Adult education, 2007

These are some of the results of the Norwegian part of the European Adult Education Survey (AES) coordinated by Eurostat.

Workplace key arena for learning

The workplace is an important arena for organised learning and a person’s work is an important motivation factor. Three quarters of all employees took part in all or most of their training during paid working hours. Furthermore, more than 90 per cent of participants in non-formal training stated that all or part of it was job-related.

32 per cent of the job-related non-formal training was provided by the employers themselves, a decrease of 14 percentage points compared to the Learning Conditions Monitor from 2005.

More people have learning-intensive work

There is no doubt that the workplace is a key arena for organised learning. In addition, a person’s day-to-day tasks also lead to the acquisition of new skills and knowledge. Compared to previous Learning Conditions Monitor surveys, the AES indicates that a larger proportion of employed experienced that their daily work both provided them with good opportunities for learning and required the learning of new skills. In 2007, 63 per cent of the employed reported having such learning-intensive work, 5 percentage points more than in 2003. The extent of learning-intensive work varies between groups of employees. Only half of all employed above the age of 60 said that they have learning-intensive work, a level that has been stable since 2003. The level of educational attainment is important for the opportunities and requirements for learning. In 2007, 52 per cent of employees with less than upper secondary education had learning-intensive work, compared to 87 per cent of those with long tertiary education.

Not enough time to take part in education and training

37 per cent of the population would like to take part in more education and training than they had done in the last twelve months. This opinion was more common among those who had participated than among non-participants (47 versus 23 per cent). Although being employed is a positive factor for adult learning, 33 per cent of the men and 19 per cent of the women said that job responsibilities were the main obstacle. Responsibilities at home were another important obstacle for 18 per cent of the women and 11 per cent of the men.

Tables:

• Table 1 Participation in formal education and non-formal training in the last 12 months in the population 25-64 years, by gender, age, level of education and self-defined labour status. Per cent. 2007
• Table 2 Participation in job-related non-formal training in the population 25-64 years, by gender, age and level of education. Per cent. 2007
• Table 3 Participation in non-formal training during paid working hours in the population 25-64 years, by gender, age and educational attainment level. Per cent. 2007
• Table 4 Instruction hours in job related non-formal training among employed aged 22-66, by providers. Per cent. 2003-2007
• Table 5 Learning opportunities and learning requirements in the daily work among employed aged 22-66, by gender, age, level of education and economic activity. Per cent. 2003-2007
• Table 6 The willingness to participate in education and training in the population 25-64 years, by participation in the last 12 months. Per cent. 2007
• Table 7 People stating various main reasons for why they didn't participate (more) in education and training in the last 12 months, as a percentage of the population 25-64 years who wanted to participate (more), by gender, age and economic activity. Per cent. 2007