By OECD. Published by : OECD Publishing
This booklet goals to spot what works within the coverage and perform of grownup studying, drawing at the event of 9 OECD international locations: Canada, Denmark, Finland, Norway, Portugal, Spain, Sweden, Switzerland and the uk (England). It def
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Additional info for Beyond Rhetoric: Adult Learning Policies and Practices
The goal of an elementary school diploma ranked lowest, with rates of less than 3% in most countries. It should be noted here that in some of the countries there were nonetheless waiting lists for adult basic education © OECD 2003 Few learners are enrolled in adult basic education courses, although that could be due to lack of availability. 1. 3 .. 1 .. 1 International Adult Literacy Survey (1994-98). courses. That could imply that if there are not many people following these courses, it could be because of lack of availability.
With regard to patterns of participation, some of the key questions addressed in that chapter are: • Is there imbalance in the participation rates in terms of gender, age, country of origin, occupational status? • What are the patterns of participation? What are the main reasons individuals have for learning? 32 • What are the characteristics of the training provided by the employers? © OECD 2003 2. Issues in Adult Learning When dealing with the mode of provision, the key questions are: • What are the types of provision and providers?
2 shows that the groups with the least access are the self-employed and workers in micro-enterprises, except in Spain and Portugal where it is the 55-64 age group. On the other hand, the fact of having a temporary contract is not a handicap to training, except in Finland and Sweden. There is a large difference in access in all countries between those who are selfemployed and those who are wage earners, which is also linked to the size of the firm. It appears that firms at the forefront of the knowledge-based economy offer more training possibilities.