MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? - Tartu Ülikool

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might be outdated, it is understandable that they are willing to work in occupational positions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