Problem Solving and Formal, Nonformal, and Informal Learning of Russian Employees (Based on PIAAC Data)

Adult Education Quarterly. 2023. Vol. 73. No. 2. P. 197–219.

Korshunov I., Sergei Lubnikov, Miroshnikov M., Arkadii Tyunin

Using the PIAAC data, we show how exposure to various dimensions of nonformal and informal learning relates to the problem-solving capacity in a technology-rich environment for working adults. The sample included permanent staff from various economic sectors, self-employed individuals, and casual employees doing fixed-term contracts (n=1248) between 16 and 65 years, 38% of participants were males. A regression analysis showed that managerial practices such as degree of autonomy, frequency of interaction with coworkers, participation in training and counseling, and handling of routine and complex in-job problems are important factors associated with problem-solving scores for the respondents at every level of educational attainment. Underdevelopment of managerial practices can be connected to the lingering transition to the market system which hinders the flexible transition of skills and training in the workplace and lowers problem-solving scores in Russia compared to OECD countries.

Keywords: PIAAC, informal education, adult education, lifelong learning

Publication based on the results of: Education as a tool for developing human capital components meeting modern challenges of socio-economic development (2020)