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 low-educated 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 non-participants 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 high-educated 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 low-educated adults in participation research.

摘要

向知识社会的转变改变了我们的生活和工作方式，这对教育水平低的成年人来说尤其具有挑战性。成人教育可能是答案，但受教育程度低的成年人参与成人教育最少。本研究使用国际成人能力评估计划的数据来调查 15 个欧洲国家（N = 20,593）中低、中、高教育成人的参与需求和障碍。描述性表明，受教育程度低的成年人报告说，他们对锻炼工作的培训需求最低，并且由于经历过的障碍，他们接受更多培训的可能性最小。然后，我们分析了未参与和参与的成年人所指的障碍。虽然受过中等和高等教育的非参与者表示由于工作和家庭责任而被阻止，但受过低教育的非参与者选择了家庭责任，但主要且显着地选择“其他”作为他们最重要的障碍。与受过中等和高等教育的成年人相反，受教育程度低的成年人最重要的障碍无法定义。一个可能的解释是，他们经历了更多的性格障碍（例如对教育的不良记忆或低自尊），而这些障碍并未包含在列表中。我们的结果指出了在参与研究中针对受教育程度低的成年人的重要性。受教育程度低的成年人最重要的障碍无法定义。一个可能的解释是，他们经历了更多的性格障碍（例如对教育的不良记忆或低自尊），而这些障碍并未包含在列表中。我们的结果指出了在参与研究中针对受教育程度低的成年人的重要性。受教育程度低的成年人最重要的障碍无法定义。一个可能的解释是，他们经历了更多的性格障碍（例如对教育的不良记忆或低自尊），而这些障碍并未包含在列表中。我们的结果指出了在参与研究中针对受教育程度低的成年人的重要性。