Pub Date : 2021-10-05DOI: 10.1177/07417136211031527
J. Cossa
intellectual traditions all premised on the historical necessity of social change. But dealing with each of these questions, and the relations between them, requires that we contend with ideology, thus our theorization of this concept is crucial. A key contribution of Bannerji's work to adult education is to focus our attention not simply on the circulation or ‘consumption’ of ideology, but its production. Much as Marx asks us to move beyond the appearance of capitalism as the process of circulation and exchange and into the ‘hidden abode’ of production, Bannerji asks the same of us in discerning the ‘ideological condition’ of capitalist social relations. The production of ideology and specifically how ideology is produced, and reproduced, within human social relations in her key concerns. This focus allows her to embrace a praxis that is not oriented to only what we say and think, that is to consciousness, but to what we do and how we consciously live. In changing social relations, then, we can imagine how changes in consciousness may emerge, echoing Paula Allman's insistence on critical education as a revolutionary praxis generating pedagogical ‘glimpses’ of transformed social relations. Bannerji's work to elucidate the ideological condition of capitalist social relations emerges through her detailed engagement with social relations of racism, patriarchy, caste, class, and colonialism. Each chapter in this collection takes history, culture, and experience as starting points to unearth the production process of ideologies of social difference and their historical role in the development and expansion of capitalism. In this career spanning work, Bannerji demonstrates an unrelenting pursuit of what she terms the ‘false universalism’ of bourgeois liberal interests. This interrogation leads her towards generative critical engagements with ideas of multiculturalism and nationalism, coloniality and subaltern studies, the limits of capitalist democracy, and the politics of decolonization. A particularly critical intervention that spans across these chapters is Bannerji's theorization of culture as a crucial material site of study, intervention, and transformation. As an anti-racist and feminist Marxist scholar of profound depth, she fundamentally deepens and renews many aspects of critical, feminist, anti-racist, and Marxist theory that are necessary for the current and coming struggles for human emancipation in our world.
{"title":"Book Review: Popular Education in Timor-lest: Past and Present Experience by S. P. Urban, A. B. Da Silva, & I. V. Lisingen","authors":"J. Cossa","doi":"10.1177/07417136211031527","DOIUrl":"https://doi.org/10.1177/07417136211031527","url":null,"abstract":"intellectual traditions all premised on the historical necessity of social change. But dealing with each of these questions, and the relations between them, requires that we contend with ideology, thus our theorization of this concept is crucial. A key contribution of Bannerji's work to adult education is to focus our attention not simply on the circulation or ‘consumption’ of ideology, but its production. Much as Marx asks us to move beyond the appearance of capitalism as the process of circulation and exchange and into the ‘hidden abode’ of production, Bannerji asks the same of us in discerning the ‘ideological condition’ of capitalist social relations. The production of ideology and specifically how ideology is produced, and reproduced, within human social relations in her key concerns. This focus allows her to embrace a praxis that is not oriented to only what we say and think, that is to consciousness, but to what we do and how we consciously live. In changing social relations, then, we can imagine how changes in consciousness may emerge, echoing Paula Allman's insistence on critical education as a revolutionary praxis generating pedagogical ‘glimpses’ of transformed social relations. Bannerji's work to elucidate the ideological condition of capitalist social relations emerges through her detailed engagement with social relations of racism, patriarchy, caste, class, and colonialism. Each chapter in this collection takes history, culture, and experience as starting points to unearth the production process of ideologies of social difference and their historical role in the development and expansion of capitalism. In this career spanning work, Bannerji demonstrates an unrelenting pursuit of what she terms the ‘false universalism’ of bourgeois liberal interests. This interrogation leads her towards generative critical engagements with ideas of multiculturalism and nationalism, coloniality and subaltern studies, the limits of capitalist democracy, and the politics of decolonization. A particularly critical intervention that spans across these chapters is Bannerji's theorization of culture as a crucial material site of study, intervention, and transformation. As an anti-racist and feminist Marxist scholar of profound depth, she fundamentally deepens and renews many aspects of critical, feminist, anti-racist, and Marxist theory that are necessary for the current and coming struggles for human emancipation in our world.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"111 - 113"},"PeriodicalIF":1.3,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47675790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.1177/07417136211044728
J. Zarestky, Lauren Vilen, Rachel A. Short, Rhonda Struminger, A. Michelle Lawing
An understanding of science concepts is important for living in modern society. Supporting adults’ science learning can be particularly challenging because most adults no longer attend formal educational institutions where access and opportunities are facilitated by teachers and school-sponsored programs. Biological field stations (BFSs) are a newly recognized educational venue that hold considerable intrinsic value for adult science education. In this study, we conducted a survey of 223 U.S. BFSs about their nonformal and informal educational outreach programs for adults. Results show BFSs offer a wide variety of science learning programs for adults, focused heavily on experiential learning to engage learners. These experiences promote interactions with the natural environment and are perceived to increase participants’ knowledge and skills. This study has implications for how adult educators can better support the professional development of science educators at BFSs and enrich the general public's science learning.
