Participation in further education is a central success factor for economic growth and societal as well as individual development. This is especially true today because in most industrialized countries, labor markets and work processes are changing rapidly. Data on further education, however, show that not everybody participates and that different social groups participate to different degrees. Activities in continuous vocational education and training (CVET) are mainly differentiated as formal, non-formal and informal CVET, whereby further differences between offers of non-formal and informal CVET are seldom elaborated. Furthermore, reasons for participation or non-participation are often neglected. In this study, we therefore analyze and compare predictors for participation in both forms of CVET, namely, non-formal and informal. To learn more about the reasons for participation, we focus on the individual perspective of employees (invidual factors, job-related factors, and learning biography) and additionally integrate institutional characteristics (workplace and company-based characteristics). The results mainly show that non-formal CVET is still strongly influenced by institutional settings. In the case of informal CVET, on the other hand, the learning biography plays a central role.
Politisch interessierte Bürgerinnen und Bürger bilden eine wichtige Voraussetzung für eine funktionierende Demokratie. Die Förderung politischen Wissens, von demokratischen Einstellungen und Wertorientierungen einerseits und die der politischen Partizipation andererseits stellen deshalb nicht zuletzt auch zentrale Anliegen von Bildung dar. Wenngleich der positive Effekt von allgemeiner Schulbildung auf die politische Partizipation schon seit den 60er Jahren diskutiert wird, beschränkt sich die Forschung im deutschen Sprachraum weitgehend auf diesen Bildungsabschnitt, ohne die sich daran anschließenden Bildungsphasen (mit Ausnahme der Hochschulbildung) näher in den Blick zu nehmen. Im vorliegenden Beitrag wird deshalb unter Kontrolle von Herkunftsfaktoren sowohl der Effekt der allgemeinen Schulbildung als auch der der beruflichen, der universitären und Erwachsenenbildung in einem integrierten Modell untersucht. Die Ergebnisse auf Grundlage der NEPS Erwachsenenkohorte sowie des SOEP zeigen, dass die genannten Bildungsphasen je einen positiven, wenngleich unterschiedlich starken Einfluss auf die Wahlbeteiligung, einer zentralen und grundlegenden Form politischer Teilhabe, ausüben, der auch unter Kontrolle des familiären Hintergrundes bestehen bleibt.
This paper aims to compare different types of web surveys in terms of response behaviour and data quality. To do so, the data of four online samples, two online access panels, a student sample, and a generated mail sample—randomly drawn from a systemically generated pool of email addresses—were contrasted. To investigate expected sample differences in drop-out rates, non-response, and data quality, closed and open-ended questions of varying levels of sensitiveness were employed. The main findings were that the two access panels lead to lower item non-response, but especially when sensitive questions were asked, data quality problems were revealed. Moreover, the access panelists showed a tendency to take short-cuts in the response process and to edit their answers in favour of social desirability.
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