Table of Contents

Adult Learning in Modern Societies

Adult Learning in Modern Societies

An International Comparison from a Life-course Perspective

eduLIFE Lifelong Learning series

Edited by Hans-Peter Blossfeld, Elina Kilpi-Jakonen, Daniela Vono de Vilhena and Sandra Buchholz

As industrial societies increasingly evolve into knowledge-based economies, the importance of education as a lifelong process is greater than ever. This comprehensive book provides a state-of-the-art analysis of adult learning across the world and within varying institutional contexts. The expert contributors examine the structures of formal and non-formal adult learning in different countries, and investigate the levels of success those countries have experienced in encouraging participation and skill formation.

Chapter 7: Job-Related Adult Learning in the Russian Federation: More Educational Opportunities without an Equalization Effect

Yuliya Kosyakova

Subjects: education, education policy, politics and public policy, education policy, social policy and sociology, comparative social policy, education policy, sociology and sociological theory


The adjustment of adults’ human capital in Russia is an important factor for successful integration into the labor market against the country’s background of transformation processes that have led to a labor market economy and to Russia’s integration into a globalizing world. Since the collapse of the Soviet Union in 1991 and the consequent liberalization of the labor system, adult learning has become a very important mechanism for coping with the inequalities that have developed. However, this issue has not received much attention in Russia from empirical researchers in recent years. In this sense, the current study aims to shed some light on adult learning in Russia since the fall of the Iron Curtain. Specifically, I investigate whether adult learning can compensate for previous inequalities in educational attainment and if it can thereby contribute to economic and societal equalization. More precisely, I examine (1) the participation patterns of different groups in adult learning in Russia in the last decade and (2) whether participation in different types of adult learning contributes to employment and career progress. Previous research in adult learning demonstrates that both participation rates and payoffs are country specific and associated with institutional settings, such as the organization of the educational system and the welfare regime (for an extended literature review, see Chapter 1). Accordingly, I use the specific institutional settings in Russia to shape my expectations based on the global hypotheses outlined in Chapter 1 and to discuss the obtained results.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information