Does gender matter in lifelong learning activity?

Agnieszka Chlon-Dominczak, Educational Research Institute (IBE)
Maciej Lis, Institute for Structural Research

Development and maintaining skills in a life course through various lifelong learning activities is crucial to sustain employability, particularly in the context of longer working lives and more competitive economic environment. In the paper we investigate the determinants and obstacles in lifelong learning from a gender perspective. Based on the results of Labour Force Survey and Adult Education Survey we investigate the extent educational activity of adults in Europe as well as look barriers and obstacles to lifelong learning. Using logistic regressions we identify probabilities of participating in education or training depending on individual characteristics such as gender, age, education or labour market status, which indicate that age, educational attainment, but also labour market status, occupation and sector of employment influence the probability of participation in lifelong learning. We indicate difference resulting from individual and sector of employment characteristics on probabilities of participation in formal education and non-formal education (training). We show that in participation in education or training gender plays an important role in some of the countries, but it is not common for EU in general. If we look at reasons for resignation from LLL activity, women more frequently report personal or family-related barriers and obstacles in such activity. Based on the research outcomes we recommend the need to develop practices enabling women to overcome these barriers to promote their skills development.