Australian Journal of Adult Learning - Adults engaged in lifelong learning in Taiwan: Analysis by gender and socioeconomic status

Oct 15, 2026

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Examines adult participation in lifelong learning in Taiwan by analyzing how gender and socioeconomic status (SES) relate to adults’ learning experiences. Using survey data collected by the Ministry of Education in 2009, the study identifies a strong relationship between gender, SES, and engagement. Findings show women in low- and middle-SES groups are more likely to engage, influenced by family concerns, while men’s engagement is often linked to career or work-related needs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Introduction

Literature review

Australian Journal of Adult Learning Volume 52, Number 2, July 2012 Adults engaged in lifelong learning in Taiwan: Analysis by gender and socioeconomic status Dian-Fu Chang Tamkang University, Taiwan Ming-Lieh Wu and Sung-Po Lin National Chi Nan University, Taiwan This study examines the nature of adult engagement in lifelong learning in Taiwan. Previous studies have shown that gender and socioeconomic status (SES) are key variables related to equal access to education. Are these variables related to adults’ engagement in lifelong learning in a specific country? This study analysed data from a survey of adults that was administered by the Ministry of Education in 2009. The results show a strong relationship between gender, SES and the learning experiences of adults. Women in low and middle SES groups were more likely to engage in lifelong learning. This study reveals that women’s engagement in lifelong learning depended on their family concerns. Men’s engagement in lifelong learning, in contrast, was often for career or work-related reasons. By explaining the connections between the gender and SES of adult learners engaging in lifelong learning, the results of this study will enrich the context of lifelong learning. Adults engaged in lifelong learning in Taiwan 311 Keywords: lifelong learning, adult education, educational policy, engagement theory Introduction The concept of lifelong learning was introduced in the 1960s. In the 1970s, international organisations such as UNESCO adopted the concept. However, there was little focus on lifelong learning from the 1970s to the 1990s. In the 1990s, the world witnessed the impact of globalisation, the effects of an aging society, and the influence of information technology. At that time, many countries started to focus on lifelong learning, and new regulations were introduced to ensure its implementation (Jarvis 2007; Kang 2007). Because lifelong learning became a widely-accepted concept in a knowledge-based economy, the Taiwanese government launched the legislative process for the Lifelong Learning Act, which was implemented in 2002. By implementing this Act, the government has placed great importance on the practice of lifelong learning. The different backgrounds of lifelong learners may lead learners to engage in different learning activities. In a multi-cultural society, learners can develop different learning perspectives and behaviours (Chang 2004; Moen, Kelly & Magennis 2009) . However, even though people understand the importance of lifelong learning, it is not easy to provide learners with equal access to limited educational resources. Research has shown that gender differences or low socio-economic status (SES) can affect the educational opportunities of individuals (Nesbit 2006). Generally, women have fewer opportunities for formal education due to their family responsibilities or social expectations (Gunawardena, Rasanayagam, Leitan, Bulumulle & Dort 2006; World Bank 2005, 2007). Desjardins, Rubenson and Milana (2006) found that generally gender differences are small for the developed countries considered, but this partly depends on the level of formal 312 Dian-Fu Chang, Ming-Lieh Wu and Sung-Po Lin education. Overall, in countries where women tend to have lower levels of formal education than men, women are less likely to participate in adult learning. Furthermore, employer support tends tobe a less common source of financing for women than for men. • Desjardins, Rubenson and Milana (2006) also showed the significance of education as a socio-economic marker, revealing that in many countries there is a strong connection between home background, educational attainment and further learning. This connection points to a cycle of intergenerational reproduction of inequalities that is strongly linked to lifelong learning processes. Those who have higher levels of formal education, and hence a greater likelihood of engaging in further learning, exhibit a t

FAQs

What does the study investigate about adult engagement in lifelong learning in Taiwan?

It examines how gender and socioeconomic status relate to adults’ engagement and learning experiences in lifelong learning in Taiwan.

What data and timeframe does the study use?

The study analyzes survey data administered by the Ministry of Education in 2009.

How do the reasons for lifelong learning engagement differ between women and men?

Women’s engagement in lifelong learning depends more on family concerns, while men’s engagement is often driven by career or work-related reasons.

Oct 15, 2026

Uploaded by McGucket