Assessing readiness for lifelong learning: volunteers to A 4-H youth development program

Abstract

Given the importance attached to lifelong learning, questions about the readiness of adults to engage in lifelong learning have continued to rise. This paper reports on a study aimed at assessing the lifelong learning readiness of adult volunteers to a 4-H Youth development program. Based on a literature review, readiness for lifelong learning was conceptualized as incorporating a readiness to respond to triggers for learning, self-directed learning readiness, and a readiness to overcome deterrents to participation in learning. A three-part survey was developed based on that conceptualization and administered online to the adult volunteers. Their overall readiness, differences in their overall readiness based on selected demographics, and a regression model results are reported. The results indicated that the volunteers had a “high readiness” for lifelong learning. There were significant differences in the overall readiness mean score based on marital status, yearly net income and preferred format for learning. No significant differences in the readiness mean score were observed based on gender, ethnicity, and highest level of education completed, presence of children at home, employment status, and occupational category, and whether or not their current employment required continuous certification. Four demographic variables were found to explain a significant portion of the variance in the overall readiness for lifelong learning score. Preference for “web-based/online training” and “divorced” marital status increased the overall readiness for lifelong learning score, while earning “more than $100,000” in yearly net income and being “single never married” reduced the overall readiness for lifelong learning score.