Does Nonformal Education Matter? Nonformal Education, Immigration, and Skills in Canada

Autor/inn/en	Krupar, Allyson; Horvatek, Renata; Byun, Soo-yong
Titel	Does Nonformal Education Matter? Nonformal Education, Immigration, and Skills in Canada
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 67 (2017) 3, S.186-208 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713617697423
Schlagwörter	Nonformal Education; Adult Learning; On the Job Training; Seminars; Distance Education; Immigrants; Literacy; Numeracy; Foreign Countries; International Assessment; Competence; Scores; Individual Characteristics; Statistical Analysis; Age Differences; Educational Attainment; Parent Background; Least Squares Statistics; Regression (Statistics); Canada; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Non-formal education; Non formal education; Nichtformale Bildung; Adulte education; Adult training; Erwachsenenbildung; Training-on-the-Job; Seminar; Distance study; Distance learning; Fernunterricht; Immigrant; Immigrantin; Immigranten; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Ausland; Kompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Elternhaus; Regression; Regressionsanalyse; Kanada
Abstract	This article examined the relationship between participation in adult nonformal education (NFE), defined as on-the-job training, attending private lessons, attending seminars, or distance learning, and Canadian immigrant respondents' literacy and numeracy outcomes, using data from the Program for the International Assessment of Adult Competencies Survey. We found that although participation in some forms of NFE was significantly related to higher literacy and numeracy scores, such relationship tended to be greater for first-generation immigrants than for nonimmigrant adults, even after controlling for their linguistic and formal educational background. Our findings suggested that first-generation immigrants in Canada might benefit the most from increased participation in NFE programs and targeted policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01