The charts below show the results of a survey of adult education. The first chart shows the reasons why adults decide to study. The pie chart shows how people think the costs of adult education should be shared. Write a report for a university lecturer, describing the information shown below.

The charts below show the results of a survey of adult education. The first chart shows the reasons why adults decide to study. The pie chart shows how people think the costs of adult education should be shared.

Write a report for a university lecturer, describing the information shown below.
The bar chart displays the percentage of reasons that adults decide to study,
while
the pie chart illustrates how the education course's cost should be shared.
Overall
, it can be seen that the figure for the subject's interesting
reason
and qualification reaching
reason
tend to be fairly similar, accounting for 40% and 38% respectively. The number of people who has a
reason
for being helpful for their current job is slightly higher than those who give a
reason
to improve prospects of promotion and those who enjoy learning and studying, at 22%, 20%& and 20%. The percentage of people who have
ability
Change the article
the ability
show examples
to change jobs is 12% more than that of those who have
reason
to meet people. Turning to the information about how to share the cost of each course study, the number of individual shares was 40%, slightly higher than the employer costs, accounting for 35%. The lowest percentage of the course's cost is taxpayer was 25%.
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Vocabulary: Replace the words reason with synonyms.
Vocabulary: The word "chart" was used 2 times.
Vocabulary: The word "number of" was used 2 times.
Vocabulary: The word "percentage" was used 3 times.
Vocabulary: The word "slightly" was used 2 times.

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Topic Vocabulary:
  • percentage distribution
  • stakeholders
  • pursue further education
  • financial contribution
  • survey results
  • policy implications
  • correlation
  • adult education
  • distribution of costs
  • significant differences
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