Experiences with the adult education survey in norway and cross country comparisons of aes data
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Experiences with the Adult Education Survey in Norway and cross-country comparisons of AES data. Basic information about the Norwegian AES Cross-country comparisons based on AES data Selected findings from our preliminary analyses Possibilities and limitations

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Experiences with the adult education survey in norway and cross country comparisons of aes data l.jpg

Experiences with the Adult Education Survey in Norway and cross-country comparisons of AES data


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  • Basic information about the Norwegian AES cross-country comparisons of AES data

  • Cross-country comparisons based on AES data

    • Selected findings from our preliminary analyses

      • Possibilities and limitations

      • Suggestions for further analyses


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Timetable AES in Norway cross-country comparisons of AES data

  • May – mid August 2007:

    • Fieldwork

  • July- December 2007:

    • Processing, validation, calibration of final weights

  • December 2007 (minor corrections later on in April 2008):

    • Microdata and control tables to Eurostat

  • January 2008:

    • Online dissemination of first national results www.ssb.no/en/vol

  • October 2008:

    • Short web-article based on tables from New Cronos

      www.ssb.no/vis/magasinet/analyse/art-2008-11-12-01.html

  • October 2009:

    • ”Adult learning in Norway and other European countries”Article in Statistics Norway’s biannual ”Utdanning SA”, a publication with statistical analyses in the field of education


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Data collection cross-country comparisons of AES data

  • Mode

    • CATI:

      • All respondents: 73,6 %

      • Participants in FED: 56,1 %

      • Participants in FED or NFE: 63,9 %

    • CAPI:

      • All respondents: 26,4 %

      • Participants in FED: 43,9 %

      • Participants in FED or NFE: 36,1 %

  • Response rate

    • Net sample whole survey: 3330

    • Net sample Eurostat part of survey (age 25-64): 3018

    • Response rate (unweighted): 67,7 %


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Questionnaire cross-country comparisons of AES data

  • Modules not covered:

    • Attitudes, Social participation, Information about learning possibilities

    • Cultural participation (only BOOKHOME included)

  • Variables not covered:

    • EDUAB,ISCDAB2

    • EXIST2J

    • ISCEDFATH1D, ISCEDMOTH1D (Can be retrieved from registers)

    • ISCOFATH1D, ISCOMOTH1D (Can be retrieved from registers)

    • NFEPROV (A version from previous national surveys was used)

    • ICTSKILLS, ICTLEVELS

    • FRLGSKIL


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Comparing the level of adult learning across countries cross-country comparisons of AES data

  • Possible measures found in the AES

    • Participation rates in formal, non-formal and informal learning

    • Average number of learning activities per person/participant

    • Average number of hours in formal and non-formal education and training per person/participant

      • Unfortunately, only instruction hours are included in the AES

        • Homework/self-study is often the most time-consuming part, especially in formal education

  • Advantageous to include several measures in the analysis


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Patterns of adult learning in sub-groups of the population cross-country comparisons of AES data

  • Educational attainment

  • Gender

  • Age

  • Employment and characteristics of main job

  • Link patterns of participation in different parts of the population to issues of motivation and perceived obstacles to adult learning

  • Sample size varies considerably between countries

    • May place rather tight constraints on the level of detail in sub-population breakdowns

      • E.g. limited number of unemployed in the Norwegian AES data set


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Understanding the ”Matthew- pattern” in adult learning cross-country comparisons of AES data

  • Adults with limited formal education are over-represented amongst non-employed

  • The impact of incentives, and the challenge of motivation:

    • The wage returns to workplace training are lower for those with less than secondary education (Bassanini et al. 2005: 150)

    • Employers also often get a higher return from training employees with tertiary education (Døving et al. 2006:159)

    • Previous encounters with education and training shape our ”learner identity”, in positive or negative ways (Antikainen 2006)

      • Benefits of a general versus stratified initial education system?

    • On average, adults with less education may face fewer demands for training in their daily working life – harder to see the needs/benefits of education and training?


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Understanding the ”Matthew- pattern” in adult learning cross-country comparisons of AES data

  • AES provides data on:

    • Motivation (details only for NFE activities)

    • Attitudes to adult learning (not included in all countries)

    • Obstacles to adult learning (no separation between formal/non-formal activities)

    • Willingness to participate (more) in education and training. Learning begets learning?

  • Interesting to look at how motivational patterns and obstacles vary by educational attainment


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Age differences in the main reasons why adults didn’t participate in education or training even though they wanted to participate


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Gender and adult learning - moving beyond overall male and female participation rates

  • AES provides opportunities to take into consideration:

    • Employment patterns

    • Household composition

      • Impact of having younger children

    • Fields of education and training

    • Motivation and obstacles

    • Etc.


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Gender differences in the main reasons why adults didn’t participate in education or training even though they wanted to participate


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Gender differences in the main reasons why adults didn’t participate in education or training even though they wanted to participate


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Thank you for your attention participate in education or training even though they wanted to participate