The main purpose of the Adult Education Survey (AES) is to produce reliable participation rates in further education for the adult population. Data is published on those aged 25 to 69 years old.
The survey produces figures on those who participated in further education broken down by gender, region, level of education, age, economic status and sectors and so on. It also explores how people access guidance on educational possibilities. It is also a source of information on the difficulties experienced by the adult population who wish to participate in education.
The basic legal act for the AES is the Regulation (EC) No 452/2008 of 23 April 2008. It concerns the production and development of statistics on education and lifelong learning. The implementing regulation (EU) No 1175/2014 details the exact requirements for the specific AES for 2022.
The 2022 AES survey is a follow up the 2017 AES.
The Central Statistics Office wishes to thank the participating households for their co-operation in agreeing to take part in the Adult Education Survey and for facilitating the collection of the relevant data.
The Irish AES was heavily based on based on the EU regulation and the model questionnaire provided by Eurostat.
Overall the AES can be broken down into these sections:
The AES data was collected directly from private households. Institutional households, (e.g. nursing homes, barracks, boarding schools, hotels etc.) were not covered by the survey. A household was defined as a single person or group of people who usually reside together in the same accommodation and who share the same catering arrangements. The household members were not necessarily related by blood or marriage.
A person is defined as a "Usual Resident" of a private household if he or she:
(i) Lives regularly at the dwelling in question, and
(ii) Shares the main living accommodation (i.e. kitchen, living room or bathroom) with the other members of the household.
"Living regularly" means usually spending 4 nights a week in the dwelling. However, a member of a couple should be regarded as living regularly with the household if he/she regularly returns to his/her partner in the household for at least one night each week. However, if the person has (another) family (de-facto or otherwise) with which he/she spends the rest of the time then that person should not be included. Persons paying for both board (at least one meal a day) and lodging should be regarded as usual residents of the household.
See the survey manual for a more detailed breakdown of who is and is not included in the household definition: Adult Education Survey - Methodology.
The sample of 12,000 persons was selected using SRS stratified by age from IPEADS(Irish Population Estimates from Administrative Data Sources).
One eligible person aged between 18 and 69 was randomly select to participate in the AES.
The full-scale survey started in July 2022 and field work continued end December 2022.
The data was collected by a team of 100 Field Interviewers and 10 Field coordinators (each with a team of 10 interviewers). Interviewers were provided with a map of each of their interview areas as well as a listing of the address of each of the selected households. Interviewers were trained in May 2012 on the main concepts (formal, non-formal and informal education definitions) of the AES. A full training session including a thorough review of the questionnaire as it appeared on the laptop as well as a detailed examination of the more complex elements of the questionnaire. Additionally, the interviewers were experienced, as they were currently working on CSO surveys such as the Survey on Income and Living Conditions and the Labour Force Survey. Interviewers received a manual with information such as detailed explanations about the questionnaire, definitions of the concepts involved and examples.
The survey field work was conducted using a team of face-to-face interviewers using Computer Assisted Personal Interviewing (CAPI). This enabled the use of extensive checks in the BLAISE interviewing software to make sure correct and coherent data was collected. It also ensured that respondents were only asked relevant questions, all applicable questions were answered (although it was possible for many questions to accept a “Don’t know” or “Refused to answer” reply) and specific answers were within valid ranges.
Information was collected directly from respondents - proxy responses from other members of the household were not accepted.
The AES was conducted nationwide during Q3 2022 and Q4 2022 i.e. from July to December 2022. Respondents were asked about different types of educational activities in the twelve months prior to interview.
Once the data was back in the CSO it was checked and if necessary queried with the field force. After the data collection phase was complete the field data was aggregated together. In certain cases, text strings (used as an “other” category for some questions) were re-coded to the proper category while further validation checks were done.
Estimates for number of persons where there are less than 30 persons in a cell are too small to be considered reliable. These estimates are presented with an asterisk (*) in the relevant tables.
Where there are 30-49 persons in a cell, estimates are considered to have a wider margin of error and should be treated with caution. These cells are presented with parentheses [ ].
Percentage breakdowns exclude cases where the interviewee did not respond.
