114652
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114652
Increased participation in adult learning
statistikk
2013-06-28T10:00:00.000Z
Education
en
vol, Adult education, Adult Education Survey (AES), formal education, non-formal education, continuing education, postgraduate studies, adult education, coursesAdult education, Education
true

Adult education

Updated

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Key figures

61 %

participated in education and training

Participation in formal or non-formal education and training in the last 12 months in the population 25-64 years by sex, age and educational attainment level. Per cent
20072012
All 25-64 years5561
 
Sex
Males5361
Females5662
 
Age group
25-34 years6572
39-49 years5766
50-64 years4550
 
Educational attainment level
Basic school level or no education completed3844
Upper secondary education5260
College and university level7278

See more tables on this subject

Table 1 
Participation in formal education and training in the last 12 months in the population 25-64 years by sex, age and educational attainment level. Per cent

Participation in formal education and training in the last 12 months in the population 25-64 years by sex, age and educational attainment level. Per cent
20072012
All 25-64 years109
 
Sex
Males88
Females1210
 
Age group
25-34 years2119
39-49 years98
50-64 years33
 
Educational attainment level

Table 2 
Participation in non-formal education and training in the last 12 months in the population 25-64 years by sex, age and educational attainment level. Per cent

Participation in non-formal education and training in the last 12 months in the population 25-64 years by sex, age and educational attainment level. Per cent
20072012
All 25-64 years5157
 
Sex
Males5058
Females5157
 
Age group

Table 3 
Participation in non-formal training during paid working hours in the population 25-64 years by sex, age and educational attainment level. Per cent

Participation in non-formal training during paid working hours in the population 25-64 years by sex, age and educational attainment level. Per cent
20072012
All 25-64 year3946
 
Sex
Males3947
Females3845
 
Age group
25-34 years4248
39-49 years4251
50-64 years3239
 
Educational attainment level
Basic school level or no education completed2545
Upper secondary education3651
College and university level5441

About the statistics

The Adult Education Survey is carried out every five years. The purpose of the survey is to collect information on the scope and content of various forms of adult learning and patterns of adults’ participation in learning activities.

Definitions

Definitions of the main concepts and variables

Concepts and definitions in the AES are in accordance with the demands set by Eurostat. In addition there is correspondence with some concepts from the Learning Conditions Monitor for the sake of comparability.

In comparisons between the Learning Conditions Monitor and the AES the applied definition of employed is close to the definition used in the Labour Force Survey.

Education refers to formal education as defined below.

Formal education All education leading to a qualification which is recognised in the equivalent of a national framework of qualification, e.g. elementary school, lower secondary school, modules or courses in upper secondary school, apprentices and practice candidates in upper secondary education, technical vocational schools, tertiary education giving official credit points and further education leading to a professional specialisation.

Training refers to non-formal education/training as defined below.

Non-formaleducation/ training Any organised learning activity that is not formal education. It includes courses, seminars and conferences (where learning is the main purpose), public lectures and private lessons not part of formal education and guided on-the-job training. The definition of non-formal education/training used in the Learning Conditions Monitor does not include guided on-the-job training.

Both formal education and non-formal education/training are institutionalised forms of learning. This entails that there is an organisation providing structured arrangements (which must include something similar to a student-teacher-relationship) especially designed for education and learning.

Informal Learning is not institutionalised learning. It is thus less organised and less structured than formal education and non-formal education/training, often undertaken by the individual on his/her own. It may include watching TV or reading a book with the intention to learn, intentional learning from colleagues or family members, guided tours in a museum etc. The importance of the intention to learn when undertaking an activity separates informal learning from random learning.

Providers of non-formal training are the institutions/organisations giving the lessons/instructions.

Learning opportunities and learning requirements are indicators based on respondents own perception of whether his/her daily work gives good opportunity for learning and whether it requires that he/she must continuously get familiar with new information and aquire new skills.

Learning-intensive work: individuals stating that their work gives good/rather good opportunities for learning and is quite/very demanding in terms of learning have got learning-intensive work.

Standard classifications

The industrial classification of economic activities is in accordance with the Standard industrial Classification (SN2002) until 2007, and SN2007 from 2008 onwards. The standard is based on the EU standard if NACE rev. 1.1.

Educational attainment level is primarily based on information from register information in the National Education Database. The new definitions of educational attainment levels are used.

Administrative information

Name and topic

Name: Adult education
Topic: Education

Next release

Responsible division

Division for Education Statistics

Regional level

Regions and whole country.

Frequency and timeliness

The Adult Education Survey (AES) The Norwegian AES was conducted in May-August 2007, and the second round was conducted in the period 2011 - 2012. The reference-period for this survey is the last 12 months prior to the interview. Similar surveys are scheduled for about every fifth year. Data for the Third round of AES were collected in the period 2016-2017.

International reporting

AES microdata files are delivered to Eurostat

Microdata

The basic material (survey results from the interviewers) as well as the statistical files (on the basis of revision and estimation procedures) are stored. Anonymized microdata for the AES are also sent to Eurostat.

