Does Nonformal Education Matter? Nonformal Education, Immigration, and Skills in Canada

Allyson Krupar, Renata Horvatek, Soo-yong Byun

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This article examined the relationship between participation in adult nonformal education (NFE), defined as on-the-job training, attending private lessons, attending seminars, or distance learning, and Canadian immigrant respondents’ literacy and numeracy outcomes, using data from the Program for the International Assessment of Adult Competencies Survey. We found that although participation in some forms of NFE was significantly related to higher literacy and numeracy scores, such relationship tended to be greater for first-generation immigrants than for nonimmigrant adults, even after controlling for their linguistic and formal educational background. Our findings suggested that first-generation immigrants in Canada might benefit the most from increased participation in NFE programs and targeted policies.

Original languageEnglish (US)
Pages (from-to)186-208
Number of pages23
JournalAdult Education Quarterly
Volume67
Issue number3
DOIs
StatePublished - Aug 1 2017

Fingerprint

immigration
immigrant
first generation
Canada
literacy
participation in education
on-the-job training
education
participation
Adult Education
distance learning
linguistics

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{5375b930c7344eed9852cc6088264a36,
title = "Does Nonformal Education Matter? Nonformal Education, Immigration, and Skills in Canada",
abstract = "This article examined the relationship between participation in adult nonformal education (NFE), defined as on-the-job training, attending private lessons, attending seminars, or distance learning, and Canadian immigrant respondents’ literacy and numeracy outcomes, using data from the Program for the International Assessment of Adult Competencies Survey. We found that although participation in some forms of NFE was significantly related to higher literacy and numeracy scores, such relationship tended to be greater for first-generation immigrants than for nonimmigrant adults, even after controlling for their linguistic and formal educational background. Our findings suggested that first-generation immigrants in Canada might benefit the most from increased participation in NFE programs and targeted policies.",
author = "Allyson Krupar and Renata Horvatek and Soo-yong Byun",
year = "2017",
month = "8",
day = "1",
doi = "10.1177/0741713617697423",
language = "English (US)",
volume = "67",
pages = "186--208",
journal = "Adult Education Quarterly",
issn = "0741-7136",
publisher = "SAGE Publications Ltd",
number = "3",

}

Does Nonformal Education Matter? Nonformal Education, Immigration, and Skills in Canada. / Krupar, Allyson; Horvatek, Renata; Byun, Soo-yong.

In: Adult Education Quarterly, Vol. 67, No. 3, 01.08.2017, p. 186-208.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Does Nonformal Education Matter? Nonformal Education, Immigration, and Skills in Canada

AU - Krupar, Allyson

AU - Horvatek, Renata

AU - Byun, Soo-yong

PY - 2017/8/1

Y1 - 2017/8/1

N2 - This article examined the relationship between participation in adult nonformal education (NFE), defined as on-the-job training, attending private lessons, attending seminars, or distance learning, and Canadian immigrant respondents’ literacy and numeracy outcomes, using data from the Program for the International Assessment of Adult Competencies Survey. We found that although participation in some forms of NFE was significantly related to higher literacy and numeracy scores, such relationship tended to be greater for first-generation immigrants than for nonimmigrant adults, even after controlling for their linguistic and formal educational background. Our findings suggested that first-generation immigrants in Canada might benefit the most from increased participation in NFE programs and targeted policies.

AB - This article examined the relationship between participation in adult nonformal education (NFE), defined as on-the-job training, attending private lessons, attending seminars, or distance learning, and Canadian immigrant respondents’ literacy and numeracy outcomes, using data from the Program for the International Assessment of Adult Competencies Survey. We found that although participation in some forms of NFE was significantly related to higher literacy and numeracy scores, such relationship tended to be greater for first-generation immigrants than for nonimmigrant adults, even after controlling for their linguistic and formal educational background. Our findings suggested that first-generation immigrants in Canada might benefit the most from increased participation in NFE programs and targeted policies.

UR - http://www.scopus.com/inward/record.url?scp=85022008374&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85022008374&partnerID=8YFLogxK

U2 - 10.1177/0741713617697423

DO - 10.1177/0741713617697423

M3 - Article

AN - SCOPUS:85022008374

VL - 67

SP - 186

EP - 208

JO - Adult Education Quarterly

JF - Adult Education Quarterly

SN - 0741-7136

IS - 3

ER -