Re-exploring the icebergs of adult learning: Comparative findings of the 1998 and 2004 Canadian surveys of formal and informal learning practices

Authors

  • D.W. Livingstone Ontario Institute for Studies in Education, University of Toronto

DOI:

https://doi.org/10.56105/cjsae.v20i2.1104

Abstract

This paper summarizes the findings of the 2004 Work and Lifelong Learning (WALL) survey of self-reported further education and intentional informal learning activities of Canadian adults (N=9,063) and compares them with the results of the 1998 New Approaches to Lifelong Learning (NALL) survey on the subject, as well as with other Canadian surveys of further education. Particular attention is given to informal learning since there have been no other extensive Canadian surveys to date. After distinguishing forms of adult learning, major findings on current participation in further education courses and intentional informal learning activities related to employment, housework, community volunteer work, and general interests are presented. Over 40% of adults are participating in further education annually, but vastly more (over 90%) are engaged in intentional informal learning activities regardless of prior schooling or current further education involvement. Participation in further education courses remains high until near retirement from employment, when it declines rapidly, but engagement in intentional informal learning remains high into old age. Considering Canadian adults’ very high levels of schooling and extensive continuing adult learning, there now may be significant underutilization of the learning capacities of the labour force.

Résumé

Cet article fait la synthèse des résultats du sondage mené par le réseau Work and Lifelong Learning (WALL) en 2004 sur le perfectionnement professionnel déclaré et les activités intentionnelles de formation informelle auprès de 9063 adultes canadiens et les compare avec les résultats de celui du projet NALL (New Approaches to Lifelong Learning, nouvelles approches en apprentissage tout au long de la vie), mené en 1998, et avec d’autres sondages menés au Canada sur le même sujet. L’article s’attarde à l’apprentissage informel, car il n’existe aucun autre sondage sur le sujet au Canada. Il fait d’abord état des différentes formes d’éducation des adultes, puis présente les dernières recherches sur la formation continue et sur l’apprentissage informel intentionnel lié à l’emploi, au travail domestique, au bénévolat et aux activités d’intérêt général. Plus de 40 p. 100 des adultes participent à des activités de formation continue tout au long de l’année, mais encore plus (soit plus de 90 p. 100) participent à des activités d’apprentissage non formel de façon intentionnelle, et ce sans considération du niveau de scolarité ou d’une implication dans un programme de formation continue. La participation à des activités de formation continue demeure élevée jusqu’à la retraite, puis décroît de façon drastique. Toutefois, la participation intentionnelle à des activités d’apprentissage informel se maintient même chez les personnes âgées. Considérant le niveau de scolarité élevé de la population adulte canadienne et le haut taux de participation dans des activités de formation continue, il y a peut-être une sous-utilisation significative des capacités d’apprentissage de la population active. Introduction

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Published

2007-12-01

How to Cite

Livingstone, D. (2007). Re-exploring the icebergs of adult learning: Comparative findings of the 1998 and 2004 Canadian surveys of formal and informal learning practices. Canadian Journal for the Study of Adult Education, 20(2), 1–24. https://doi.org/10.56105/cjsae.v20i2.1104

Issue

Vol. 20 No. 2 (2007): Special Issue on Work and Lifelong Learning

Section

Articles

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