Today, adult individuals must be able to continuously learn and adapt to the rapid changes occurring in society. However, little is known about the individual characteristics, particularly personality traits, that make adults more likely to engage in learning activities. Moreover, few studies have longitudinally and objectively investigated the…

In the European context Active Citizenship has been promoted within the education and training Lisbon Strategy as a tool to support the continuation of democracy, human rights and greater social inclusion. In this article the authors analyse the impact of education on Active Citizenship and contribute to the existing debates relating to education…

A path model of lifelong education was developed using longitudinal data from a cohort of 671 Swedish men. Instead of a reduced gap between initially poorly and well-educated people, a cycle of accumulation exists, in which the quality of earlier educational experience predicts the quality and quantity of subsequent participation in adult…

Factors influencing 834 Swedish men to participate in organized adult education programs on a life-long basis were studied. Indicators of social origins, cognitive ability, formal youth education, occupational status, job satisfaction, and attitudes toward education collectively explained little of the variation in participation. Factors possibly…

A study investigated the contribution of adult education in complementing and mediating the effects of early formal schooling on life chances, job satisfaction, and general well-being. Data collected for the cohort of Swedish men followed up in the Malmo study from 1938 to 1988 were examined. The study used measures of home background, disposition…