scholarly journals Dispositions of Adults with Low Education Levels, and Who Haven't Returned to Formal Education, Towards Lifelong Learning

2019 ◽  
Vol 2 (2) ◽  
pp. 86
Author(s):  
Vanessa Carvalho da Silva
Keyword(s):  
Lifelong Learning ◽  
Formal Education ◽  
Knowledge Society ◽  
Education Level ◽  
Lifelong Education ◽  
Depth Analysis ◽  
Low Education ◽  
Education Levels ◽  
Over Time ◽  
Methodological Strategy

This study aims to determine how adults with low education levels perceive lifelong education by analysing a set of interconnected and complementary aspects. The methodological strategy focussed on a qualitative analysis based on semi-directive interviews of a biographical nature. Identifying the reasons for the abandonment of initial (formal) education and obstacles faced by these adults over time revealed a myriad of factors justifying their disengagement from available education offers. To understand the amplitude of a phenomenon that links lifelong learning, knowledge, literacy and education level, in situations of a non-return to formal education, the study involved an in-depth analysis of the dispositions of persons who have “remained outside” of this relation with learning.Keywords: Lifelong learning, knowledge society, adults with a low education level, dispositions.

scholarly journals Differences in risk perception, knowledge and protective behaviour regarding COVID-19 by education level among women and men in Germany. Results from the COVID-19 Snapshot Monitoring (COSMO) study

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251694
Author(s):  
Petra Rattay ◽  
Niels Michalski ◽  
Olga Maria Domanska ◽  
Anna Kaltwasser ◽  
Freia De Bock ◽  
...  
Keyword(s):  
Risk Perception ◽  
Education Level ◽  
Factual Knowledge ◽  
Perceived Severity ◽  
Highly Educated ◽  
Interaction Terms ◽  
Protective Behaviour ◽  
Low Education ◽  
The Impact ◽  
Over Time

The main strategy for combatting SARS-CoV-2 infections in 2020 consisted of behavioural regulations including contact reduction, maintaining distance, hand hygiene, and mask wearing. COVID-19-related risk perception and knowledge may influence protective behaviour, and education could be an important determinant. The current study investigated differences by education level in risk perception, knowledge and protective behaviour regarding COVID-19 in Germany, exploring the development of the pandemic over time. The COVID-19 Snapshot Monitoring study is a repeated cross-sectional online survey conducted during the pandemic in Germany from 3 March 2020 (waves 1–28: 27,957 participants aged 18–74). Differences in risk perception, knowledge and protective behaviour according to education level (high versus low) were analysed using linear and logistic regression. Time trends were accounted for by interaction terms for education level and calendar week. Regarding protective behaviour, interaction terms were tested for all risk perception and knowledge variables with education level. The strongest associations with education level were evident for perceived and factual knowledge regarding COVID-19. Moreover, associations were found between low education level and higher perceived severity, and between low education level and lower perceived probability. Highly educated men were more worried about COVID-19 than those with low levels of education. No educational differences were observed for perceived susceptibility or fear. Higher compliance with hand washing was found in highly educated women, and higher compliance with maintaining distance was found in highly educated men. Regarding maintaining distance, the impact of perceived severity differed between education groups. In men, significant moderation effects of education level on the association between factual knowledge and all three protective behaviours were found. During the pandemic, risk perception and protective behaviour varied greatly over time. Overall, differences by education level were relatively small. For risk communication, reaching all population groups irrespective of education level is critical.

scholarly journals Implications of parental lifestyle changes and education level on adolescent offspring weight: a population based cohort study - The HUNT Study, Norway

BMJ Open ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. e023406 ◽  
Author(s):  
Marit Naess ◽  
Erik R Sund ◽  
Turid Lingaas Holmen ◽  
Kirsti Kvaløy
Keyword(s):  
Physical Activity ◽  
Cohort Study ◽  
Parental Education ◽  
Population Based ◽  
Education Level ◽  
Lifestyle Changes ◽  
Education Levels ◽  
Reduced Physical Activity ◽  
Z Scores ◽  
Over Time

