Randers Kommune Macro Factors of Motivation on Learning DK

Macro Factors of Motivation on Learning- DK 2 Randers Municipality - 4th meeting 23 – 24 October The number of jobs in the private sector is currently almost below the level from 2008

Macro Factors of Motivation on Learning- DK 3 Randers Municipality - 4th meeting 23 – 24 October

4 Randers Municipality - 4th meeting 23 – 24 October Macro Factors of Motivation on Learning- DK Occupation frequency in European contries

Macro Factors of Motivation on Learning- DK 5 Randers Municipality - 4th meeting 23 – 24 October Educational level rises for the elderly

Macro Factors of Motivation on Learning- DK 6 Randers Municipality - 4th meeting 23 – 24 October Continuing education is not depending on age

7 Randers Municipality - 4th meeting 23 – 24 October Macro Factors of Motivation on Learning- DK Older people less motivated for continuing education A wider range of continuing education among older must be primarily ensured by the employees will be more motivated to participate in-service training

8 Randers Municipality - 4th meeting 23 – 24 October Macro Factors of Motivation on Learning- DK Social bias in continuing education activities – OECD report % of people in DK participated in either formal education or non-formal adult education and training activities Risk of unemployment level of education Overall unemployment rate was 6.2%, and for school leavers 9.8% Few school leavers continuing education 82% of adults with higher education participated in a training activity only 44% of school leavers Corresponding figures for OECD the numbers were 72 % for higher education and 27 % for school leavers

Macro Factors of Motivation on Learning- DK 9 Randers Municipality - 4th meeting 23 – 24 October Social bias in continuing education activities – OECD report 2014 Significant correlation between literacy and participation in adult education and training 42 % of the weakest literacy participated in a training where best literacy was 86% attended. Policy, time, money and literacy Policy initiatives: Vocational Training reform etc. Time: 30 % can find the time Money: 68 % has a financial problem Literacy: A stronger effort to get more adults to participate in the teaching of reading

Macro Factors of Motivation on Learning- DK 10 Randers Municipality - 4th meeting 23 – 24 October Motivation and barriers for continuing education - Danish Public investigation feb 2006 There is a general correlation between educational background and motivation for participating in adult education and training (AET) It is important for unskilled and skilled workers, that AET has a direct benefit in relation to their jobs. Those with higher education look at AET in a wider professional and personal perspective The most important professional reasons is the desire to be better for your daily work and the experience of that training is required in the job The main barriers in the company for participation in training is work pressure, busy and that there is someone to take over the job during training The participant fewer with reading difficulties problems than non-reading difficulties in AET. But when reading difficulties involved, there are only relatively small differences between their and the non-read weak learning outcome Weaker and some unskilled workers need special motivation, including the immediate supervisor and management, to participate in adult education

Financiel aspects influencing motivation 11 Randers Municipality - 4th meeting 23 – 24 October A long tradition for participation to further training/education in DK Training centres are strongly supported by the state, which means a low/non payment from beneficiaries A system with reimbursement, when employees attend training/education, which means that the employees can participate to training on a full time basis and still keep their salary

Macro Factors of Motivation on Learning- DK 12 Randers Municipality - 4th meeting 23 – 24 October Conclusion: Motivation and barriers for continuing education Correlation between the length of a person's previous education and their participation in the AET OECD report Attitudes to Life Long Learning (OECD 2004) documented this context Interview study confirms that people with higher education have achieved a personal learning culture which orients them toward lifelong education and learning Elder's continuing education should have focus on their education level and reading level Financement for the individual and the training centres plays an important role Tradition in society plays a role as well