Bounded advantages of higher education regarding young adults’ participation in nonformal education

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH European Journal for Research on the Education and Learning of Adults Pub Date : 2024-05-03 DOI:10.3384/rela.2000-7426.4433

Petya Ilieva-Trichkova, P. Boyadjieva

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Abstract

The article uses insights from the capability approach as a theoretical framework. It investigates the potential of higher education to provide fertile advantages regarding young adults’ participation in nonformal education and whether this potential is bounded by people’s individual characteristics and the wider social context in which they live. Applying descriptive statistics and multilevel modelling, we conducted a secondary data analysis of the Adult Education Survey for 29 European countries. The findings go beyond previous research by clearly demonstrating that the fertile advantages of higher education regarding participation in adult nonformal education are not absolute and straightforward. They are bounded not only by certain important individual characteristics (such as individuals’ social background and household income) but are also context-dependent. More concretely, they differ among countries and depend on various country-level factors, such as level of innovation and economic growth.

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高等教育对年轻人接受非正规教育的限制性优势

文章将能力方法的见解作为理论框架。文章研究了高等教育为青年成人参与非正规教育提供有利条件的潜力，以及这种潜力是否受到人们的个人特征和所处的更广泛社会环境的限制。我们运用描述性统计和多层次模型，对 29 个欧洲国家的成人教育调查进行了二次数据分析。研究结果超越了以往的研究，清楚地表明高等教育在成人非正规教育参与方面的巨大优势并不是绝对和直接的。这些优势不仅受到某些重要的个人特征（如个人的社会背景和家庭收入）的限制，而且还取决于具体情况。更具体地说，这些优势因国家而异，取决于国家一级的各种因素，如创新水平和经济增长。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).

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