autonomy on the four aspects of job relating to autonomy. About 73% AEs reported at least a considerable complexity in their work, and 78% of AEs reported considerable to high work intensity. 67% of AEs reported better career prospects in the next 12 to 36 months.
Table 15: Job quality indicators of adult educators Overall
Full-time
Freelance
Industry Practitioner
535
218
158
115
Pay (Gross Monthly Income, Median)
4150
4500
3500
4900
Autonomy (Overall)
80.7
77.9
83.7
80.9
deciding how hard to work
81.9
79.4
85.4
81.7
deciding what tasks to do
74.0
69.7
80.4
74.8
deciding how to do the task
81.5
78.4
83.5
86.1
deciding the quality standards to which to work Complexity (Overall)
85.2
84.0
85.4
87.8
55.5
55.2
54.0
61.4
carrying out short, repetitive tasks
24.5
18.8
32.3
24.3
performing a wide range of tasks
63.9
66.5
55.1
76.5
confronted with new or complex problems
78.1
80.3
74.7
83.5
Intensity (Overall)
77.8
81.5
70.0
84.6
working at high speed
83.6
87.6
74.7
89.6
working to tight deadlines
81.9
86.7
72.8
89.6
working extra time
67.9
70.2
62.7
74.8
Career prospect (Overall)
67.7
72.5
63.9
68.3
Increase in pay
68.4
72.9
64.6
68.7
Increase in managerial responsibility
66.9
72.0
63.3
67.8
Job security
82.2
87.6
78.5
80.0
Sample (n)
Comparing AEs based on their employment status, more full-time AEs reported high (good) score in pay, career prospect and job security than freelancer AEs. But also more full-time AEs reported doing more intense work and having less autonomy than freelancers. Thus, full-time AEs could be characterised as being better paid, with better career prospects, job security, but with less autonomy and high intense work, than the freelancers. Comparing the AEs with overall data of professionals 7, we see that professionals were generally paid higher than AEs. And more professionals than adult educators reported high (good) scores in job autonomy, career prospects, job security and job complexity, and job intensity (i.e., more AEs reported high intensity work than professionals), see table 16.
7
Data on professionals (having at least a diploma academic qualification) came from the IAL’s Skills and Learning Study that used randomly selected national sample.
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