Reversing the Matthew Principle – Adult Education in the context of low numeracy
Abstract The Matthew Principle was demonstrated for participation in further education, but not for the volume of further education in the context of numeracy. Due to its interdependence with social contexts, numeracy is a relevant predictor of further training behaviour irrespective of educational...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Luise Krejcik [verfasserIn] Anke Grotlüschen [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Deutsch ; Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Zeitschrift für Weiterbildungsforschung - Report - SpringerOpen, 2016, 43(2020), 2, Seite 291-312 |
|---|---|
| Übergeordnetes Werk: |
volume:43 ; year:2020 ; number:2 ; pages:291-312 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.1007/s40955-020-00154-3 |
|---|
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DOAJ069143404 |
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| 520 | |a Abstract The Matthew Principle was demonstrated for participation in further education, but not for the volume of further education in the context of numeracy. Due to its interdependence with social contexts, numeracy is a relevant predictor of further training behaviour irrespective of educational attainment. By using an international comparison based on PIAAC data, the article points to a reversal of the Matthew effect for further education volumes. In the OECD average and in the majority of the Nordic countries, adults with low numeral competence who are active in further education perceive more hours of further education than those with high numeral competence. The results point to the relevance of welfare state contexts for the (re)distribution of further education time. | ||
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Abstract The Matthew Principle was demonstrated for participation in further education, but not for the volume of further education in the context of numeracy. Due to its interdependence with social contexts, numeracy is a relevant predictor of further training behaviour irrespective of educational attainment. By using an international comparison based on PIAAC data, the article points to a reversal of the Matthew effect for further education volumes. In the OECD average and in the majority of the Nordic countries, adults with low numeral competence who are active in further education perceive more hours of further education than those with high numeral competence. The results point to the relevance of welfare state contexts for the (re)distribution of further education time. |
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Abstract The Matthew Principle was demonstrated for participation in further education, but not for the volume of further education in the context of numeracy. Due to its interdependence with social contexts, numeracy is a relevant predictor of further training behaviour irrespective of educational attainment. By using an international comparison based on PIAAC data, the article points to a reversal of the Matthew effect for further education volumes. In the OECD average and in the majority of the Nordic countries, adults with low numeral competence who are active in further education perceive more hours of further education than those with high numeral competence. The results point to the relevance of welfare state contexts for the (re)distribution of further education time. |
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Abstract The Matthew Principle was demonstrated for participation in further education, but not for the volume of further education in the context of numeracy. Due to its interdependence with social contexts, numeracy is a relevant predictor of further training behaviour irrespective of educational attainment. By using an international comparison based on PIAAC data, the article points to a reversal of the Matthew effect for further education volumes. In the OECD average and in the majority of the Nordic countries, adults with low numeral competence who are active in further education perceive more hours of further education than those with high numeral competence. The results point to the relevance of welfare state contexts for the (re)distribution of further education time. |
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