Exploring the Icebergs of Adult Learning: Findings of the First Canadian Survey of Informal Learning Practices

Authors

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

DOI:

https://doi.org/10.56105/cjsae.v13i2.2000

Abstract

This paper provides empirical estimates of the extent and distribution of self-reported learning activities in the current Canadian adult population, based on a recent country-wide survey, and briefly addresses some implications of these adult learning patterns. The basic finding from the survey is that most Canadian adults are spending a great deal and increasing amount of time in learning activities, most of this in informal learning on their own. The major implications are that Canada is an increasingly knowledge-based society in any reasonable sense of the term and that Canadian adults' informal learning practices should more explicitly be taken into account in shaping educational, economic, and other social policies. As well, adult educators should take this detectable informal learning into greater account to develop more responsive further education opportunities.

Résumé

Ce texte propose une estimation empirique de l'importance et de la distribution des activités d'apprentissage auto-rapportées, selon une enquête pan canadienne récente. On a trouvé que la majorité des adultes canadiens consacrent de plus en plus de temps à leurs activités d'auto-apprentissage, dont la majeure partie demeure informelle. Le Canada apparaît ainsi comme une société fondée sur le savoir. Or, les pratiques d'apprentissage informel des adultes canadiens doivent être davantage liées à l'élaboration de politiques éducatives, économiques et sociales. Les éducateurs d'adultes eux-mêmes doivent tenir compte du phénomène de l'autoformation dans I'élaboration de leurs programmes et activités d'apprentissage.

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Published

1999-11-01

How to Cite

Livingstone, D. (1999). Exploring the Icebergs of Adult Learning: Findings of the First Canadian Survey of Informal Learning Practices. Canadian Journal for the Study of Adult Education, 13(2), 49–72. https://doi.org/10.56105/cjsae.v13i2.2000

Issue

Vol. 13 No. 2 (1999)

Section

Articles

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