The sum of row or column percentages in the tables in this report may not add up to 100 due to rounding.
Always be aware, data are subject to sampling and other survey errors, which are relatively greater in respect of smaller values.
In the AES, information is collected on participation in three types of education, namely formal education, non-formal education and informal education.
All three share the common attribute that the learning must be intentional.
The following are the definitions of each of the three education types:
Formal education is defined as “education provided in the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous ‘ladder’ of full-time education for children and young people, generally beginning at age five to seven and continuing up to 20 or 25 years old”. A learning activity is considered to be formal when:
Non-formal education refers to all organised learning activities outside regular or formal education which you participate in with the intention of improving your knowledge or skills in any area (including hobbies). A learning activity is considered to be non-formal when:
There are 4 distinct types included in the AES:
1. Courses at the workplace or in your free time.
Examples: language courses, computer courses, driving courses, management courses, cooking courses, gardening courses or painting courses.
2. Workshops or seminars at the workplace or in your free time.
Examples: Data workshop, inspiration day, study day, inspirational workshop, work information seminar, health seminar.
3. Planned periods of education, instruction or training directly at the workplace, organised by the employer with the aid of an instructor.
Examples: Training to operate a new machine or to learn new software (for one or two persons).
4. Private lessons with the aid of a teacher or tutor for whom this is a paid activity.
Examples: mathematics or piano lessons. A lesson should be included if provided by a professional teacher and excluded if provided by a friend, family member or colleague.
Those who participate in lifelong learning are defined as those who participate in either formal or non-formal education and training. It is an important measure for European policy
It refers to activities that you have undertaken deliberately either at work or in your free time to improve your knowledge or skills. It can occur in the family, in the work place, and in the daily life of every person, on a self-directed, family-directed or socially directed basis. A learning activity is considered to be informal when:
It generally refers to activities different from those compulsory activities (including self-study and homework) reported previously under formal and non-formal education.
For those who reported that they had participated in formal education in the 12 months prior to interview were asked what subject(s) they studied. From this the field of education for formal education was derived.
Those who reported that they had participated in non-formal education and training in the 12 months prior to interview were asked to select the field of education for their most recent taught activity.
The fields of education are as follows:
These are based on the ISCED-F 2013 classification. Further information on the ISCED classification can be found here: ISCED classification.
The four categories of demand are defined as:
Mother tongue is defined as the language or languages learned as a child. However, the respondent must still be reasonably fluent in any mother language selected. Reasonably fluent means that the respondent would agree with this statement:
"I can understand a wide range of demanding texts and use the language fluently. I have mastered the language almost completely.”
The ability to speak another language is categorised as follows:
1. I understand and can use a few words and phrases.
2. I can understand and use common everyday expressions. I can also understand and use basic sentences about me, my family or direct surroundings.
3. I can understand the gist if it is clearly spoken, and I can create a simple text. I can describe experience and events. I can communicate quite well.
4. I can understand a wide range of demanding texts and use the language fluently. I have mastered the language almost completely.
In the published tables, option 1 and 2 are recoded to “basic” in the skill level breakdown. Option 3 is reported as “good” and option 4 is considered “proficient”.
This classification is derived from a single question and refers to educational standards that have been attained and can be compared in some measurable way. The question is included in the AES is phrased as follows: “What is the highest level of education or training you have ever successfully completed?”
There are two methods of presenting results for educational attainment; the International Standard Classification of Education (ISCED) and the National Framework of Qualifications (NFQ).
UNESCO developed the International Standard Classification of Education (ISCED) to facilitate comparisons of education statistics and indicators across countries on the basis of uniform and internationally agreed definitions. The current revision of ISCED used in this release is ISCED 2011 (ISCED11).
For information on the ISCED11 classification, see: ISCED classification.
The NFQ was launched in 2003 and it is now the single structure mechanism for recognising all education and training in Ireland. All framework awards now have an NFQ Level, numbered from 1 to 10, which tells you about the standard of learning and an NFQ Award-Type which tells you about the purpose, volume and progression opportunities associated with a particular award. Quality and Qualifications Ireland (QQI) has responsibility to develop, promote and maintain the Irish NFQ.
