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  • Articles and reports: 75-001-X201200211652
    Geography: Canada
    Description:

    This study investigates job-related training of Canadian employees age 55 to 64. Using the Access and Support to Education and Training Survey (ASETS) and several cycles of the Adult Education and Training Survey (AETS), it compares the training of older and core-age workers and tracks changes in the incidence and correlates of training over time.

    Release date: 2012-04-20

  • Articles and reports: 75-001-X200610313159
    Geography: Canada
    Description:

    As rapid technological change drives the growth of a knowledge-based economy and creates the need for new job-related skills, an aging population means that fewer new workers are available to meet these needs. As a result, adults are re-entering the educational system in increasing numbers, even though they are likely to face more challenges than regular students, in terms of balancing work, education, and family responsibilities. Going back to school is an investment that is expected to yield returns, but who actually benefits from adult schooling and by how much?

    Release date: 2006-06-20

  • Articles and reports: 11F0019M2006276
    Geography: Canada
    Description:

    Based on a sample drawn from Statistics Canada's Survey of Labour and Income Dynamics (SLID: 1993 to 1998 and 1996 to 2001), the study finds that young (17 to 34 years old) and single workers were more likely than older (35 to 59 years old) and married and divorced workers to participate in adult schooling and to obtain a post-secondary certificate. Workers with less than a high school education who might have the greatest need to increase their human capital investment were less likely to participate in adult education than workers with high school or more education.

    The study shows that male workers who obtained a post-secondary certificate while staying with the same employer generally registered higher wage and earnings gains than their counterparts who did not go back to school, regardless of age and initial level of education. On the other hand, men who obtained a certificate and switched jobs generally realized no significant return to their additional education, with the exception of young men (17 to 34 years old) who would receive significant returns to a certificate, whether they switched employer or stayed with the same employer.

    Obtaining a certificate generated significant wage and earnings returns for older women (aged 35 to 59) who stayed with the same employer, and significant wage returns for young women who switched employers.

    Release date: 2006-03-24

  • Articles and reports: 11F0019M2006277
    Geography: Canada
    Description:

    This article summarizes findings from the research paper entitled: The Participation in Adult Schooling and its Earnings Impact in Canada.

    Based on a sample drawn from Statistics Canada's Survey of Labour and Income Dynamics (SLID: 1993 to 1998 and 1996 to 2001), the study finds that young (17 to 34 years old) and single workers were more likely than older (35 to 59 years old) and married and divorced workers to participate in adult schooling and to obtain a post-secondary certificate. Workers with less than a high school education who might have the greatest need to increase their human capital investment were less likely to participate in adult education than workers with high school or more education.

    The study shows that male workers who obtained a post-secondary certificate while staying with the same employer generally registered higher wage and earnings gains than their counterparts who did not go back to school, regardless of age and initial level of education. On the other hand, men who obtained a certificate and switched jobs generally realized no significant return to their additional education, with the exception of young men (17 to 34 years old) who would receive significant returns to a certificate, whether they switched employer or stayed with the same employer.

    Obtaining a certificate generated significant wage and earnings returns for older women (aged 35 to 59) who stayed with the same employer, and significant wage returns for young women who switched employers.

    Release date: 2006-03-24

  • Articles and reports: 81-595-M2005033
    Geography: Canada
    Description:

    The private, for-profit Education Services sector plays a key role in developing the knowledge and skills of the Canadian labour force. As awareness of the importance of lifelong learning has increased, so has interest in the contribution of private, for-profit Education Services to increasing skills and knowledge, productivity, innovation and competitiveness.

    Little statistical information, from either the supply or demand side of the Educational Services sector, is available in Canada. Several federal and provincial ministries, academic researchers and industry participants have expressed a need for more comprehensive statistical information on the sector. As the national statistical agency, Statistics Canada has an interest in filling these information needs.

    This report provides an overview of the Education Services sector in Canada. Drawing on available sources of statistical information, it also looks at whether it is possible to shed light on the size and characteristics of the private, for-profit Education Services sector.

