Scottish Government

ANNEX A P articipation in learning

NALS 2005 represents a transitional point between the traditional NALS series (which up to the 2005 survey covered England and Wales only) and the new European Adult Education Survey ( AES). For this reason, it is particularly important to be clear about how the existing profile of adult learning, derived largely from NALS, may be affected by the use of the AES definitions of learning. Appendices A through E re-analyse many of the key tables on learning participation found in the main body of the report using the AES definitions of learning.

To facilitate comparisons, the bases have been kept the same. Therefore, in keeping with the analysis in the main report, the analysis in the appendices includes only those in Scotland, aged 16-69 and not in continuous full-time education.

AES and NALS definitions of learning

While the NALS series has focused on the fundamental distinction between taught and self-directed types of learning, the AES draws finer distinctions between different types of taught learning. For example:

Formal education comprises taught learning leading to a qualification in the National Framework of Qualifications.

Non-formal education, by contrast, includes a range different types of taught learning not leading to a qualification in the National Framework of Qualifications. The specific learning activities encompassed by the definition of non-formal learning include:

• Private lessons or courses
• Courses conducted through open and distance education
• Seminars or workshops
• Guided on-the-job training

It should be noted that in the NALS series, on-the-job training is defined as self-directed learning, whereas in the AES it is considered part of non-formal (taught) learning.

Similarly, seminars or workshops which feature as non-formal (taught) education in the AES are given as example of self-directed learning activities in NALS. Specifically, NALS incorporates seminars within the professional development category of self-directed learning. The wording of the relevant NALS question is as follows:

"Other than what you have told me about in the past 3 years, that is since (date given), have you spent any time keeping up to date with developments in the type of work you do without taking part in a taught course- for example, by reading books, manuals or journals or attending seminars?"

Informal learning is the final type of learning in the AES classification system. This is defined as non-compulsory self-learning (i.e., not part of compulsory self-study or homework associated with formal or non-formal learning).

Rather than focusing on particular activities that comprise informal learning (as with formal and non-formal learning), the AES instead considers a number of methods by which individuals may engage in self-learning. Specific methods of informal learning considered explicitly in the AES survey are:

• Learning from a family member, friend or colleague
• Using printed material (books, professional magazines, etc.)
• Using computers (online or offline)
• Through television, radio or video
• By guided tours of museums, historical/ natural/ industrial sites
• By visiting learning centres (including libraries)

The nearest NALS equivalent of informal learning is self-directed learning. However, NALS self-directed learning has focused on the nature of the activity undertaken and the lack of any formal tuition. Specific types of self-directed learning activities defined in the NALS series are:

• Guided on the job training;
• Keeping up to date with work developments without taking part in a taught course (including attending seminars); and
• Other deliberate attempts to improve knowledge, develop skills or study for a qualification without taking part in a taught course.

The mode of learning is not a key feature of the NALS definitions of self-directed learning apart from the stipulation that the learning must not involve any formal tuition. While different modes of learning are cited as examples to illustrate possible approaches to the learning within the NALS definitions, the subject and mode of learning is the key interest in the AES approach to informal learning.

Chart 1 provides a map of how the NALS and AES definitions of learning relate to one another and shows the considerable overlap between the different types of learning using the AES & NALS definitions.

Chart 1: NALS 2005 and AES learning definitions

Table A.1 shows participation in learning over the previous 12 months and 3 years using both the NALS and AES definitions.

Table A.1 Participation in different types of learning over 12 months and 3 year ^s

Base: All respondents aged 16-69 not in continuous full-time education.

Table A.2 Participation in combinations of formal, non-formal and informal learning ( AES categories) over 12 months and 3 year ^s

Base: All respondents aged 16-69 not in continuous full-time education.