ObjectiveObesity tends to cluster in families reflecting both common genetics and shared lifestyle patterns within the family environment. The aim of this study was to examine whether parental lifestyle changes over time, exemplified by changes in weight and physical activity, could affect offspring weight in adolescents and if parental education level influenced the relationship.Design, setting and participantsThe population-based cohort study included 4424 parent-offspring participants from the Nord-Trøndelag Health Study, Norway. Exposition was parental change in weight and physical activity over 11 years, and outcome was offspring weight measured in z-scores of body mass index (BMI) in mixed linear models.ResultsMaternal weight reduction by 2–6 kg was significantly associated with lower offspring BMI z-scores: −0.132 (95% CI −0.259 to −0.004) in the model adjusted for education. Parental weight change displayed similar effect patterns on offspring weight regardless of parents’ education level. Further, BMI was consistently lower in families of high education compared with low education in the fully adjusted models. In mothers, reduced physical activity level over time was associated with higher BMI z-scores in offspring: 0.159 (95% CI 0.030 to 0.288). Associations between physical activity change and adolescent BMI was not moderated by parental education levels.ConclusionLifestyle changes in mothers were associated with offspring BMI; reduced weight with lower—and reduced physical activity with higher BMI. Father’s lifestyle changes, however, did not significantly affect adolescent offspring’s weight. Overall, patterns of association between parental changes and offspring’s BMI were independent of parental education levels, though adolescents with parents with high education had lower weight in general.

Concepts and Definitions of Lifelong Learning

2020 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Lifelong Education ◽  
Education Systems ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning, recurrent education, and the learning society, and outlines key issues that have shaped this field. Firstly, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that created conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Secondly, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it are discussed. These include economic competitiveness and globalization, as well as the more recent emphases on knowledge creation and the learning society. The rise to pre-eminence of the concept of lifelong learning has put an unprecedented focus on learning itself. However, diverse understandings about the nature of learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations underpin much of the ongoing disputes about lifelong learning. Thirdly, the emerging notion of the learning society is outlined and discussed. Debates around the learning society have produced new variants of four common criticisms leveled earlier at lifelong education and lifelong learning. The conceptual conflicts stimulated by the notion of the learning society continue the now familiar pattern of major disagreements that earlier marked the concepts of lifelong education and lifelong learning.

scholarly journals Cambridge Cognitive Examination: performance of healthy elderly Brazilians with low education levels

2009 ◽  
Vol 25 (8) ◽  
pp. 1774-1780 ◽  
Author(s):  
Irene de Freitas Henriques Moreira ◽  
Roberto Alves Lourenço ◽  
Claudia Soares ◽  
Eliasz Engelhardt ◽  
Jerson Laks
Keyword(s):  
Cognitive Assessment ◽  
Normative Data ◽  
Formal Education ◽  
Normal Subjects ◽  
Educational Levels ◽  
Healthy Elderly ◽  
Significant Difference ◽  
Low Education ◽  
Education Levels ◽  
The Mean

This study aimed to estimate the quartile distribution on the cognitive assessment of normal elderly with low education as measured by the Cambridge Cognitive Examination (CAMCOG). A sample of 292 elderly (> 65 years of age), screened for dementia and depression, were assessed using the CAMCOG. The CAMCOG scores of normal subjects (n = 206) were stratified according to age (65-69, 70-74, 75-79, > 80) and schooling (illiterate, 1-4, and > 5 years of formal education). Mean age was 72.8 (± 3.5) and mean schooling was 3.5 years (± 3). The mean score on the CAMCOG was 71 (± 12.7). The scores at the first quartile for illiterate/1-4 years of schooling were 58/62 (65-69 years), 52/63 (70-74 years), 48/67 (75-79 years) and 46/64 (> 80 years), respectively. There was a significant difference in the CAMCOG quartiles according to education and age. This study provides normative data on the CAMCOG of elderly people with low educational levels which may be clinically useful.

