Who Achieves Level 2 Qualifications during Adulthood? Evidence from the NCDS

Autor/inn/en	Sabates, Ricardo; Feinstein, Leon; Skaliotis, Eleni
Titel	Who Achieves Level 2 Qualifications during Adulthood? Evidence from the NCDS
Quelle	In: British Journal of Educational Studies, 55 (2007) 4, S.390-408 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1111/j.1467-8527.2007.00385.x
Schlagwörter	Foreign Countries; Qualifications; Individual Characteristics; Adults; Learning Activities; Academic Persistence; Academic Achievement; Socioeconomic Influences; Correlation; Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Qualifikation; Qualifikationsstufe; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lernaktivität; Schulleistung; Sozioökonomischer Faktor; Korrelation; Attitude; Einstellung; Verhalten; Großbritannien
Abstract	This paper describes the characteristics of people who return to learning to achieve at least a level 2 qualification, drawing on the 1958 National Child Development Cohort Study. Results show that adults who gained level 2 were more likely than those who did not to have been engaged in a range of learning activities at earlier ages, including learning during childhood, staying in education during adolescence and undertaking courses leading and not leading to qualifications during adulthood. The factor that has the highest impact on progression by age 33 and by age 42 is early school attainment. This means that for individuals who do well at school there is a greater chance of achievement of qualifications during adulthood, even when this qualification is not achieved by age 23. We further find that socioeconomic constraints in adulthood may be less of a barrier to progression than is often believed. Taking together, these findings suggest that the main focus should be on paying particular attention to attitudinal barriers to learning, rather than just being concerned with removing economic and social constraints. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10