Bounded advantages of higher education regarding young adults’ participation in  nonformal education

Petya Ilieva-Trichkova; Pepka Boyadjieva

doi:10.3384/rela.2000-7426.4433

Authors

Petya Ilieva-Trichkova Institute of Philosophy and Sociology, Bulgarian Academy of Sciences https://orcid.org/0000-0002-2889-0047
Pepka Boyadjieva Institute of Philosophy and Sociology, Bulgarian Academy of Sciences https://orcid.org/0000-0002-0561-6942

DOI:

https://doi.org/10.3384/rela.2000-7426.4433

Keywords:

nonformal education, higher education, young adults, capability approach, comparative analysis

Abstract

The article uses insights from the capability approach as a theoretical framework. It investigates the potential of higher education to provide fertile advantages regarding young adults’ participation in nonformal education and whether this potential is bounded by people’s individual characteristics and the wider social context in which they live. Applying descriptive statistics and multilevel modelling, we conducted a secondary data analysis of the Adult Education Survey for 29 European countries. The findings go beyond previous research by clearly demonstrating that the fertile advantages of higher education regarding participation in adult nonformal education are not absolute and straightforward. They are bounded not only by certain important individual characteristics (such as individuals’ social background and household income) but are also context-dependent. More concretely, they differ among countries and depend on various country-level factors, such as level of innovation and economic growth.

Metrics

Metrics Loading ...

References

Austin, A. (2016). Practical reason in hard times: The effects of economic crisis on the kinds of lives people in the UK have reason to value. Journal of Human Development and Capabilities, 17(2), 225-244.

Ayllón, S., & Nollenberger, N. (2021). The unequal opportunity for skills acquisition during the Great recession in Europe. Review of Income and Wealth, 67(2), 289-316.

Becker, G. (1993). Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education (3rd ed.). The University of Chicago Press. (Original work published 1964)

Bernardi, F., Chakhaia, L., & Leopold, L. (2017). ‘Sing me a song with social significance’: The (mis)use of statistical significance testing in European sociological research. European Sociological Review, 33(1), 1-15.

Blossfeld, H.-P., Kilpi-Jakonen, E., Vono de Vilhena, D. & Buchholz, S. (2014). Adult Learning in Modern Societies. An International Comparison from a Life-course Perspective. Edward Elgar.

Boeren, E. (2016). Lifelong Learning Participation in a Changing Policy Context: An Interdisciplinary Theory. Palgrave Macmillan.

Boeren, E. (2017). Understanding adult lifelong learning participation as a layered problem. Studies in Continuing Education, 39(2), 161-175.

Bøhler, K. K., Krasteva, V., O’Reilly, J., Vedeler, J. S., Stoilova, R., & Tolgensbakk, I. (2019). Four narratives of overcoming early job insecurity in Europe: A capability approach. In B. Hvinden, J. O’Reilly, M. A. Schoyen & C. Hyggen (Eds.), Negotiating Early Job Insecurity: Well-being, Scarring and Resilience of European Youth (pp. 46-66). Edward Elgar.

Boyadjieva, P., & Ilieva-Trichkova, P. (2021). Adult Education as Empowerment: Re-imagining Lifelong Learning through the Capability Approach, Recognition Theory and Common Goods Perspective. Palgrave Macmillan.

Cabus, S., Ilieva-Trichkova, P., & Štefánik, M. (2020). Multi-layered perspective on the barriers to learning participation of disadvantaged adults. Zeitschrift für Weiterbildungsforschung, 43, 169-196.

Capriati, M. (2022). Capabilities, innovation and economic growth in EU regions. Journal of Human Development and Capabilities, 23(3), 373-399.

Chiappero-Martinetti E., & Sabadash. A. (2014). Integrating human capital and human capabilities in understanding the value of education. In S. Ibrahim & M. Tiwari (Eds.), The Capability Approach (pp. 206-230). Palgrave Macmillan.

Chiappero-Martinetti, E., Salardi, P., & Scervini, F. (2018). From resources to functioning. Rethinking and measuring conversion rates. In F. Comim, Sh. Fennell & P. B. Anand (Eds.), New Frontiers of the Capability Approach (pp. 232-245). Cambridge University Press.

Crocker, D. & Robeyns, I. (2009). Capability and agency. In Ch. Morris (Ed.), Amartya Sen (pp. 60-90). Cambridge University Press.

Dämmrich, J., Vono de Vilhena, D., & Reichart, E. (2014). Participation in adult learning in Europe: The impact of country-level and individual characteristics. In H.-P. Blossfeld, E. Kilpi-Jakonen, D. Vono de Vilhena, & S. Buchholz (Eds.), Adult Learning in Modern Societies: An International Comparison from a Life-course Perspective (pp. 29-55). Edward Elgar.

Desjardins, R. (2015). Participation in Adult Education Opportunities: Evidence from PIAAC and Policy Trends in Selected Countries – Background Paper Prepared for the for All Global Monitoring Report 2015. University of California.

Desjardins, R. (2020). PIAAC Thematic Report on Adult Learning (OECD Education Working Paper No. 223). OECD.

Drèze, J., & Sen, A. (2002). India: Development and Participation. Oxford University Press.

European Commission. (2001, November 11). Communication from the Commission: making a European area of lifelong learning a reality. Office for Official Publications of the European Communities (COM (2001) 678 final).

European Union. (2017). European Innovation Scoreboard 2017. https://ec.europa.eu/docsroom/documents/24829

Eurostat. (2023, November 20). Adult Education Survey (AES) methodology. https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Adult_Education_Survey_(AES)_methodology#Basic_concepts

Eurostat. (2024, April 24). Gross domestic product (GDP) at market prices – annual data. https://ec.europa.eu/eurostat/databrowser/product/page/tipsau10

Groenez, S., Desmedt, E. & Nicaise, I. (2007, September 19-21). Participation in Lifelong Learning in the EU-15: The Role of Macro-level Determinants [Conference presentation]. ECER 2007 Conference, Ghent, Belgium.