    The study was funded by the Policy Research Initiative.

    Release date: 2005-07-20

  • Articles and reports: 81-595-M2004015
    Geography: Canada
    Description:

    This report focusses on the job-related training activities of the adult working population. It compares the demographics as well as training incidence, intensity and participation of two groups of working adults who took job-related training, in 1997 and in 2002.

    Release date: 2004-04-30

  • Articles and reports: 11F0019M2001154
    Geography: Canada
    Description:

    This paper examines the ways that innovation status as opposed to technology use affects the training activities of manufacturing plants. It examines training that is introduced as a response to specific skill shortages versus training that is implemented in response to the introduction of advanced equipment.

    Advanced technology users are more likely to have workers in highly skilled occupations, to face greater shortages for these workers, and they are more likely to train workers in response to these shortages than are plants that do not use advanced technologies.

    The introduction of new techniques is also accompanied by differences in the incidence of training, with advanced technology users being more likely to introduce training programs than non-users. Here, innovation status within the group of technology users also affects the training decision. In particular, innovating and non-innovating technology users diverge with regards to the extent and nature of training that is undertaken in response to the introduction of new advanced equipment. Innovators are more likely to provide training for this purpose and to prefer on-the-job training to other forms. Non-innovators are less likely to offer training under these circumstances and when they do, it is more likely to be done in a classroom, either off-site or at the firm.

    These findings emphasize that training occurs for more than one reason. Shortages related to insufficient supply provide one rational. But it is not here that innovative firms stand out. Rather they appear to respond differentially to the introduction of new equipment by extensively implementing training that is highly firm-specific. This suggests that innovation requires new skills that are not so much occupation specific (though that is no doubt present) but general cognitive skills that come from operating in an innovative environment that involves improving the problem-solving capabilities of many in the workforce. These problem-solving capabilities occur in a learning-by-doing setting with hands on experience.

    Release date: 2001-04-04
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  • Articles and reports: 75-001-X201200211652
    Geography: Canada
    Description:

    This study investigates job-related training of Canadian employees age 55 to 64. Using the Access and Support to Education and Training Survey (ASETS) and several cycles of the Adult Education and Training Survey (AETS), it compares the training of older and core-age workers and tracks changes in the incidence and correlates of training over time.

    Release date: 2012-04-20

  • Articles and reports: 75-001-X200610313159
    Geography: Canada
    Description:

    As rapid technological change drives the growth of a knowledge-based economy and creates the need for new job-related skills, an aging population means that fewer new workers are available to meet these needs. As a result, adults are re-entering the educational system in increasing numbers, even though they are likely to face more challenges than regular students, in terms of balancing work, education, and family responsibilities. Going back to school is an investment that is expected to yield returns, but who actually benefits from adult schooling and by how much?

    Release date: 2006-06-20

  • Articles and reports: 11F0019M2006276
    Geography: Canada
    Description:

    Based on a sample drawn from Statistics Canada's Survey of Labour and Income Dynamics (SLID: 1993 to 1998 and 1996 to 2001), the study finds that young (17 to 34 years old) and single workers were more likely than older (35 to 59 years old) and married and divorced workers to participate in adult schooling and to obtain a post-secondary certificate. Workers with less than a high school education who might have the greatest need to increase their human capital investment were less likely to participate in adult education than workers with high school or more education.

    The study shows that male workers who obtained a post-secondary certificate while staying with the same employer generally registered higher wage and earnings gains than their counterparts who did not go back to school, regardless of age and initial level of education. On the other hand, men who obtained a certificate and switched jobs generally realized no significant return to their additional education, with the exception of young men (17 to 34 years old) who would receive significant returns to a certificate, whether they switched employer or stayed with the same employer.

    Obtaining a certificate generated significant wage and earnings returns for older women (aged 35 to 59) who stayed with the same employer, and significant wage returns for young women who switched employers.