Background

Background and purpose

The purpose of the AES is to provide information about e.g. the scope and content of various forms of adult learning, motivation and obstacles to participation in education and training, job related learning, financing and patterns of adults’ participation in learning activities. Together with background information such as employment, educational attainment level, sex, income etc. this information may contribute to the knowledge base for various important policy issues.

 The Norwegian AES has been adapted to assure the continuation of time series on some main indicators from the LCM such as learning demands and possibilities through the daily work, adult participation in formal education, further education and non-formal training and providers of job related non-formal training.

Users and applications

By providing the relevant authorities and other users with information about the scope, form, content, and financing of adult learning, as well as the motivation and obstacles for education and training AES contributes to the knowledge base for policy development both in Norway and at the European level.

Key users in Norway include the Ministry of Education and Research as well as some other Ministries, trade unions, research institutions, international organisations etc.

 

Equal treatment of users

Not relevant

Coherence with other statistics

This statistics is a part of the statistics of adult education and other tuition in Norway.

Legal authority

The Statistics Act § 2-1 (AES)

EEA reference

AES: European Parliament/Council Regulation EC 425/2008 ”concerning the production and development of statistics on education and lifelong learning” and European Parliament/Council Regulation EC 823/2010

Production

Population

The population of interest for the AES is persons aged 18- 69 years (with the exception of persons living in an institution). The population of interest for the data reported to and published by Eurostat is persons aged 25-64 years though all respondents in age-group 18-69 were reported to Eurostat. The target population in the Norwegian AES is somewhat wider in order to assure comparability with results from previous and future Learning Conditions Monitors.

Data sources and sampling

The main data source for AES is a representative sample survey of individuals based on a combination of computer assisted face-to-face interviews and computer assisted telephone interviews

Statistics Norway’s standard two-stage probability sample design for face-to-face interviews was used for AES 2007. As mentioned above, the target population was individuals aged 22-66 years. In the first sampling stage 109 Primary sampling units were selected from geographical strata (stratified based on industrial structure, number of inhabitants, centrality, communication structures, commuting patterns, trade areas and (local) media coverage). In the second stage individuals were sampled from these primary sampling units. The total number of sampled individuals was 5000 for the AES. The sample was stratified by five age groups (22-24, 25-34, 35-49, 50-64, 65-66), mainly to assure a sufficient sample size in the age categories used in the data reported internationally (25-34, 35-49, 50-64). For AES 2011, 6000 persons in the age group 18-69 were selected.

Statistics Norway’s standard two-stage probability sample design for face-to-face interviews is intended to assure equal selection probability for all sampled individuals. Due to the stratification by age this is not quite the case for the AES (the sampling plan does not adjust for the fact that the age distribution varies between the primary sampling units). Adjustments are made in the calculation of final weights to avoid bias.

Collection of data, editing and estimations

 

For the AES, two different data collection approaches have been used: Computer assisted and face-to-face interviews,

Non-respondents or over-coverage units were not replaced by other individuals.

Several automatic checks have been implemented in the electronic questionnaires to prevent erroneous/inconsistent answers, flagging warnings when such errors occur asking the respondent to provide a new and valid answer. The AES data has in addition been revised using a special checking tool developed by Eurostat, executing data entry validity checks, record level consistency checks and some file level checks for extreme values.

 

AES: In order to estimate population totals based on the sample, inflation factors (weights) have been calculation in a multi-stage process.

First, initial weights were calculated, based on the number of individuals in the net sample compared to the known number of individuals within each of the five age groups used in the sampling.

These were then adjusted through calibration against known population totals:

a) Age (22-24, 25-34, 35-49, 50-64, 65-66) by gender and by education level (ISCED 5+6, ISCED 3A+B+3C long+4, no or below ISCED 3C long).

b) 7 regions

The resulting weights when used in estimating population totals for the number of individuals in the 30 age by gender by education groups or in the 7 regions yield results equal to the true population totals

Seasonal adjustment

Not relevant

Confidentiality

Not relevant

Comparability over time and space

It is possible to compare results on certain indicators in the AES with results on similar indicators in the Learning Conditions Monitors. Some additional questions have been added to the AES 2007 questionnaire to assure correspondence with filters and concepts used in these surveys.

Results from the Norwegian AES are included in the tables with comparable data from the various countries taking part in AES that were published by Eurostat in 2008. Publication of the figures from AES 2011 is set for 2013. The Norwegian AES is constructed in a manner that will allow Norwegian data to be included in the international publication.

Accuracy and reliability

Sources of error and uncertainty

AES 2007: From a gross sample of 5000 individuals there were 84 individuals not belonging to the target population, 1586 non-respondents and 3330 respondents, resulting in a net response rate of 67,7. AES 2012 had a sample size of 6000 individuals with 3336 respondents resulting in a net response rate of 55,6 per cent.

The estimates from the AES are based on a sample of individuals. Somewhat different results might have been obtained if a different sample or if a complete census had been taken using the same questionnaires, interviewers, processing, etc. as those actually used in the survey. The uncertainty introduced by sampling is called the sampling error or standard deviation of the estimates.

Revision

Not relevant

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