The Elusive Nature of the Learning Society: A Profile of Adult Participation in Education and Training in Scotland

DescriptionThe 2002 Scottish sample of the National Institute of Adult and Continuing Education survey on participation in post-school learning. Provides data on motivation, access and pathways of participation.
ISBN0-7559-3776-7
Official Print Publication Date
Website Publication DateJuly 23, 2004

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2004

The elusive nature of the learning society: a profile of adult participation in education and training in Scotland

Professor Maria Slowey

Department of Adult and Continuing Education
University of Glasgow

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CONTENTS

Executive Summary
Acknowledgements
1. Public engagement in post-school learning in Scotland.
2. Information channels: how people learn about learning opportunities.
3. Diversity of learning opportunities: where people choose to learn.
4. Duration of learning: how long is a piece of string?
5. Motivation: why people engage in learning.
6. Subjects: what people choose to learn.
7. Finance.
8. Access and barriers.
9. Attitudes to learning and future plans.
10. Outcomes of learning .
11. Role of new technology.
12. Conclusion and Policy implications.
Appendix I: Methodology
Appendix II: Definition of socio-economic class used by the Research Society of Great Britain
Appendix III: Characteristics of sample from Scotland
Appendix IV: Interview schedule
Appendix V: Highest Educational Qualifications of the population in Scotland by age and gender (2000)
References

List of Tables

Table 1.1: Participation in learning since leaving school: Scotland compared to the UK (2002)
Table 1.2: Reported levels of current and recent participation by respondents in Scotland compared to the UK (1990-2003)
Table 1.3: Adult learning participation patterns by the highest qualifications held by respondents in Scotland
Table 1.4: Adult learning participation patterns by school leaving age of respondents in Scotland
Table 1.5: Adult learning participation patterns by gender of respondents in Scotland
Table 1.6: Adult learning participation patterns by social class of respondents in Scotland
Table 1.7: Adult learning participation patterns by age of respondents in Scotland
Table 2.1: Source of information about main subject of most recent learning, by gender
Table 2.2: Source of information about main subject of most recent learning, by age
Table 2.3: Combined sources of information about main subject of most recent learning, by age
Table 2.4: Source of information about main subject of most recent learning, by employment status
Table 2.5: Source of information about main subject of recent learning, by socio-economic group.
Table 3.1: Main location of learning, by gender
Table 3.2: Main location of learning, by area type
Table 3.3: Main location of learning, by age group
Table 3.4: Main location of learning, by social class
Table 4.1: Length of time altogether that learning is expected to take/has taken
Table 4.2: Expected duration of recent studies, by gender
Table 4.3: Expected duration of recent studies, by age
Table 4.4: Expected duration of recent learning, by employment status
Table 4.5: Expected duration of recent learning, by socio-economic group
Table 4.6: Hours a week spent on new learning
Table 4.7: Hours a week spent on new learning, by gender
Table 4.8: Hours a week spent on new learning, by age group
Table 4.9: Hours a week spent on recent learning, by employment status
Table 4.10: Hours a week spent on recent learning, by socio-economic status
Table 5.1: Details of main reasons for starting current/recent learning
Table 5.2: Summary of main reasons for engaging in recent learning in Scotland
Table 5.3: Main reasons for engaging in recent learning in Scotland, by socio-economic group
Table 5.4: Main reasons for engaging in recent learning in Scotland, by age when finished full-time education
Table 5.5: Qualification aims
Table 5.6: Qualification aims, by gender
Table 5.7: Qualification aims, by age
Table 5.8: Qualification aims, by socio-economic group
Table 5.9: Qualification aims, by area of domicile
Table 5.10: Qualification aims, by employment status
Table 5.11: Qualification aims, by existing qualifications
Table 6.1: Main subjects pursued by current and recent learners
Table 6.2: Subjects studied by at least 3% of recent learners in Scotland, by gender
Table 6.3: Subjects studied by at least 3% of recent learners in Scotland, by age
Table 6.4: Subjects studied by at least 3% of recent learners in Scotland, by employment status
Table 6.5: Subjects studied by at least 3% of recent learners in Scotland, by socio-economic group
Table 6.6: Subjects studied by at least 3% of recent learners in Scotland, by area type
Table 7.1: Sources of financial support for fees for current/recent learning
Table 7.2: Other costs associated with current/recent learning
Table 7.3: Sources of financial support for fees for current/recent learning, by gender
Table 8.1: Help and advice
Table 8.2: Help and advice, by gender
Table 8.3: Help and advice, by employment status
Table 8.4: Help and advice, by socio-economic group
Table 8.5: Help and advice, by experience of recent learning
Table 9.1: Extent of agreement with statements about learning
Table 9.2: Extent of agreement with statements about learning, by gender
Table 9.3: Extent of agreement with statements about learning, by age
Table 9.4: Extent of agreement with statements about learning, by employment status
Table 9.5: Extent of agreement with statements about learning, by socio-economic group
Table 9.6: Extent of agreement with statements about learning, by experience of recent learning
Table 9.7: Likelihood of taking up learning in next three years
Table 9.8: Main factors likely to prevent respondents engaging in learning in the future (respondents not likely to take up learning in next three years)
Table 9.9: Future plans by learning profile of respondents in Scotland
Table 9.10: Future plans by gender of respondents in Scotland
Table 10.1: Changes or benefits as a result of current/recent learning
Table 11.1: Technology to which respondents had regular access
Table 11.2: General and main activities for which internet was used
Table 11.3: Technology to which respondents had regular access, by participation in learning categories

The views expressed in this report are those of the researcher and
do not necessarily represent those of the Department or Scottish Ministers.

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