ERIC ED465019: Semi-Skilled, Mature Men in Adult Education: Motivation and Barriers. A Research Project Summary.

8 Pages·1998·0.25 MB·English

by  ERIC

DOCUMENT RESUME
CE 083 183
ED 465 019
Hansen, Leif
AUTHOR
Semi-Skilled, Mature Men in Adult Education: Motivation and
TITLE
Barriers. A Research Project Summary.
1998-00-00
PUB DATE
11p.; In: Adult Education and the Labour Market IV: Papers
NOTE
from the Seminar of the ESREA (European Society for Research
into the Education of Adults) Research Network (4th,
Dubrovnik, Croatia, May 1998).
Roskilde University Press, Postbox 260, 4000 Roskilde,
AVAILABLE FROM
Denmark (Papers not sold individually, for complete volume:
E-mail:
ISBN-87-7349-428-3, ISSN-1395-6833, $15) .
[email protected].
Speeches/Meeting Papers (150)
Reports - Research (143)
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Adult Education; *Adult Learning; Adult Students; Continuing
DESCRIPTORS
Education; Educational Attainment; Educational Attitudes;
Educational Strategies; Foreign Countries; Interviews;
*Learning Motivation; *Lifelong Learning; *Males; *Middle
Aged Adults; *Semiskilled Workers; Skill Development;
Student Motivation; Student Needs; Surveys; Training;
Unions; Work Attitudes
*Denmark
IDENTIFIERS
ABSTRACT
Researchers examined the learning motivation of middle-aged,
semiskilled, male Danish workers and barriers preventing them from
participating in training. Data were collected through a literature review, a
survey of 2,400 individuals from 3 unions, interviews with 11 of the
respondents, and visits to adult education institutions. Nearly three-fourths
of the respondents had left school after grade 9. Of every 10 respondents, 3
were interested in adult education and had already participated, 3 were
interested but had not yet participated, and 4 had no interest in
participating. The respondents' preferred forms of training mentioned were
labor market training courses, company-arranged inservice training, and
union-run programs. The cited barriers to participation included being too
old, working at a company with no educational policy, and being too busy.
Respondents stated that they would be more likely to participate in training
if courses were more directly relevant for their jobs, participating in
training did not mean losing money, and courses would lead to higher
salaries. Education providers were advised to take the following actions:
respect the immediate victims of global postindustrialism; let learning
processes be based on social experiments in companies; and have educational
institutions go to the people, rather than forcing people to come to them.
(MN)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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