MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? - Tartu Ãlikool
MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? - Tartu Ãlikool
MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? - Tartu Ãlikool
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HARIDUSE PEEGELDUS TÄISKASVANUEAS REFLECTI<strong>ON</strong> OF EDUCATI<strong>ON</strong> IN ADULTHOOD<br />
more the respective share is already 23%. As older people find it difficult to keep up with the<br />
young during the time of rapid technological development and their once acquired education<br />
might be outdated, it is understandable that they are willing to work in occupational positions<br />
requiring lower level of education. People in retirement age are satisfied with any additional<br />
income and the content of work is no longer as crucial for them. In other age groups, 24–30 and<br />
31–49, the shares of overeducated people are 8% and 10%, respectively. (Figure 4)<br />
The higher a person’s level of education, the less likely he or she is willing to work in a job<br />
requiring lower level of education. People with higher education have made great investments in<br />
human capital and, consequently, their expectations for job and salary are higher. While 83% of<br />
the unemployed with secondary education and 77% of the unemployed with post-secondary<br />
vocational education are prepared to accept jobs requiring lower education level, only less than a<br />
half of the unemployed with higher education are willing to do the same. In terms of level of<br />
education, overeducation is most prevalent among men and women who have completed<br />
post-secondary vocational training. At each level of education, there are more women than men<br />
who believe that they are overeducated. Undereducation is the least prevalent among women<br />
with post-secondary vocational education and men with higher education. (Figure 5)<br />
Based on the above data, we can see that, in the opinion of the majority of employed people in<br />
Estonia, their level of education corresponds to their job. Overeducation tends to be more<br />
prevalent among women and undereducation among men (see also Randoja 2008). The<br />
mismatch between education and work can be amended through participation in lifelong learning.<br />
According to the definition given in the LFS, lifelong learning includes formal (formal education<br />
system) and non-formal (continuing training and courses) learning activities. It does not include<br />
self-education, or informal study. In the next section, we examine how active Estonian men and<br />
women are in lifelong learning.<br />
Lifelong learning<br />
Life is a constant learning process, which improves our ability to cope in the world. We cannot<br />
rely only on knowledge gained in general or higher education school. Lifelong learning in<br />
adulthood comprises mainly training and non-taught learning in areas of interest, but also<br />
retraining, which facilitates employment. An ageing society on the one hand and rapid<br />
technological development on the other hand have created a need for adaptability in a changing<br />
employment environment. The rough economic crisis has convinced many people that improving<br />
one’s skills is not only a wise decision but an essential requirement for competing in the current<br />
labour market. In the following paragraphs, we will examine how many men and women in<br />
Estonia are involved in continuing training and whether there are any differences in their<br />
behaviour patterns. The data on participation in lifelong learning are based on the Estonian LFS.<br />
Year after year, the rate of participation of adults in lifelong learning has increased in Estonia.<br />
While 5.3% of people aged 25–64 studied in the formal education system or in continuing training<br />
ten years ago, this figure had risen to 10.9% by 2010. Women have always been more active<br />
than men in seeking training (see also Randoja 2009). (Figure 6)<br />
In international comparison, the share of Estonian adults participating in lifelong learning (10.9%)<br />
is higher than the European Union (EU) average (9.1%). The rates of participation in continuing<br />
training are higher than in Estonia in the Nordic countries, the Netherlands, the United Kingdom,<br />
Slovenia, Austria and Luxembourg. Women are prevalent in adult education in all EU countries,<br />
except Greece. The Danish are the most eager learners, with 33% of Danish people aged<br />
25–64 studying in formal education or participating in training. Gender differences are the largest<br />
also in Denmark, where women’s share in adult education is by 13 percentage points higher than<br />
that of men. (Figure 7)<br />
Lifelong learning helps older people keep up with technical and scientific developments, improves<br />
their self-confidence and coping capacity. However, international studies indicate that older<br />
people are less active when it comes to participation in continuing training (Boeren et al. 2010).<br />
The remaining period of active work in the labour market is shorter for older people and,<br />
<strong>MEHE</strong> <strong>KODU</strong> <strong>ON</strong> <strong>MAAILM</strong>, <strong>NAISE</strong> <strong>MAAILM</strong> <strong>ON</strong> <strong>KODU</strong>? MAN’S HOME IS THE WORLD, WOMAN’S WORLD IS HER HOME? 125