Score Disparity Between the MMSE and the SLUMS

2017 ◽  
Vol 32 (5) ◽  
pp. 282-288 ◽  
Author(s):  
Ann B. Yoelin ◽  
Nathan W. Saunders
Keyword(s):  
Older Adults ◽  
Formal Education ◽  
Mini Mental State Examination ◽  
Education Level ◽  
The Body ◽  
Continuous Measure ◽  
Body Of Knowledge ◽  
Significant Difference ◽  
Low Education ◽  
State Examination

Background: Multiple brief cognitive instruments are available to assess cognitive impairment in older adults. However, not all instruments demonstrate the same effectiveness when utilized with higher educated adults. This study evaluates the score disparity between the Mini-Mental State Examination (MMSE) and the St. Louis University Mental Status (SLUMS) Examination across the education spectrum. It was hypothesized that individuals with more years of formal education would produce higher scores on both the MMSE and SLUMS. Previous research was conducted to create a conversion scale used to compare and convert the MMSE scores to SLUMS scores. This research study provides additional data to add to the body of knowledge regarding a conversion scale for the MMSE and SLUMS. Methods: Seventy-five adults older than the age of 60 years were each administered the MMSE and SLUMS. Results: Contrary to our hypothesis, individuals with more years of formal education did not produce significantly greater scores on the MMSE or SLUMS. Likewise, education level analyzed as a continuous measure was not significantly correlated with the MMSE, r(75) = −0.191, or SLUMS, r(75) = 0.019. Interestingly, among participants with a high (but not low) education level, there was a marginal but significant difference in mean score between the MMSE (29.00 ± 1.47) and SLUMS (27.74 ± 3.08), t(64) = 3.70, P < .001. Conclusion: Other factors besides education may impact the performance of older adults on the MMSE and SLUMS, but it does appear that education level may moderate the score disparity between the 2 instruments. Additional studies are needed before using the MMSE to predict the score on the SLUMS and vice versa.

Human lifecycle development and the experiential learning foundations of an integrated lifelong education framework

2018 ◽  
Vol 24 (2) ◽  
pp. 250-271 ◽  
Author(s):  
Cameron Richards
Keyword(s):  
Experiential Learning ◽  
Lifelong Learning ◽  
Formal Education ◽  
Life Experience ◽  
Later Life ◽  
Lifelong Education ◽  
Basic Model ◽  
Concrete Experience ◽  
The Face ◽  
Death Narrative

Many educators interested in notions of ‘learning through or from experience’ are influenced by Kolb’s basic model of experiential learning. Yet as a set of stages, the model involves a dilemma acknowledged by Kolb himself that it can proceed from either concrete experience or abstract conceptualisation. The paper builds on Kolb’s insights about a possible solution to this dilemma in terms of how experiential learning is in some respects synonymous with but otherwise a more specific version of Alan Rogers’ concept of informal lifelong education. On this basis, it adapts a ‘lifecycle’ perspective on how the direct or micro ‘here and now’ opportunities for constructive experiential learning ever potentially inform the larger or macro concept of lifelong learning – one also linked to the different formal modes as well as stages of education from schooling for youth through to adult education and later life learning. The paper further links various related lifelong learning challenges of harnessing direct life experience to the larger challenge of a typical knowledge-experience disconnect in modern formal education as well as society. Such a disconnect is exemplified by how lifelong informal learning often seems futile (and a lifetime of experience increasingly meaningless) in the face of the modern ‘work-retirement-death’ narrative still influential in a fast-changing and uncertain world.

scholarly journals Education Level as a Predictor of Survival in Patients with Multiple Myeloma

2020 ◽  
Author(s):  
Limei Xu ◽  
Xiuju Wang ◽  
Xueyi Pan ◽  
Xiaotao Wang ◽  
Qing Wang ◽  
...  
Keyword(s):  
Multiple Myeloma ◽  
High Education ◽  
Rural Areas ◽  
Survival Rates ◽  
Multivariable Analysis ◽  
Progression Free Survival ◽  
Education Level ◽  
Low Education ◽  
Education Levels ◽  
Better Than

