Systemic Obstacles to Lifelong Learning: The Influence of the Educational System Design on Learning Attitudes

Autor/inn/en	Lavrijsen, Jeroen; Nicaise, Ides
Titel	Systemic Obstacles to Lifelong Learning: The Influence of the Educational System Design on Learning Attitudes
Quelle	In: Studies in Continuing Education, 39 (2017) 2, S.176-196 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2016.1275540
Schlagwörter	Lifelong Learning; Barriers; Educational Attitudes; Differences; Adults; Elementary School Students; Student Attitudes; Track System (Education); Grade Repetition; Ability Grouping; International Assessment; Secondary Education; Foreign Countries; Likert Scales; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Unterscheiden; Schülerverhalten; Leistungsgruppe; Leistungsdifferenzierung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Homogene Gruppierung; Niveaugruppierung; Streaming; Sekundarbereich; Ausland; Likert-Skala
Abstract	Comparative research has often emphasized the importance of external barriers (e.g. enrolment costs) to explain inequalities in lifelong learning participation. However, individuals, in particular the low educated, are often not only prevented from participation by external barriers, but also by negative psychological dispositions about learning. In this article, we study how dispositions about learning as measured in PIAAC (2012) vary between countries. In particular, we assess how these cross-country differences are related to a number of design characteristics of the initial school system. We improve the cross-sectional research design by controlling attitudes among adults for attitudes collected among primary school students, making use of diff-in-diff and pseudo-panel-techniques. Overall, we find that strong external differentiation mechanisms, in particular tracking students at a young age and making extensively use of grade retention, are associated with less positive attitudes towards learning among adults. However, a number of methodological issues, related to small country samples and differences in data definition between surveys, calls for further investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01