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The main purpose of this paper is to provide an in-depth analysis of participation in non-formal learning in different European Union member states. The paper also seeks to extend analysis of the training gap by pursuing the distinction between the supply and the demand for skills. We use aggregate data from the Adult Education Survey (Eurostat) carried out in different European countries between 2005 and 2008. Analysis indicated that inequality in participation reflects the distribution of occupations (or workplaces with different requirements) more than the available qualifications of the workforce. The analysis infers that in market-centred societies, the market’s impact on participation in non-formal learning and inequality in participation is more important than the output of the education system. Our result confirms previous findings that innovation has a stronger impact on the non-formal learning participation of lower skilled workers, because workers with higher education levels have sufficient skills and do not need to be trained or re-trained to be able to manage innovations. 相似文献
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Adults who do not want to participate in learning: a cross-national European analysis of their perceived barriers 总被引：1，自引：1，他引：0
This article explores cross-national differences in the intensity of perceived barriers to adult learning in Europe focusing on the barriers recognised by those not participating and having no intention to do so. This relatively large subgroup has received scant scholarly attention, yet exploring their participation barriers is critical for policies aimed at encouraging learning activity. The authors propose a country typology of adult learning based on earlier typologies of welfare state regimes, varieties of capitalism and models of lifelong learning. Multilevel analysis of 19 European countries reveals individual and contextual effects on barriers to adult learning. The results indicate substantial country differences in all types of barriers perceived. In general, in the Nordic countries adults not participating and not intending to participate in learning are the least impeded. For this group of adults, institutional barriers are perceived most often in the Baltic countries, situational barriers occur most frequently in liberal and continental countries, whereas dispositional barriers are most frequent in all post-socialist countries as well as in Southern Europe. This confirms the significance of including structural and institutional factors in addition to individual characteristics in explaining barriers to adult learning. 相似文献
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