Adult Learning and Qualifications in Britain

Autor/in	Jenkins, Andrew
Titel	Adult Learning and Qualifications in Britain
Quelle	In: Journal of Education and Work, 30 (2017) 4, S.445-455 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2016.1196347
Schlagwörter	Foreign Countries; Adult Learning; Qualifications; Cohort Analysis; Individual Development; Professional Development; Academic Degrees; Educational Attainment; Adult Education; Career Development; Gender Differences; Longitudinal Studies; Age Groups; Educational Policy; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Ausland; Adulte education; Adult training; Erwachsenenbildung; Qualifikation; Qualifikationsstufe; Kohortenanalyse; Individuelle Entwicklung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsabschluss; Bildungsgut; Adult; Adults; Education; Adult basic education; Berufsentwicklung; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age grop; Altersgruppe; Politics of education; Bildungspolitik
Abstract	The importance of people gaining new, and high-level, qualifications in adulthood has been much emphasised in policy rhetoric. It is widely assumed that adults should engage in learning throughout their working life in order to adapt to changing conditions in the labour market and to ensure that national economies remain competitive in a global skills race. Educational researchers have frequently been rather sceptical about the numbers who actually achieve such upgrading in practice and have been critical of the feasibility and relevance of policies which attempt to address this issue. This paper provides empirical evidence on how many people acquire qualifications in adulthood, and whether they upgrade to higher levels of qualification than previously held, using British data from the 1958 National Child Development Study. Estimates are constructed of the volume of qualification acquisition and upgrading for this cohort through to age 50. On the basis of this new evidence, it is argued that previous analyses by educational researchers may have been overly pessimistic about the extent to which individuals engage in accredited learning over the adult lifecourse. The implications for research and policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01