to the powerful growth of new technological environments, where ICTs play a central and all-encompassing role, permeating all aspects of modern social life. ICTs are also seen as a driving force for increasing adult participation in lifelong learning and learning initiatives. The aim of the article is to analyze the Greek experience of using ICT in the process of adult learners’ training at Secondary Chance schools. To implement the goals and objectives of the study, we used the method of content analysis. The results of the research indicated the presence of original approaches to the methods of teaching and developing ICT skills, the habits of adult learners’ training during digital literacy sessions at Secondary Schools; adaptation and transformation of adult course material by educators in accordance with the needs and desires of adult learners by choosing the open-ended social-life material. Thus, the individuality of the students who came to study at Second Chance Schools with different life experiences was provided with innovation to the social conditions in which it was created, helping students formulate their own creativity, needs and desires. The aim of the article is to analyse the Greek experience of using ICT in the process of adult learners’ training at Second Chance schools. The task of the study consists in a deeper understanding of the features of the formation of digital literacy in adult learners, reflects the educational reality of the Hellenic Republic on the example of the functioning of Second Chance schools. It is revealed that the use of ICT is mainly focused on the development of technical and social skills of adult learners in the field of ICT, with the application of certain elements of interdisciplinarity. It was proved that during the ICT sessions the training was more active for both teachers and adult learners at different levels: they developed philosophical and pedagogical knowledge, and the teachers received further technical knowledge and skills and knowledge about the use of ICT in their everyday lives. Summarizing the results of this study, it should be noted that adult educators are people with special characteristics and features about digital literacy and educational activities. These findings can be useful in developing, organising and implementing adults’ ICT courses in the context of Second Chance Schools and other Southern European regions; to address the above issues to reorient future policies and strategies for adult digital literacy and the integration of ICTs at Second Chance Schools.

Understanding adult lifelong learning participation as a layered problem

ABSTRACTThis paper discusses the layered nature of lifelong learning participation, bringing together fragmented insights in why adults do or do not participate in lifelong learning activities. The paper will discuss the roles and responsibilities of individual adults, education and training providers and countries’ social education policies, often labelled as the micro-, meso- and macro-level. The aim of this work is to add a new model to the knowledge base that attempts to integrate separate insights at the three different levels. Apart from discussing the relevance of the micro-, meso- and macro-level, together with a comprehensive model, the paper provides some recommendations for future research in the area of adult lifelong learning participation, such as the adoption of multilevel models, the need for more data linkage and the desire for more diversification of research in terms of geographical spread and types of educational activities adults can undertake.

Overcoming Barriers in Lifelong Learning: Moving Towards ET2020 Goals

In the last two decades, lifelong learning has become a priority at the level of the European Union. However, empirical data shows that adult participation in lifelong learning is still low at the level of EU member states, especially if we take into consideration the benchmarks included in the Education and Training 2020 Strategy. While the analysis of results achieved through the different EU programmes, policies and strategies in the field of lifelong learning is an avenue of research, the present paper focuses on an aspect which requires more attention, namely barriers which are preventing adults from participating in lifelong learning. Understanding these barriers and trying to develop ways to overcome them could prove beneficial for reaching the goals which have been set in the ET2020 strategy. Thus, the main objective of this paper is to identify and discuss the different types of barriers which deter adult learners from participating in lifelong education, as well as to propose several solutions for overcoming these barriers. The paper is structured into three main parts. The first part consists in a brief discussion regarding the different conceptions and definitions of lifelong learning, with special focus on the perspectives of the European Union, as well as those of established authors in the field. The second part is meant to provide a general image on the different types of barriers which adult learners encounter, based on studies conducted by different authors, as well as on the latest statistical data available in this regard at the level of the European Union. The last part of the paper discusses several solutions for overcoming barriers in lifelong learning, with special focus on the role of national authorities, education providers and private companies.

Lifelong learning in the digital age: A content analysis of recent research on participation

This paper presents results from a cross-disciplinary content analysis of 185 recent research articles, published between 2008 and 2013. These papers examined factors affecting adult participation in lifelong learning, based on the availability and use of Internet-based and face-to-face modes of learning. Articles were written by scholars from 39 countries, including the European Union (EU), United States (U.S.), Canada, Australia, and, to a lesser extent, from developing and newly industrialized countries, such as Mexico, Brazil, China, and Taiwan. Despite widespread assumptions as to online learning’s potential and promise, articles focused on traditional face-to-face learning and training modes more than Internet-based modes. Seven thematic research areas were identified from the dataset: four major and three emerging themes. Key findings from 40 studies about the adult participation in learning in the workplace and community-based programs are highlighted. These papers present broad and deep investigations about diverse groups of lifelong learners previously unstudied, while equity issues pertaining to access and availability of training and learning opportunities are addressed. Directions for future research are identified and discussed.

Evidence-based policy-making: the usability of the Eurostat Adult Education Survey

This article reflects on European education policy which is driven by benchmarks and indicators. While the European benchmark on adult lifelong learning participation—15% to be achieved by 2020—is measured by the Labour Force Survey, the Eurostat Adult Education Survey (AES) was designed to better understand the topic of adult lifelong learning participation in-depth. This article explores the AES as an instrument to inform policy-makers and whether it provides adequate information to empirically testify participation hypotheses. The article argues that analysis of the AES provides limited understanding of the educational supply side. Furthermore, policy-makers should be aware of methodological and conceptual weaknesses before relying on these data in their policy development.

Adult Participation in Lifelong Learning

Adult Participation in Lifelong Learning

‘We are guinea pigs really’: Examining the realities of ICT-based adult learning

The use of information and communications technology (ICT) to facilitate easy access to lifelong learning for all is one of the central tenets of the UK government's drive to establish a ‘learning society’. At the heart of initiatives such as the ‘University for Industry’ and ‘learndirect’ are the objectives of increasing access to educational opportunities, thereby widening adult participation in lifelong learning. In so doing the government has invested considerable faith (and finance) in the role of ICT as the primary means of overcoming traditional barriers to lifelong learning. Yet, to date, this growing area of adult education remains over-discussed and under-researched. This article therefore presents an initial empirical examination of the nature of this apparently ‘new’ form of adult learning. Utilising the concept of ‘learning trajectories’ and based on in-depth interviews with 36 adult learners in four different ICT-based settings this article examines: (i) the extent to which ICT can be said to be widening participation in learning to previously ‘disengaged’ adults; and (ii) the experiences, attitudes and views of those learners currently participating in ICT-based learning.