In this release educational attainment results are presented using a descriptive name and the corresponding NFQ levels.
For information on the NFQ see: National Framework of Qualifications.
Table A2 Educational qualifications and corresponding ISCED 11 level, NFQ level and Educational attainment level | ||||
Education Qualification | ISCED11 Level | NFQ Level | Educational Attainment Level | |
---|---|---|---|---|
No formal education or training | 0 | Primary or below | ||
Pre-primary education/Primary education (or FETAC Certificate at NFQ level 1 or 2) | 100 | 1/2 | Primary or below | |
Lower Secondary | Junior Certificate | 200 | 3 | Lower secondary |
Intermediate Certificate | 200 | 3 | ||
Group Certificate | 200 | 3 | ||
FÁS Introductory Skills Certificate | 200 | 3 | ||
NCVA Foundation Certificate | 200 | 3 | ||
FETAC Certificate at NFQ level 3 | 200 | 3 | ||
Equivalent Qualification at NFQ level 3 | 200 | 3 | ||
Transition Year | 200 | Lower secondary | ||
Higher Secondary | Leaving Certificate (Traditional) | 304 | 4/5 | Higher secondary |
Leaving Certificate Vocational Programme (LCVP) | 303 | 4/5 | ||
Leaving Certificate Applied (LCA) | 303 | 4/5 | ||
Equivalent Qualification at NFQ level 4/5 | 300 | 4/5 | ||
Technical or Vocational | Secretarial | 400 | 4/5 | Post leaving cert |
Certificate in Hotel Operations | 400 | 4/5 | ||
PLC (Post Leaving Certificate Course) | 400 | 4/5 | ||
FÁS National Skills Certificate | 400 | 4/5 | ||
FÁS Specific Skills Certificate | 400 | 4/5 | ||
FETAC level Certificate at NFQ level 4 | 400 | 4 | ||
FETAC level Certificate at NFQ level 5 | 400 | 5 | ||
Equivalent qualification at NFQ level 4/5 | 400 | 4/5 | ||
Advance Certificate | Completed apprenticeships | 400 | 6 | Post leaving cert |
Teagasc farming or horticulture Certificate/Diploma | 400 | 6 | ||
National Craft Certificate | 400 | 6 | ||
FETAC advanced Certificate at NFQ level 6 | 400 | 6 | ||
Equivalent Qualification at NFQ level 6 | 400 | 6 | ||
Higher Certificate | National Certificate (NCEA/DIT/IOT) | 500 | 6 | Higher certificate and equivalent |
Cadetship (army, air corps or naval service) | 500 | 6 | ||
HETAC/DIT Higher Certificate at NFQ level 6 | 500 | 6 | ||
Equivalent qualification at NFQ level 6 | 500 | 6 | ||
Diploma | National Diploma (HETAC/NCEA e.g. 3 year diploma) | 500 | 7 | Ordinary degree or equivalent |
Bachelor Degree (DIT) | 500 | 7 | ||
Equivalent qualification at NFQ level 7 | 600 | 7 | ||
Ordinary Bachelor Degree at NFQ level 7 | 600 | 7 | Ordinary degree or equivalent | |
Honours Bachelor Degree, Graduate Diploma or Higher Diploma at NFQ level 8 | 600 | 8 | Honours bachelor degree or equivalent | |
Professional (Honours Bachelor Degree equivalent or higher) | 600 | 8 | Honours bachelor degree or equivalent | |
Post-Graduate (e.g. Post Graduate Diploma or Masters degree at NFQ level 9) | 700 | 9 | Postgraduate qualification | |
Doctorate or higher (e.g. Doctoral Degree/higher Doctorate at NFQ level 10) | 800 | 10 | Postgraduate qualification |
The regional classifications in this release are based on the NUTS (Nomenclature of Territorial Units) classification used by Eurostat. Until Q4 2017, the NUTS3 regions corresponded to the eight Regional Authorities established under the Local Government Act, 1991 (Regional Authorities) (Establishment) Order, 1993, which came into operation on 1 January 1994 while the NUTS2 regions, which were proposed by Government and agreed by Eurostat in 1999, were groupings of those historic NUTS3 regions.
