Satisfaction of learners in formal adult education: the role of providers Ellen Boeren & Ides Nicaise HIVA – K.U.Leuven

Participation in adult education (%, AES 2009)

Participation in formal learning, AES 2009

Research question How can more adults be motivated to participate in (formal) education ? –Determinants at individual level –Determinants at the level of the educational provider / course –Determinants at macro-level (system characteristics) Note: there is no one-to-one relationship between motivation and participation

Theoretical framework: motivation to learn Attitude Joy of learning Relevance (extrinsic) motivation Confidence Expected success Satisfaction  (ongoing /ex- post) valuation of different aspects of the learning context / process (Keller, 1987: ARCS-model)

Theoretical framework: What motivates learners ? Macro-level: welfare / education regime Liberal / corporatist / citizenship model (what about Central and Eastern European countries?) Role of (initial / adult) education system, labour market, social protection… Meso-level: provider / programme / environment Organisation (scheduling, thresholds, related services…) Quality (relevance, learning climate, quality of teaching staff…) Competing services Micro-level: individual learner Socio-economic factors (employment, family status…) Socio-cultural factors (peer group, migration…) Psychological factors (self-concept…)

Welfare regimes in the participating countries Country typology BLUE Anglo-Celtic cluster Liberal Market Economy RED Continental (conservative) cluster Coordinated Market Economy GREEN (embedded) neo-liberal type Dependent Market Economycluster

Data LLL2010 research (funded by EC in 6th Framework Programme) in participating countries / regions Survey among adult learners –1,000 adult learners in each country – re-entering the formal system (gap of at least 2 years) –4 x 250 (ISCED 1-2 / ISCED 3 / ISCED 4 / ISCED 5) Note: quota not reached in many countries for ISCED 1-2 –courses recognised by ministries of EDUCATION Complementary survey among providers

Data collection - questionnaire 4 parts: 1) previous learning experiences 2) aspects of participation in formal adult education 3) socio-demographic background 4) socio-economic background Questionnaire includes items from other surveys (e.g. AES) => comparisons possible Administration  face-to-face (for ISCED 1-2 courses)  written in classroom with help of interviewer  postal survey  telephone survey

SELECTED CHARACTERISTICS OF ADULT LEARNERS (IN FORMAL EDUCATION)

Profile of respondents GENDER

Profile of respondents AGE Subproject 3: The Learners’ voices: diversities of motivation, expectation and satisfaction

Profile of respondents INITIAL EDUCATION LEVEL

Profile of respondents LABOUR MARKET STATUS

Profile of respondents CITIZENSHIP

Motives for participation

Profile of respondents: differences between countries E.G. % NATIVE BY COUNTRY AND ISCED LEVEL OF AE COURSE

Profile of respondents: differences between countries e.g. educational attainment (ISCED 5 or 6 obtained in the past)

SELECTED CHARACTERISTICS OF THE PROVISION (COURSES AND INSTITUTIONS)

Selected characteristics of courses accessibility ISCED 1-2ISCED 3ISCED 4ISCED 5-6Total ADMISSION REQUIREMENTS Previous qualification (yes) Entrance tests* (yes) EXEMPTIONS Accreditation of prior learning (APL° Accreditation of prior experiential learning (APEL) PAYMENT OF THE COURSE FEE Entirely or partly by the learner FINANCIAL MEANS AND SUPPORT** Receives financial means/support BARRIERS Too little time for studying Financial problems Transportation problems Lack of preparation for the study programme Studies scheduled at an inconvenient time Troubles arranging for childcare Family problems Difficulties competing with younger students

Selected characteristics of courses flexibility ISCED 1-2ISCED 3ISCED 4ISCED 5-6Total COURSE ORGANISATION Modular Linear Other CLASS HOURS 0 – 4 hours a week – 9 hours a week – 19 hours a week hours a week and more CLASS SIZE 1 – – – – and more DIDACTICAL METHODS Whole class teaching Distance education Working in groups Individual one-to-one

Country differences in characteristics of provision E.g. % of learners paying tuition fees… (ISCED 3) … vs % reporting financial obstacles (ISCED 3)

Country differences in characteristics of provision E.g. Availability of student counselling service

Classroom environment Composite (continuous) index including Affiliation: students like each other and interact positively with each other teacher support task orientation : the extent to which students and teachers maintain focus on task and value achievement personal goal attainment : the teaching process provides opportunities for adults to pursue their individual interests organisation and clarity : activities are clear and well organised; student influence : the teaching is learner-centred and allows for student influence in course planning decisions; involvement : students participate actively and attentively

Country differences in characteristics of provision E.g. Students’ perception of classroom environment (standardised factor scores)

WHAT DETERMINES LEARNERS’ SATISFACTION ?

Learners’ satisfaction by ISCED level

Determinants of satisfaction Four sets of determinants: (1)Personal background characteristics: sex, age, job, education (2)Barriers hindering participation (8 barriers, e.g. time) (3)Perception of classroom environment: relationship between students, teacher support, task orientation, student influence and involvement, goal attainment (4)Organisational features of institution and course fees – modular courses – APL / APEL / didactical methods (p.m. initially macro-level variables were also included, but their effect becomes insignificant when meso- and micro-level variables are added)

Determinants of satisfaction: relative explanatory power

Correlation between classroom environment and satisfaction at country level Classroom environment

Implications for policy and practice  System characteristics at macro-level may explain differences in participation, but do not seem to explain differences in satisfaction  differences in satisfaction are only marginally related with  individual characteristics  Level / nature / organisation of the course  At the micro-level, main determinant of satisfaction = classroom environment (affiliation, teacher support, task orientation, student-centered teaching, student involvement…)  This is also reflected in differences in average satisfaction at country level  => Role of AE teachers in fostering a positive classroom environment: do they have the right competences ? How are these competences developed ?