    Release date: 2006-03-24

  • Articles and reports: 11F0019M2006277
    Geography: Canada
    Description:

    This article summarizes findings from the research paper entitled: The Participation in Adult Schooling and its Earnings Impact in Canada.

    Based on a sample drawn from Statistics Canada's Survey of Labour and Income Dynamics (SLID: 1993 to 1998 and 1996 to 2001), the study finds that young (17 to 34 years old) and single workers were more likely than older (35 to 59 years old) and married and divorced workers to participate in adult schooling and to obtain a post-secondary certificate. Workers with less than a high school education who might have the greatest need to increase their human capital investment were less likely to participate in adult education than workers with high school or more education.

    The study shows that male workers who obtained a post-secondary certificate while staying with the same employer generally registered higher wage and earnings gains than their counterparts who did not go back to school, regardless of age and initial level of education. On the other hand, men who obtained a certificate and switched jobs generally realized no significant return to their additional education, with the exception of young men (17 to 34 years old) who would receive significant returns to a certificate, whether they switched employer or stayed with the same employer.

    Obtaining a certificate generated significant wage and earnings returns for older women (aged 35 to 59) who stayed with the same employer, and significant wage returns for young women who switched employers.

    Release date: 2006-03-24

  • Articles and reports: 81-595-M2005033
    Geography: Canada
    Description:

    The private, for-profit Education Services sector plays a key role in developing the knowledge and skills of the Canadian labour force. As awareness of the importance of lifelong learning has increased, so has interest in the contribution of private, for-profit Education Services to increasing skills and knowledge, productivity, innovation and competitiveness.

    Little statistical information, from either the supply or demand side of the Educational Services sector, is available in Canada. Several federal and provincial ministries, academic researchers and industry participants have expressed a need for more comprehensive statistical information on the sector. As the national statistical agency, Statistics Canada has an interest in filling these information needs.

    This report provides an overview of the Education Services sector in Canada. Drawing on available sources of statistical information, it also looks at whether it is possible to shed light on the size and characteristics of the private, for-profit Education Services sector.

    The study was funded by the Policy Research Initiative.

    Release date: 2005-07-20

  • Articles and reports: 81-595-M2004015
    Geography: Canada
    Description:

    This report focusses on the job-related training activities of the adult working population. It compares the demographics as well as training incidence, intensity and participation of two groups of working adults who took job-related training, in 1997 and in 2002.

    Release date: 2004-04-30

  • Articles and reports: 11F0019M2001154
    Geography: Canada
    Description:

    This paper examines the ways that innovation status as opposed to technology use affects the training activities of manufacturing plants. It examines training that is introduced as a response to specific skill shortages versus training that is implemented in response to the introduction of advanced equipment.

    Advanced technology users are more likely to have workers in highly skilled occupations, to face greater shortages for these workers, and they are more likely to train workers in response to these shortages than are plants that do not use advanced technologies.

    The introduction of new techniques is also accompanied by differences in the incidence of training, with advanced technology users being more likely to introduce training programs than non-users. Here, innovation status within the group of technology users also affects the training decision. In particular, innovating and non-innovating technology users diverge with regards to the extent and nature of training that is undertaken in response to the introduction of new advanced equipment. Innovators are more likely to provide training for this purpose and to prefer on-the-job training to other forms. Non-innovators are less likely to offer training under these circumstances and when they do, it is more likely to be done in a classroom, either off-site or at the firm.

    These findings emphasize that training occurs for more than one reason. Shortages related to insufficient supply provide one rational. But it is not here that innovative firms stand out. Rather they appear to respond differentially to the introduction of new equipment by extensively implementing training that is highly firm-specific. This suggests that innovation requires new skills that are not so much occupation specific (though that is no doubt present) but general cognitive skills that come from operating in an innovative environment that involves improving the problem-solving capabilities of many in the workforce. These problem-solving capabilities occur in a learning-by-doing setting with hands on experience.

    Release date: 2001-04-04
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