Publicação
Dispositions of adults with low education levels, and who haven't returned to formal education, towards lifelong learning
| Resumo: | This study aims to determine how adults with low education levels perceive lifelong education by analyzing a set of interconnected and complementary aspects. The methodological strategy focussed on a qualitative analysis based on semi-directive interviews of a biographical nature. Identifying the reasons for the abandonment of initial (formal) education and obstacles faced by these adults over time revealed a myriad of factors justifying their disengagement from available education offers. To understand the amplitude of a phenomenon that links lifelong learning, knowledge, literacy and education level, in situations of a non-return to formal education, the study involved an in-depth analysis of the dispositions of persons who have “remained outside” of this relation with learning. |
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| Autores principais: | Silva, V. C. da |
| Assunto: | Aprendizagem ao longo da vida -- Lifelong learning Sociedade do conhecimento -- Knowledge society Adults with a low education level Dispositions |
| Ano: | 2019 |
| País: | Portugal |
| Tipo de documento: | capítulo de livro |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | ISCTE |
| Idioma: | inglês |
| Origem: | Repositório ISCTE |
| Resumo: | This study aims to determine how adults with low education levels perceive lifelong education by analyzing a set of interconnected and complementary aspects. The methodological strategy focussed on a qualitative analysis based on semi-directive interviews of a biographical nature. Identifying the reasons for the abandonment of initial (formal) education and obstacles faced by these adults over time revealed a myriad of factors justifying their disengagement from available education offers. To understand the amplitude of a phenomenon that links lifelong learning, knowledge, literacy and education level, in situations of a non-return to formal education, the study involved an in-depth analysis of the dispositions of persons who have “remained outside” of this relation with learning. |
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