Abstract Background: Disparities in multiple myeloma (MM) prognosis based on sociodemographic factors may exist. We investigated whether education level at diagnosis influenced Chinese MM patient outcomes.Methods: We performed a multicenter retrospective analysis of data from 773 MM patients across 9 centers in China from 2006 to 2019. Sociodemographic and clinical factors at diagnosis and treatment regimens were recorded, and univariate and multivariate analyses were performed.Results: Overall, 69.2% of patients had low education levels. Patients with low education levels differed from those with high education levels in that they were more likely to be older, and a higher proportion lived in rural areas, were unemployed, had lower annual incomes and lacked insurance. Additionally, compared to patients with high education levels, patients with low education levels had a higher proportion of international staging system (ISS) stage III classification and elevated lactate dehydrogenase (LDH) levels and underwent transplantation less often. Patients with high education levels had a median progression-free survival (PFS) of 67.50 (95% confidence interval (CI): 51.66-83.39) months, which was better than that of patients with low education levels (30.60 months, 95% CI: 27.38-33.82, p<0.001). Similarly, patients with high education levels had a median overall survival (OS) of 122.27 (95% CI: 117.05-127.49) months, which was also better than that of patients with low education levels (58.83 months, 95% CI: 48.87-62.79, p<0.001). In the multivariable analysis, patients with high education levels had lower relapse rates and higher survival rates than did those with low education level in terms of PFS and OS (hazard ratio (HR)=0.50 [95% CI: 0.34-0.72], p<0.001; HR=0.32 [0.19-0.56], p<0.001, respectively).Conclusions: Low education levels may independently predict poor survival in MM patients in China.

scholarly journals Strategi untuk Mengatasi Permasalahan Wanita Rawan Sosial Ekonomi (WRSE)

2017 ◽  
Vol 31 (1) ◽  
pp. 22
Author(s):  
Alia Fajarwati ◽  
Eva Latifah Puspita Sari ◽  
Nirania Galuh Putrie Soewarno
Keyword(s):  
Social Welfare ◽  
Poverty Alleviation ◽  
Formal Education ◽  
Education Level ◽  
Target Groups ◽  
The Social ◽  
Study Results ◽  
Low Education ◽  
And Training ◽  
Descriptive Method

