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| Autor/inn/en | Livingstone, David; Stowe, Susan |
|---|---|
| Titel | Work Time and Learning Activities of the Continuously Employed: A Longitudinal Analysis, 1998-2004 |
| Quelle | In: Journal of Workplace Learning, 19 (2007) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1366-5626 |
| DOI | 10.1108/13665620710719321 |
| Schlagwörter | Working Hours; Education Courses; Informal Education; Learning Activities; Adult Education; National Surveys; Foreign Countries; Interviews; Lifelong Learning; Employment; Workplace Literacy; Canada |
| Abstract | Purpose: The purpose of this paper is to examine the paid and unpaid work time and learning activities of a small longitudinal sample (n=286) of continuously employed Canadians over the 1998-2004 period. Design/methodology/approach: A sub-sample of those who responded to two national surveys carried out in 1998 and 2004 and who were continuously employed throughout this period was selected. In addition to a quantitative analysis of their responses to both surveys, a qualitative analysis of open-ended interviews in 2000 with many of the same respondents offers further insight into orientations to engagement in formal (course-based) and informal learning. Findings: Those who are not taking adult education courses are still very likely to participate continually in job-related informal learning. There is some indication that continuing lack of participation in courses may be associated with declining participation in job-related informal learning. The in-depth interviews suggest that most continuously employed respondents see course-based education and informal learning as complementary. Originality/value: The lack of prior longitudinal population studies means that understanding of continuity and change in work and learning relations has been based on inferences from cross-sectional surveys. There are few recent longitudinal surveys of work and learning and none that incorporate both unpaid work and informal learning as well as paid work and adult education course participation. This study provides some elementary benchmarks for further diachronic research on work time and learning relations. (Contains 9 tables.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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