Table 15: Job quality indicators of adult educators

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

Sample (n) 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 85.2 84.0 85.4 87.8

Complexity (Overall) 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

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 professionals7, 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.