Unravelling the Lifelong Learning Process for Canadian Workers and Adult Learners Acquiring Higher Skills

This article reports on a mixed methods study that investigated aspects of formal, non-formal and informal learning for workers and adult high school learners seeking literacy and essential skills. Three key themes emerged from the qualitative data: motivations for participation in various forms of...

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Published inJournal of research and practice for adult literacy, secondary, and basic education Vol. 2; no. 2; pp. 101 - 113
Main Authors Taylor, Maurice, Trumpower, David, Pavic, Ivana
Format Journal Article
LanguageEnglish
Published Commission on Adult Basic Education 2013
Subjects
Adult Basic Education
Adult Literacy
Andragogy
Canada
Educational Benefits
Educational Practices
Foreign Countries
High School Equivalency Programs
Informal Education
Labor Education
Learning Motivation
Learning Readiness
Manitoba
Mixed Methods Research
Nova Scotia
Ontario
Self Directed Learning Readiness Scale
Semi Structured Interviews
Skill Development
Social Capital
Workplace Learning
Canada
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Summary:This article reports on a mixed methods study that investigated aspects of formal, non-formal and informal learning for workers and adult high school learners seeking literacy and essential skills. Three key themes emerged from the qualitative data: motivations for participation in various forms of learning; seeking out informal learning activities and pedagogical practices in the teaching; and learning interactions of workers and adult learners. Findings from the quantitative analysis also seemed to indicate that workers and adult learners acquiring literacy and essential skills tend to possess both the resources and readiness to continue their lifelong learning in the less formal settings.
ISSN:2169-0480