{"title":"Adult Education at Biological Field Stations: Building Capacity for Science Learning","authors":"J. Zarestky, Lauren Vilen, Rachel A. Short, Rhonda Struminger, A. Michelle Lawing","doi":"10.1177/07417136211044728","DOIUrl":"https://doi.org/10.1177/07417136211044728","url":null,"abstract":"An understanding of science concepts is important for living in modern society. Supporting adults’ science learning can be particularly challenging because most adults no longer attend formal educational institutions where access and opportunities are facilitated by teachers and school-sponsored programs. Biological field stations (BFSs) are a newly recognized educational venue that hold considerable intrinsic value for adult science education. In this study, we conducted a survey of 223 U.S. BFSs about their nonformal and informal educational outreach programs for adults. Results show BFSs offer a wide variety of science learning programs for adults, focused heavily on experiential learning to engage learners. These experiences promote interactions with the natural environment and are perceived to increase participants’ knowledge and skills. This study has implications for how adult educators can better support the professional development of science educators at BFSs and enrich the general public's science learning.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"284 - 307"},"PeriodicalIF":1.3,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47148247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-20DOI: 10.1177/07417136211045695
Maja Stojanovic´
The 2020 publication of The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development by Knowles, Holton, Swanson, and Robinson is the ninth edition of a 1973 book by Malcolm S. Knowles, The Adult Learner: A Neglected Species. Although the foundational idea and concepts have remained, expectedly, much has changed since the first edition of the book. This review will address the changes made to the volume between the publication of its eighth (2015) and ninth (2020) edition. Most notably, the ninth edition features a fourth author, Petra A. Robinson, in addition to Knowles, Holton, and Swanson. Given Robinson’s research agenda, which focuses on issues of diversity, equity, inclusion, and social justice, it makes sense that a chapter on diversity and inclusion in adult learning (Chapter 11) was added. Another chapter added to the 2020 edition focuses on andragogy and the online adult learner (Chapter 13), discussing a highly relevant topic in a period in which online learning has become a norm, especially if learners are self-directed. Unsurprisingly, minor edits in chapter order and within chapters were also made (e.g., Chapter 17, “The Future of Andragogy,” was updated to include a section on andragogy and qualitative research) and some sections and chapters (e.g., Whole-Part-Whole LearningModel) were removed. As in the previous edition, the content is organized into five parts, each comprised of several chapters. The first two parts, “Adult Learning” and “The Backdrop of Learning and Teaching Theories,” which examine foundational concepts and theories, have remained the same between the two editions. The primary audience of these two parts has also remained the same as these sections are particularly useful for graduate students and novice researchers in the field. The two new, practice-oriented chapters are included in the third part, which focuses on the advancements in adult learning, placing andragogy within the context of contemporary practice. Chapters in this part examine andragogy in relation to diversity and inclusion, neuroscience, and technology. Part four now includes narratives regarding international and future perspectives, while the concluding part is dedicated to tools and resources for implementing andragogy. By reorganizing sections Book Reviews
{"title":"Book Review: The adult learner: The definitive classic in adult education and human resource development by M. S. Knowles, E. F. Holton III, R. A. Swanson, & P. A. Robinson","authors":"Maja Stojanovic´","doi":"10.1177/07417136211045695","DOIUrl":"https://doi.org/10.1177/07417136211045695","url":null,"abstract":"The 2020 publication of The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development by Knowles, Holton, Swanson, and Robinson is the ninth edition of a 1973 book by Malcolm S. Knowles, The Adult Learner: A Neglected Species. Although the foundational idea and concepts have remained, expectedly, much has changed since the first edition of the book. This review will address the changes made to the volume between the publication of its eighth (2015) and ninth (2020) edition. Most notably, the ninth edition features a fourth author, Petra A. Robinson, in addition to Knowles, Holton, and Swanson. Given Robinson’s research agenda, which focuses on issues of diversity, equity, inclusion, and social justice, it makes sense that a chapter on diversity and inclusion in adult learning (Chapter 11) was added. Another chapter added to the 2020 edition focuses on andragogy and the online adult learner (Chapter 13), discussing a highly relevant topic in a period in which online learning has become a norm, especially if learners are self-directed. Unsurprisingly, minor edits in chapter order and within