ERIC Number: ED422468
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Attitudes to Learning '98. MORI State of the Nation Survey: Summary Report.
Greany, Toby, Ed.
Attitudes toward learning in the United Kingdom were examined by studying 2 populations: a sample of 1,043 adults from 130 sampling points throughout England, Scotland, and Wales and a sample of 4,245 school-age pupils in England and Wales. Both samples were representative from the standpoints of age, sex, geographic location, social class, and work status. Approximately half the adult respondents had participated in some form of learning in the past 12 months. Participation in learning was influenced by age, employment status, level of highest qualification, and social class. Most respondents considered learning a way of improving their quality of life. The adults and young people alike enjoyed learning new things. Most of the learning people actually undertook was related to their current or possible future jobs rather than to their personal interests. Adults did most of their learning at home, work, libraries, and colleges/universities. Adults preferred learning by doing practical things or self-study, whereas most young people preferred learning in groups. Adults preferred learning from print materials. (Sixteen tables are included. Appended are the following: sample profiles, information on statistical reliability, and social class definitions.) (MN)
Descriptors: Adult Education, Adults, Comparative Analysis, Education Work Relationship, Educational Attitudes, Educational Needs, Educational Objectives, Foreign Countries, Learning Activities, Learning Processes, Lifelong Learning, Motivation, National Surveys, Participation, School Community Relationship, Secondary Education, Secondary School Students, Student Attitudes, Tables (Data), Trend Analysis, Work Environment
Biblios PDS, Star Road, Partridge Green, West Sussex RH13 8LD, England, United Kingdom (8 British pounds).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Campaign for Learning, London (England).
Identifiers - Location: United Kingdom