However, the NUTS3 boundaries were amended on 21st of November 2016 under Regulation (EC) No. 2066/2016 and have come into force from Q1 2018. These new groupings are reflected in the CSO publications from Q1 2018 onwards. The changes resulting from the amendment are that County Louth has moved from the Border to the Mid-East and what was formerly South Tipperary has moved from the South-East to the Mid-West, resulting in the new NUTS2 and NUTS3 regions:
Northern & Western NUTS2 Region | Southern NUTS2 Region | Eastern & Midland NUTS2 Region | |||
Border | Cavan Donegal Leitrim Monaghan Sligo |
Mid-West | Clare Limerick Tipperary |
Dublin | Dublin City Dun Laoghaire-Rathdown Fingal South Dublin |
---|---|---|---|---|---|
South-East | Carlow Kilkenny Waterford Wexford |
Mid-East | Kildare Louth Meath Wicklow |
||
West | Galway Mayo Roscommon |
South-West | Cork Kerry |
Midland | Laois Longford Offaly Westmeath |
The Principal Economic Status (PES) classification is based on a single question in which respondents are asked what is their usual situation regarding employment and given the following response categories:
This classification is created from an aggregation of population density estimates derived from the Census of Population. The categories included in each aggregate are explained below:
The industry in which a person is engaged is determined (regardless of their occupation) by the main economic activity carried out in the local unit in which he or she works. The basis of the industrial classification is, in the case of employees, the business or profession of their employer and in the case of self-employed persons, the nature of their own business or profession.
In the AES, industry is coded using NACE – the General Industrial Classification of Economic Activities within the European Communities. The current version, NACE Rev. 2, is a 4-digit activity classification as defined in Council Regulation (EC) no 1893/2006. Fourteen NACE sub-categories are distinguished in this release.
Occupation ClassificationThe structured classification for occupations allows for jobs to be grouped together based on their similarity in terms of the skill level and skill specialization required. The CSO uses the UK SOC2010 as the primary classification used in collecting the data. ISCO-08 is then derived from UK SOC2010 for publication.
NACE code description |
|||
Total |
All Sectors |
K-L |
Financial, insurance and real estate activities |
B-E |
Industry |
M |
Professional, scientific and technical activities |
F |
Construction |
N |
Administrative and support service activities |
G |
Wholesale and retail trade; repair of motor vehicles and motorcycles |
O |
Public Administration and defence; compulsory social security |
H |
Transportation and storage |
P |
Education |
I |
Accommodation and food service activities |
Q |
Human health and social work activities |
J |
Information and communication |
R-S |
Arts, entertainment, recreation and other service activities |
The CSO has published lifelong learning data for 2003 and 2008. Care needs to be taken when comparing the results from 2003, 2008 and 2017:
The timing of the surveys is different. The 2003 survey was completed in Q2 (March-May), the 2008 survey was completed in Q3 (June-August) and the 2017 survey was conducted between July and December 2017. This may have an effect on the results.
The surveys are also not directly comparable because of the definition used of the person selected for the survey. In the 2003 survey, proxy responses were allowed while only direct responses to the questionnaire were allowed in the 2008 and 2017 survey.
In the 2008 survey all persons aged 25-64 were selected however in the 2017 survey only those who were not in continuous full-time education were surveyed.
The categories for some questions are different over the years.
For example, the question on informal learning only had four categories in 2003 (Professional books and magazines, Online internet based education, Educational broadcasting and offline computer material and Libraries and other information centres). In the 2008 survey there was an additional category added to the list (Other learning based on experience). In 2017, the informal education question was revised and had six categories to choose from:
Care must also be taken when comparing the Irish data to the European data. The time coverage of the survey was different for some countries as the AES was conducted over an 9-month time period over Europe. The method of delivery of the survey also varied between Further details can be found on the Eurostat website.
The AES data can be found at the link below (along with a screenshot to show where to find the data under the navigation tree structure – red boxes mark the relevant folders - see Figure A3): Statistics | Eurostat (europa.eu).
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