chapters were also made (e.g., Chapter 17, “The Future of Andragogy,” was updated to include a section on andragogy and qualitative research) and some sections and chapters (e.g., Whole-Part-Whole LearningModel) were removed. As in the previous edition, the content is organized into five parts, each comprised of several chapters. The first two parts, “Adult Learning” and “The Backdrop of Learning and Teaching Theories,” which examine foundational concepts and theories, have remained the same between the two editions. The primary audience of these two parts has also remained the same as these sections are particularly useful for graduate students and novice researchers in the field. The two new, practice-oriented chapters are included in the third part, which focuses on the advancements in adult learning, placing andragogy within the context of contemporary practice. Chapters in this part examine andragogy in relation to diversity and inclusion, neuroscience, and technology. Part four now includes narratives regarding international and future perspectives, while the concluding part is dedicated to tools and resources for implementing andragogy. By reorganizing sections Book Reviews","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"216 - 217"},"PeriodicalIF":1.3,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-17DOI: 10.1177/07417136211044515
Michelle Yin, Stephanie Cronen, L. Condelli, B. Ogut
The federal adult education program serves over 2 million eligible adults who seek basic literacy and English language skills. Using administrative student-level panel data, this study provides the very first assessment of the relationships between adult education teacher characteristics and student achievement using hierarchical linear modeling design. Results show that students in classes with teachers with a bachelor’s or higher degree have higher post-test scores. Having a part-time adult education teacher was associated with lower odds of students transitioning to postsecondary education. Compared to teachers specialized in English as a second language, having an adult secondary education teacher is correlated with an increase in test score gains as well as higher odds of transitioning to postsecondary education. We also identified student characteristics (age, disability status, attendance hours, race, and employment status) and program characteristics (size, quality, and setting) that are statistically significantly correlated with student learning and students’ transition to postsecondary education.
{"title":"Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Student Test Gains and Transitions Into Postsecondary Education","authors":"Michelle Yin, Stephanie Cronen, L. Condelli, B. Ogut","doi":"10.1177/07417136211044515","DOIUrl":"https://doi.org/10.1177/07417136211044515","url":null,"abstract":"The federal adult education program serves over 2 million eligible adults who seek basic literacy and English language skills. Using administrative student-level panel data, this study provides the very first assessment of the relationships between adult education teacher characteristics and student achievement using hierarchical linear modeling design. Results show that students in classes with teachers with a bachelor’s or higher degree have higher post-test scores. Having a part-time adult education teacher was associated with lower odds of students transitioning to postsecondary education. Compared to teachers specialized in English as a second language, having an adult secondary education teacher is correlated with an increase in test score gains as well as higher odds of transitioning to postsecondary education. We also identified student characteristics (age, disability status, attendance hours, race, and employment status) and program characteristics (size, quality, and setting) that are statistically significantly correlated with student learning and students’ transition to postsecondary education.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"262 - 283"},"PeriodicalIF":1.3,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49626619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-15DOI: 10.1177/07417136211044153
W. Griswold
Sustainability-minded young professionals are needed to facilitate movement toward a sustainable planet. Their development has largely been left to Higher Education Institutions charged with equipping future generations of professionals to address current and future intractable problems, with limited research on how they perform in these important roles upon entering professional careers. This study documents how sustainability-minded young professionals engage in education for sustainability, the process by which humans will learn to live sustainably. Grounded theory methods were used to analyze interview and focus group data collected from 10 sustainability-minded young professionals who participated in sustainable energy research experiences as undergraduates. Findings indicate sustainability-minded young professionals engaging in education for sustainability navigate sustainability identities, which is a fluid, contextual process; participate in lifelong sustainability learning; serve as sustainability educators; and adopt a positive stance toward our ability to achieve sustainability.