Di Indonesia, dalam upaya untuk mengentaskan kemiskinan, Dinas Sosial mengelompokkan penduduk yang menjadi target, yaitu kelompok penduduk Penyandang Masalah Kesejahteraan Sosial (PMKS). Menurut Dinas Sosial, setidaknya terdapat 22 definisi operasional dan karakteristik dari masing-masing jenis PMKS, salah satunya adalah Wanita Rawan Sosial Ekonomi (WRSE).  Metode deskriptif baik kuantitatif maupun kualitatif digunakan dalam studi ini. Metode yang digunakan dalam studi ini adalah  deskriptif baik dengan pendekatan  kualitatif maupuan pendekatan kuantitatif.  Lokasi penelitian adalah di Kabupaten Temanggung.  Survei lapangan dilaksanakan di Desa Tepusen, Kecamatan Kaloran.  Metode sensus digunakan dalam studi ini, yaitu dengan mewawancarai seluruh WRSE yang ada di Desa Tepusen.  Hasil studi menunujukkan: 1) jumlah WRSE terbesar di Kabupaten Temanggung menurut data statistik adalah di Kecamatan Temanggung yaitu sebanyak 691 WRSE dan terkecil di Kecamatan Bulu yaitu sebayak 22 WRSE; 2) faktor-faktor yang menyebabkan wanita menjadi WRSE di desa ini adalah perceraian/kematian suami, tingkat pendidikan rendah, pekerjaan dengan gaji rendah; 3) upaya-upaya yang telah dilakukan Dinsos untuk mengatasi WRSE yaitu dana ternak, pelatihan pembuatan kue dan pelatihan sulam pita; 4) faktor-faktor penghambat dalam upaya pengentasan WRSE adalah terbatasnya waktu senggang, tingkat pendidikan rendah, usia, jumlah tanggungan, terbatasnya akses finansial; dan 5) strategi yang dapat direkomendasikan untuk mengentaskan WRSE dari kemiskinan: akses ke pendidikan formal, pelatihan untuk meningkatkan kapabilitas, bantuan dana untuk penghidupan dan anak-anak WRSE, membuka akses pada keuangan mikro, pendampingan spiritual/psikologis, memperkuat jaringan pendukung WRSE dan pelibatan WRSE dalam perencanaan maupun program pengentasan kemiskinan. In Indonesia, as an effort to a poverty alleviation, Department of Social Welfare in Indonesia has a program with the target groups such as ‘Penyandang Masalah Kesejahteraan Sosial (PMKS)- The Social Welfare Problems People’.  There are at least 22 operational definitions and characteristic from each category of PMKS.  One of group of women who included in this group is ‘Wanita Rawan Sosial Ekonomi (WRSE)- Economic Social Prone Women-group.  This study uses descriptive method, both with quantitative and  qualitative approach. The research location is in the District of Temanggung. The field survey was conducted in Tepusen Village, Kaloran District. Census method used in this study, which by interviewing the entire WRSE in the Tepusen Village. The study results show: 1) factors that cause women to be WRSE in this village is divorcement or the husband’s death, low education level, low-salary occuption; 2) the efforts that have been made to overcome WRSE’s poverty by Dinsos namely livestock funds, cullinary training and training of stitching ribbon; 3) the factors inhibiting reduction WRSE is limited leisure time, low education level, age, number of dependents, limited access to finance; and 4) strategies can be recommended to alleviate WRSE of poverty are opening access to formal education, holding trainings to improve capability, funding for WRSE’s livelihood and WRSE’s children, opening access to microfinance, mentoring WRSE’s spiritual / psychological, strengthening the WRSE’s supporters network and involving WRSE in WRSE’s poverty alleviation planning or program.

scholarly journals Education Level as a Predictor of Survival in Patients with Multiple Myeloma

2020 ◽  
Author(s):  
Limei Xu ◽  
Xiuju Wang ◽  
Xueyi Pan ◽  
Xiaotao Wang ◽  
Qing Wang ◽  
...  
Keyword(s):  
Multiple Myeloma ◽  
High Education ◽  
Rural Areas ◽  
Multivariable Analysis ◽  
Progression Free Survival ◽  
Staging System ◽  
Education Level ◽  
Rank Test ◽  
Low Education ◽  
Education Levels

Abstract Background Disparities in multiple myeloma (MM) prognosis based on sociodemographic factors may exist. We investigated whether education level at diagnosis influenced Chinese MM patient outcomes.Methods We performed a multicenter retrospective analysis of data from 773 MM patients across 9 centers in China from 2006 to 2019. Sociodemographic and clinical factors at diagnosis and treatment regimens were recorded, and univariate and multivariate analyses were performed. Results Overall, 69.21% of patients had low education levels. Patients with low education levels differed from those with high education levels in that they were more likely to be older, and a higher proportion lived in rural areas, were unemployed, had lower annual incomes and lacked insurance. Additionally, compared to patients with high education levels, patients with low education levels had a higher proportion of international staging system (ISS) stage III classification and elevated lactate dehydrogenase (LDH) levels and underwent transplantation less often. Patients with high education levels had better progression-free survival (PFS) and overall survival (OS) than did patients with low education levels (67.50±8.10 versus 30.60±1.64 months; 122.27±0 versus 55.83±3.55 months, log-rank test, p<0.001; respectively). In the multivariable analysis, patients with high education levels had lower relapse and mortality rates than did those with low education level in terms of PFS and OS (hazard ratio (HR)=0.50 [95% confidence interval (CI): 0.34-0.72], p<0.001; HR=0.31 [0.18-0.53], p<0.001, respectively). Conclusions Low education levels may independently predict poor survival in MM patients in China. To reduce healthcare disparities for universal healthcare reform, it is critical to improve citizens’ education levels.

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