Search

Participation in adult education and training opportunities over the entire life-course is necessary in international and technologically advanced economies. However, there is a dearth of literature on equitable access to lifelong education opportunities, particularly for at risk and underserved adults in the labor force. Furthermore, opportunities for financing lifelong learning remain minimal for middle-age and older adult populations. The purpose of this research is to explore strategies or alternative models to fund lifelong education with attention to the Individual Learning Account (ILA) schemes. We explore initiatives across four countries--Canada, Sweden, the United Kingdom, and the United States. This research uses a qualitative descriptive approach to compare strategies to financing lifelong education targeting adult learners. Data were collected from key informant interviews (N=14), government documents, and research reports. Two major themes emerged that are common across all key informant interviews and documentation: (1) ILA offers key lessons in informing the creation of effective lifelong learning funding; (2) Low-income and low-skilled adults are often excluded from participation in ILA schemes. The authors' findings move adult education beyond a focus on providers of education to considering additional strategies for financing individual learning. [This paper was published in: J. P. Egan (Ed.), "Proceedings of the Adult Education in Global Times Conference." Ottawa, ON: Canadian Association for the Study of Adult Education." (ISBN 978-0-920056-53-0).]

The demand for adult training opportunities is substantial as labor markets often require adult workers to obtain advanced skills. Opportunities to obtain advanced skills are often pursued by high-income and high-skilled workers whereas low-skilled or low-income adult workers are less likely to participate. For this study, we used data from the Program for the International Assessment of Adult Competencies (PIAAC) for the U.S., Canada, the Netherlands, Norway, and Sweden to compare participation rates in non-formal education (NFE) by high and low-skilled adults. Additionally, to gain insights of adult education and training policies that promote NFE, international key informant interviews (n = 33) and document reviews were conducted. Major findings include (a) as compared to high-skilled adults, low-skilled adults are less likely to participate in NFE; (b) as compared to the U.S., low-skilled workers in Norway and the Netherlands are more likely to participate in NFE; and (c) non-formal education is often more acceptable to low-skilled adults due to previous negative experiences with formal education. Countries were selected based on qualitative findings that will inform best practices. [For the full proceedings, see ED613257.]

Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force.

For several decades, lifelong learning has been discussed both in terms of its ability to provide both individual and national economic benefits. However, while the importance of lifelong learning, particularly in lieu of occupational changes, has been emphasized, the creation or adaptation of funding methods for lifelong learning specifically in the latter half of life has stalled. However, model funding programs that support learning in midlife and beyond do exist internationally, comprising resources like loans, scholarships, and workplace funding. One funding model that came to prominence over the last two decades is the Individual Learning Account (ILA), which has been implemented in multiple countries, albeit with limited success. Although ILAs have ultimately not been well-integrated into extant educational funding systems for lifelong learning, such as self- or employer-funded learning or student loans, the ILA model and its associated challenges suggest key lessons for informing more effective lifelong learning funding, particularly into older adulthood. This paper will discuss gaps in the following four countries' attempts to implement ILAs and integrate common adult education funding methods: Sweden, Canada, the United Kingdom, and the United States. [For the published conference paper, see ED597554.]

For several decades, lifelong learning has been discussed both in terms of its ability to provide both individual and national economic benefits. However, while the importance of lifelong learning, particularly in lieu of occupational changes, has been emphasized, the creation or adaptation of funding methods for lifelong learning specifically in the latter half of life has stalled. However, model funding programs that support learning in midlife and beyond do exist internationally, comprising resources like loans, scholarships, and workplace funding. One funding model that came to prominence over the last two decades is the Individual Learning Account (ILA), which has been implemented in multiple countries, albeit with limited success. Although ILAs have ultimately not been well-integrated into extant educational funding systems for lifelong learning, such as self- or employer-funded learning or student loans, the ILA model and its associated challenges suggest key lessons for informing more effective lifelong learning funding, particularly into older adulthood. This paper will discuss gaps in the following four countries' attempts to implement ILAs and integrate common adult education funding methods: Sweden, Canada, the United Kingdom, and the United States. [For the full proceedings, see ED597456.]

Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force. [For the full proceedings, see ED597456.]