{"title":"“We Can’t Wait Anymore”: Young Professionals Engaging in Education for Sustainability","authors":"W. Griswold","doi":"10.1177/07417136211044153","DOIUrl":"https://doi.org/10.1177/07417136211044153","url":null,"abstract":"Sustainability-minded young professionals are needed to facilitate movement toward a sustainable planet. Their development has largely been left to Higher Education Institutions charged with equipping future generations of professionals to address current and future intractable problems, with limited research on how they perform in these important roles upon entering professional careers. This study documents how sustainability-minded young professionals engage in education for sustainability, the process by which humans will learn to live sustainably. Grounded theory methods were used to analyze interview and focus group data collected from 10 sustainability-minded young professionals who participated in sustainable energy research experiences as undergraduates. Findings indicate sustainability-minded young professionals engaging in education for sustainability navigate sustainability identities, which is a fluid, contextual process; participate in lifelong sustainability learning; serve as sustainability educators; and adopt a positive stance toward our ability to achieve sustainability.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"197 - 215"},"PeriodicalIF":1.3,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44749172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.1177/07417136211031531
Viktória Beszédes
The topic of the professionalization of adult education is receiving a great deal of attention worldwide. This is justified because the competencies among adult learning professionals have a significant impact on the effectiveness of adult learning. The professional preparedness of adult learning practitioners is therefore a basic condition for the high-quality realization of the adult learning process. Nevertheless, the training system for adult learning professionals varies greatly from country to country. Professionals in adult education are often andragogically unskilled individuals, and national education policy also plays a key role in this. A comparative approach has been used in this study to examine the historical development and content elements of university-level andragogy programs in Hungary and Serbia. The findings show that although Hungary and Serbia are neighbors, the development of adult education as a profession has followed completely different trends in the two countries.
{"title":"Training Pathways for Adult Learning Professionals in Higher Education: Case of Hungary and Serbia","authors":"Viktória Beszédes","doi":"10.1177/07417136211031531","DOIUrl":"https://doi.org/10.1177/07417136211031531","url":null,"abstract":"The topic of the professionalization of adult education is receiving a great deal of attention worldwide. This is justified because the competencies among adult learning professionals have a significant impact on the effectiveness of adult learning. The professional preparedness of adult learning practitioners is therefore a basic condition for the high-quality realization of the adult learning process. Nevertheless, the training system for adult learning professionals varies greatly from country to country. Professionals in adult education are often andragogically unskilled individuals, and national education policy also plays a key role in this. A comparative approach has been used in this study to examine the historical development and content elements of university-level andragogy programs in Hungary and Serbia. The findings show that although Hungary and Serbia are neighbors, the development of adult education as a profession has followed completely different trends in the two countries.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"158 - 178"},"PeriodicalIF":1.3,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07417136211031531","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48503286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-03DOI: 10.1177/07417136211034512
William Hamilton
Although the grit narrative—the idea that individual success is as much a product of passion and perseverance as it is a result of intelligence and talent—has captured the public’s imagination, much of the empirical literature has focused almost exclusively on traditional-age college students attending more selective residential universities. The current investigation leveraged two distinct samples of students to explore the association between grit and a wide range of educational outcomes for location-bound and online adult college students. Regression results indicated that the perseverance subscale of grit tended to be a better predictor of persistence and graduation intentions, and social and academic integration, particularly for location-bound adult students, while the passion subscale was a better predictor of actual persistence. The results also suggest that the predictive utility of grit is weaker for online adult college students.
