TY - JOUR
AU - Brooks, Rachel
AB - The National Adult Learning Survey and the 1970 British Cohort Study have pointed to                 considerable differences by level of educational qualification in attitude to and                 participation in adult or ‘lifelong’ learning.They suggest that                 graduates are more likely than other groups to engage in adult learning, generally,                 and to be motivated to do so by the intrinsic interest of the subject matter.                 However, exploring the wider meaning attached to participation in such activities                 has been outside the remit of these studies. In an attempt to redress this gap, this                 article draws on life history interviews with recent graduates to consider the                 significance they attribute to taking part in lifelong learning. In particular, it                 focuses on the extent to which decisions about education and training after                 graduation can be seen as consonant with ‘individualized’ life                 plans, and the degree of similarity between these decisions and previous processes                 of ‘educational choice’.
TI - Young Graduates and Lifelong Learning: The Impact of Institutional Stratification
JF - Sociology
DO - 10.1177/0038038506069842
DA - 2006-12-01
UR - https://www.deepdyve.com/lp/sage/young-graduates-and-lifelong-learning-the-impact-of-institutional-a0rJ8HB1es
SP - 1019
EP - 1037
VL - 40
IS - 6
DP - DeepDyve
ER -