Hodkinson, P. (2010). Informal learning: A contested concept. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., pp. 42-46). Elsevier Science.

Hox, J. J. (2010). Multilevel Analysis: Techniques and Applications. Routledge.

Hox, J., Maas, C. J. M. & Brinkhuis, M. J. S. (2010). The effect of estimation method and sample size in multilevel structural equation modeling. Statistica Neerlandica, 64(2), 157-170.

Ibrahim, S. S. (2006). From individual to collective capabilities: The capability approach as a conceptual framework for self‐help. Journal of Human Development, 7(3), 397-416.

Kilpi-Jakonen, E., Vono de Vilhena, D., & Blossfeld, H.-P. (2015). Adult learning and social inequalities: Processes of equalisation or cumulative disadvantage? International Review of Education, 61(4), 529-546.

Kim, K., Hagedorn, M., Williamson, J., & Chapman, C. (2004). Participation in Adult Education and Lifelong Learning: 2000–01 (NCES 2004–050). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

King, I. & Sweetman, A. (2002). Procyclical skill retooling and equilibrium search. Review of Economic Dynamics, 5(3), 704-717.

La-Belle, T. J. (1981). An introduction to the non-formal education of children and youth. Comparative Education Review, 25(3), 313-329.

Lee, J. & Desjardins, R. (2019). Inequality in adult learning and education participation: The effects of social origins and social inequality. International Journal of Lifelong Education, 38(3), 339-359.

Milana, M., Webb, S., Holford, J., Waller, R., & Jarvis, P. (2018). Introduction to the handbook. In M. Milana, S. Webb, J. Holford, R. Waller & P. Jarvis (Eds.), Palgrave International Handbook on Adult and Lifelong Education and Learning (pp. 1-8). Palgrave Macmillan.

Nussbaum, M. C. (2011). Creating Capabilities: The Human Development Approach. Belknap Press.

Rabe-Hesketh, S. & Skrondal, A. (2012). Multilevel and Longitudinal Modeling using Stata (3rd Edition). Stata Press.

Robeyns, I. (2003). Sen’s capability approach and gender inequality: Selecting relevant capabilities. Feminist Economics, 9(2-3), 61-92.

Robeyns, I. (2005). The capability approach: A theoretical survey. Journal of Human Development, 6(1), 93-117.

Roosmaa, E.-L. & Saar, E. (2012). Participation in non-formal learning in EU-15 and EU-8 countries: Demand and supply side factors. International Journal of Lifelong Education, 31(4), 477-501.

Rubenson, K. (2019). Assessing the status of lifelong learning: Issues with composite indexes and surveys on participation. International Review of Education, 65(2), 295-317.

Sen, A. (1985). Well-being, agency and freedom: The Dewey lectures 1984. The Journal of Philosophy, 82(4), 169-221.

Sen, A. (1992). Inequalities Reexamined. Clarendon Press.

Sen, A. (1993). Capability and well-being. In M. Nussbaum & A. Sen (Eds), The Quality of Life (pp. 30-53). Clarendon Press.

Sen, A. (1999). Development as freedom. Oxford University Press.

Sen, A. (2009). The Idea of Justice. The Belknap Press of Harvard University Press.

Sulkunen, S., Nissinen, K., & Malin, A. (2021). The role of informal learning in adults’ literacy proficiency. European Journal for Research on the Education and Learning of Adults, 12(2), 207-222.

United Nations Educational, Scientific and Cultural Organization. (2009). Global Report on Adult Learning and Education. UNESCO Institute for Lifelong Learning.

United Nations Educational, Scientific and Cultural Organization. (2016). Recommendation on adult learning and education 2015. UNESCO.

UNESCO Institute for Statistics. (2012). International Standard Classification of Education (ISCED 2011). UNESCO Institute for Statistics. http://uis.unesco.org/en/topic/international-standard-classification-education-isced

Vaughan, R. (2007). Measuring capabilities: An example from girls’ schooling. In M. Walker & E. Unterhalter (Eds.), Amartya Sen’s Capability Approach and Social Justice in Education (pp. 109-130). Palgrave Macmillan.

Vono de Vilhena, D., Kilpi-Jakonen, E., Schührer, S. & Blossfeld, H.-P. (2014). The promise and reality of adult learning in modern societies. In H.-P. Blossfeld, E. Kilpi-Jakonen, D. Vono de Vilhena & S. Buchholz (Eds.), Adult Learning in Modern Societies. An International Comparison from a Life-course Perspective (pp. 351-374). Edward Elgar.

Walker, M. (2007). Widening participation in higher education: Lifelong learning as capability. In D. N. Aspin (Ed.), Philosophical perspectives on lifelong learning. Lifelong learning book series, vol 11 (pp. 131–147). Springer.

Walker, M. (2012). Egalitarian policy formulation in lifelong learning: Two models of lifelong education and social justice for young people in Europe. In D. N. Aspin, D. J. Chapman, K. Evans & R. Bagnall (Eds.), Second international handbook of lifelong learning (pp. 181-193). Springer.

Weaver, R. & Habibov, N. (2017). Determinants of participating in training: a Canadian-based analysis. International Journal of Sociology and Social Policy, 37(1-2), 69-85.

Wolff, J. & de-Shalit, A. (2007). Disadvantage. Oxford University Press.

Wolff, J. & de-Shalit, A. (2013). On fertile functionings: A response to Martha Nussbaum. Journal of Human Development and Capabilities, 14(1), 161-165.