Literaturnachweis - Detailanzeige
| Autor/inn/en | Coelli, Michael; Tabasso, Domenico; Zakirova, Rezida |
|---|---|
| Institution | National Centre for Vocational Education Research |
| Titel | Studying beyond Age 25: Who Does It and What Do They Gain? Research Report |
| Quelle | (2012), (68 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-9220-5625-2 |
| Schlagwörter | Cost Effectiveness; Maturity (Individuals); Adult Education; Foreign Countries; Adult Students; Student Characteristics; Outcomes of Education; Regression (Statistics); Australia |
| Abstract | Why should a person keep studying beyond his/her mid-20s? After all, education and training at a younger age provide for the longest period over which the return on the investment can be harvested. On the other hand, individuals in their 40s (or even 50s) can expect to work for another 20 years or so, allowing plenty of time to recoup the cost of the investment in education and training. Using data from the Household, Income and Labour Dynamics in Australia (HILDA) Survey and the Survey of Education and Training (SET), this study investigates what prompts people to participate in education and training at more mature ages, and the impact of this participation on their labour markets outcomes. The report describes the main characteristics of Australians who choose to participate in formal education at more mature ages, investigates a number of potential outcomes of such investments and explores why Australian participation rates are higher than those in other Organisation for Economic Co-operation and Development (OECD) countries. The authors find that more educated individuals are more likely to undertake further education or training. They conclude that the positive effects of mature-age education are quite modest, although there are clear examples of positive payoff--women who are not employed, for example. They suggest this supports the notion of targeted, as opposed to universal, government support. Additional tables are appended. (Contains 1 figure, 26 tables, and 18 footnotes.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.] (ERIC). |
| Anmerkungen | National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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