Lifelong Learning in Six Central European Countries

The aim of the article is to compare the situation of lifelong learning in Central European countries. Six countries were selected for the study: Poland, Lithuania, Estonia, Slovenia, the Slovak Republic, and the Czech Republic. The research is based on data from the International Survey of Adult Skills (OECD PIAAC). Respondents 30 years old and over were selected for analysis because a significant proportion of younger people have not yet completed their formal studies. According to the analysis, Estonian adults are most often involved in lifelong learning activities, while representatives from the Slovak Republic are the least involved. In all countries, those with above high school education are the most likely to participate in lifelong learning activities compared to those with lower than high school education and with high school education. In different countries, different kinds of learning activities prevail.

REFERENCES:

• Árnason, H., & Valgeirsdóttir, H. (2015). Why do people with little formal education not participate in lifelong learning activities? Netla: Online Journal on Pedagogy & Education, 1-16.
• Barros, R. (2012). From lifelong education to lifelong learning. Discussion of some effects of today’s neoliberal policies. European journal for Research on the Education and Learning of Adults, 3(2), 119-134.
• Beardwell, J., Holden, L. & Claydon, T. (Eds.). (2007). Human resource management: A contemporary approach. Pearson Education.
• Chang, D.F., Wu, M.L., & Lin, S.P. (2012). Adults Engaged in Lifelong Learning in Taiwan: Analysis by Gender and Socioeconomic Status. Australian Journal of Adult Learning, 52(2), 310-335.
• Chapman, J., McGilp, J., Cartwright, P., de Souza, M., & Toomey, R. (2006). Overcoming barriers that impede participation in lifelong learning. In Lifelong learning, participation and equity (pp. 151-174). Springer, Dordrecht.
• Delahaye, B. (2003). Human resoursce development and the management of knowledge capital. Human Resource Management: Challenges & Future Directions, 204-218.
• Desjardins, R, Rubenson, K & Milana, M (2006). Unequal chances to participate in adult learning: International perspectives, Paris: United Nations Educational, Scientific and Cultural Organization.
• Desjardins, R. (2020). PIAAC Thematic Review on Adult Learning. OECD Education Working PaperNo. 223. Paris: OECD.
• Erdoğan, D.G. Research Trends in Studies on Lifelong Learning: A Bibliometric Analysis with Visual Mapping Technique (2016-2020). Sakarya University Journal of Education 10.3: 643-666.
• Eurostat (2018). Smarter, greener, more inclusive? Indicators to support the Europe 2020 strategy. Publications Office of the European Union.
• Guimaraes, P. (2017). The usefulness of adult education: Lifelong learning in the European Union and the portuguese public policy. Andragoška spoznanja, 23(4), 35-50
• Laal, M., & Salamati, P. (2012). Lifelong learning; why do we need it?. Procedia-Social and Behavioral Sciences, 31, 399-403.
• Mankin, D. Human Resource Development. Oxford: Oxford University Press, 2009.
• Märja, T. (2008). Development and State of Art of Adult Learning and Education (ALE): National Report of Estonia.
• Silva, T., Cahalan, M., & Lacireno-Paquet, N. (1998). Adult Education Participation Decisions and Barriers: Review of Conceptual Frameworks and Empirical Studies. Working Paper Series.
• Støren, L.A., & Børing, P. (2018). Immigrants’ participation in non-formal job-related training. International Journal of Lifelong Education, 37(5), 598-614.
• UNESCO Institute for Lifelong Learning (2016) Recommendation on Adult Learning and Education, 2015. UNESCO.