{"title":"Too Much Grit to Quit? An Examination of Grit in Two Separate Within-Institution Contexts","authors":"William Hamilton","doi":"10.1177/07417136211034512","DOIUrl":"https://doi.org/10.1177/07417136211034512","url":null,"abstract":"Although the grit narrative—the idea that individual success is as much a product of passion and perseverance as it is a result of intelligence and talent—has captured the public’s imagination, much of the empirical literature has focused almost exclusively on traditional-age college students attending more selective residential universities. The current investigation leveraged two distinct samples of students to explore the association between grit and a wide range of educational outcomes for location-bound and online adult college students. Regression results indicated that the perseverance subscale of grit tended to be a better predictor of persistence and graduation intentions, and social and academic integration, particularly for location-bound adult students, while the passion subscale was a better predictor of actual persistence. The results also suggest that the predictive utility of grit is weaker for online adult college students.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"179 - 196"},"PeriodicalIF":1.3,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07417136211034512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43997187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/0741713621991496
M. Vetter
{"title":"Book Review: In the Red Corner: The Marxism of José Carlos Mariátegui by Gonzalez, M.","authors":"M. Vetter","doi":"10.1177/0741713621991496","DOIUrl":"https://doi.org/10.1177/0741713621991496","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"71 1","pages":"NP1 - NP3"},"PeriodicalIF":1.3,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741713621991496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43960251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/07417136211027879
R. St. Clair, Bernd Käpplinger
Fifty years after the publication of “The Modern Practice of Adult Education,” andragogy has significant presence in English-language adult education and related fields. This article takes stock of the development of this mid-century intellectual project. The context of mid-century adult education in North America is described, and the rhizomatic relationship with previous instances of the idea is examined. The effects of the project on practice and theory are considered and difficulties regarding lack of theoretical development and empirical investigation are identified. The discussion argues that the continuation of the andragogical project depends on development of key aspects, including stronger connections with international manifestations of andragogy.
{"title":"Alley or Autobahn? Assessing 50 Years of the Andragogical Project","authors":"R. St. Clair, Bernd Käpplinger","doi":"10.1177/07417136211027879","DOIUrl":"https://doi.org/10.1177/07417136211027879","url":null,"abstract":"Fifty years after the publication of “The Modern Practice of Adult Education,” andragogy has significant presence in English-language adult education and related fields. This article takes stock of the development of this mid-century intellectual project. The context of mid-century adult education in North America is described, and the rhizomatic relationship with previous instances of the idea is examined. The effects of the project on practice and theory are considered and difficulties regarding lack of theoretical development and empirical investigation are identified. The discussion argues that the continuation of the andragogical project depends on development of key aspects, including stronger connections with international manifestations of andragogy.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"71 1","pages":"272 - 289"},"PeriodicalIF":1.3,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07417136211027879","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49186881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1177/07417136211026635
A. Ioannidou, A. Parma
This study explores the relation between risk of job automation and participation in adult education and training (AET) and examines variation in that relation across welfare regimes distinguishing between situational and institutional barriers. Using microdata of PIAAC, we analyze participation in formal or nonformal AET for job-related reasons in relation to the risk of automation of the respondents’ occupation after controlling for main sociodemographic characteristics. Logistic regression models are run on respondents from 14 European countries representing different welfare regimes: Denmark, Norway, and Sweden (Scandinavian countries); Italy, Greece, and Spain (Southern European); Czech Republic, Slovakia, and Poland (Central and Eastern Europe), Belgium, France, and Germany (Continental); and United Kingdom and Ireland (Anglo-Saxon countries). Our findings confirm that workers in occupations at high risk of automation were found to be consistently less likely to participate in job-related AET, quite irrespective of welfare regime.
{"title":"Risk of Job Automation and Participation in Adult Education and Training: Do Welfare Regimes Matter?","authors":"A. Ioannidou, A. Parma","doi":"10.1177/07417136211026635","DOIUrl":"https://doi.org/10.1177/07417136211026635","url":null,"abstract":"This study explores the relation between risk of job automation and participation in adult education and training (AET) and examines variation in that relation across welfare regimes distinguishing between situational and institutional barriers. Using microdata of PIAAC, we analyze participation in formal or nonformal AET for job-related reasons in relation to the risk of automation of the respondents’ occupation after controlling for main sociodemographic characteristics. Logistic regression models are run on respondents from 14 European countries representing different welfare regimes: Denmark, Norway, and Sweden (Scandinavian countries); Italy, Greece, and Spain (Southern European); Czech Republic, Slovakia, and Poland (Central and Eastern Europe), Belgium, France, and Germany (Continental); and United Kingdom and Ireland (Anglo-Saxon countries). Our findings confirm that workers in occupations at high risk of automation were found to be consistently less likely to participate in job-related AET, quite irrespective of welfare regime.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"84 - 109"},"PeriodicalIF":1.3,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07417136211026635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43099214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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