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首页> 外文期刊>International Journal of Lifelong Education >Later life learning for adults in Scotland: tracking the engagement with and impact of learning for working-class men and women
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Later life learning for adults in Scotland: tracking the engagement with and impact of learning for working-class men and women

机译：苏格兰成年人的后期学习：追踪学习对工人阶级男女的参与和影响

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Undertaken in the context of an ageing population and under-representation of older adults in formal education in Scotland, this paper reports on selected findings from research funded by the West of Scotland Wider Access Forum. Using a longitudinal design, the project sought, over a two-year period, to track the experiences of 85 working class older adults over the age of 50 in four further and three higher education institutions in the west of Scotland using four biannual semi-structured interviews. The authors examine learning engagement through the ‘lenses’ of gender and class, reporting thematically on the effects of these factors on engagement with, and motivation for, formal learning at the time of the study and throughout life. Related to gender, the authors report on how continuance with post-compulsory formal education was mitigated by culturally normative attitudes and practices, as well as more immediate pressing responsibilities or needs, and a reduced connection between accredited learning and employment. In the context of a ‘greying’ workforce that sees lesser engagement with formal learning as age increases, and difficulties for those with the least financial resource to undertake learning independently, the authors argue that greater investment in later life learning opportunities is necessary to maximise access and on-going participation.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2011.588465
机译：本文是在苏格兰人口老龄化和老年人在正规教育中人数不足的背景下进行的，本文报道了由“苏格兰西部更广泛访问论坛”资助的研究的部分发现。该项目使用纵向设计，试图在两年的时间内，使用四个半年两次的半结构化方法，追踪苏格兰西部的四个继续教育机构和三个高等教育机构中85名50岁以上的工人阶级老年人的经历。面试作者通过性别和阶级的“镜头”检验了学习参与度，主题性地报告了这些因素对学习和整个学习过程中正式学习参与度和动机的影响。关于性别，作者报告说，通过文化规范的态度和做法以及更直接的紧迫责任或需求以及认可的学习与就业之间的联系减少，如何减轻了义务教育后的正规教育的继续。在“灰色”劳动力的背景下，随着年龄的增长，正规学习的参与减少，并且那些财力最弱的人难以独立学习，作者认为必须加大对晚年学习机会的投资最大程度地提高访问权限和持续参与。更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2011.588465

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