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1. When do adults learn? A cohort analysis of adult education in Europe

Author:
Anna-Elisabeth Thum, Miroslav Beblavý, and Galina Potjagailo
Publication Date:
05-2013
Content Type:
Working Paper
Institution:
Centre for European Policy Studies
Abstract:
Adult learning is seen as a key factor for enhancing employment, innovation and growth, and it should concern all age cohorts. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment. To this end we perform a synthetic panel analysis of adult learning for cohorts aged 25 to 64 in 27 European countries using the European Labour Force Survey. We find, as previous results suggest, that a rise in educational attainment as well as participation in education and training happens mostly at the age range of 25-29. However, investment across the life cycle by cohorts older than 25 still occurs: in most countries in our sample, participation in education and training as well as educational attainment increases observably across all cohorts. We also find that the decline with age slows down or is even reversed for older cohorts, for both participation in education and educational attainment. Finally, we can identify a Nordic model in which adult learning is achieved through participation in education and training, a Central European model in which adult learning occurs in the form of increasing educational attainment and a liberal model in which both approaches to adult learning are observable.
Topic:
Economics, Education, Markets, and Labor Issues
Political Geography:
Europe

2. Education Policy and Welfare Regimes in OECD Countries: Social Stratification and Equal Opportunity in Education

Author:
Anna-Elisabeth Thum, Miroslav Beblavý, and Marcela Veselkova
Publication Date:
12-2011
Content Type:
Working Paper
Institution:
Centre for European Policy Studies
Abstract:
In this Working Document we look at which OECD countries deliberately attempt to reproduce social stratification through educational policies, and which countries put greater emphasis on intervening in the stratification process. First, we examine the relationship between education and welfare policies as measures of intervention in this process: do countries intervene in both education and welfare – driven by a 'stratification culture'? Or is there a trade-off between intervention in education and welfare, with certain countries prioritising one over the other?
Topic:
Economics, Education, Poverty, and Social Stratification

3. The Key Role of Education in the Europe 2020 Strategy

Author:
Felix Roth and Anna-Elisabeth Thum
Publication Date:
10-2010
Content Type:
Working Paper
Institution:
Centre for European Policy Studies
Abstract:
The EU 2020 Agenda has taken an important step forward by setting the target for tertiary graduation rates at an ambitious 40%. This paper finds that many European countries, however, including the largest economy – Germany – will not be able to meet this target. Moreover, the crucial topic of educational quality is not even touched upon. Comparing the EU with China in total numbers, the authors find that China's education system already produces the same number of graduates with tertiary education as the whole EU15. Given the large output of graduates, which is the key to productive spending on R, this means that China is likely to soon become a growing power in innovation. Initially the country is expected to concentrate on incremental innovation, with radical innovation to come only later and it is here, the authors warn, that the quality of the university system might represent a major obstacle in the Chinese government's efforts to close the gap with the US and the EU15 in terms of innovation potential.
Topic:
Education
Political Geography:
China, Europe, and Germany