Berufliche Weiterbildung – Gelegenheits- und Teilnahmestrukturen

Kaufmann, Katrin; Widany, Sarah

doi:10.1007/s11618-013-0338-8

Cited by 42 publications

(32 citation statements)

References 14 publications

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“…Overall, gender related participation patterns for NFE distinguished by investment support former results of women being less likely to participate in company-sponsored NFE and being more prone to cover at least some investment by themselves (e.g. Kaufmann and Widany 2013). Regarding country differences only results for company-sponsored NFE can be related to the theoretical differentiations of countries as only in Norway and Germany, representing CMEs with high social protection and (firm-/industry-) specific product market strategies, no significant gender differences occur.…”

Section: Multivariate Resultssupporting

confidence: 63%

“…Desjardins and Rubenson 2011). An analysis for Germany suggests to distinguish strictly between company-sponsored and individual-financed AET and additionally to differentiate a co-financed format, where employers and employees share the investment, including time investment (Kaufmann and Widany 2013). Results show that co-investment in AET is of quantitative relevance and participation patterns differ from company-sponsored AET.…”

Section: Introduction and Overviewmentioning

confidence: 99%

“…2 The share of employers financing adult education differs considerably depending on questionnaires and operationalization in the different survey concepts (e.g. Bassanini et al 2005;Kaufmann and Widany 2013).…”

Section: Introduction and Overviewmentioning

confidence: 99%

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Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries

Kaufmann

2015

IJRVET

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This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and individual-financed NFE are distinguished sharply and cases with shared investment between employers and employees (co-financed NFE) and between employers, employees and public funding (co-financed pooled NFE) are accounted for, additionally. For explaining participation in NFE supply and demand models are referred to. Hypotheses on cross-country differences for investment in NFE refer to the Varieties-of-Capitalism approach and countries are selected representing different varieties of capitalism (Norway, Sweden, Germany, Lithuania, Latvia, Spain, France, UK). Analyses are based on data of the Adult Education Survey (AES) 2011/12.

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Section: Multivariate Resultssupporting

confidence: 63%

Section: Introduction and Overviewmentioning

confidence: 99%

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Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries

Kaufmann

2015

IJRVET

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“…Explaining participation in adult learning and education (ALE) is a central subject of educational research both at the national level in Germany (Leber and Möller, 2007;Kuper et al, 2017) and from an international comparative perspective (Rubenson et al, 2006;Egetenmeyer, 2016). Current research on determinants of participation in ALE points to a complex interaction between structural context conditions and individual characteristics (Kaufmann and Widany, 2013). According to Boeren et al (2010), participation in an educational activity requires a successful match between the demand for adult education on the level of individuals and companies and the institutionalized offer provided by educational institutions.…”

Section: Introductionmentioning

confidence: 99%

Educational Leave as a Time Resource for Participation in Adult Learning and Education (ALE)

2020

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The study investigates effects of the implementation of a law authorizing educational leave in Germany on individual participation in adult learning and education (ALE). In 2015, the federal state of Baden-Württemberg introduced the so-called Bildungszeitgesetz, legitimating an exemption for eligible employees of up to 5 days per year with continued payment of salary. Explaining participation in ALE is a central subject of educational research at national and international level. Current theoretical assumptions of rational choice and empirical findings of educational and socio-statistical research suggest that within the general population, individuals' availability of time affects the decision to participate and therefore lastly determines participation in ALE. However, current academia mainly discusses time as either a prerequisite for learning activities or as an observable outcome of participation and not as an explanatory factor. Furthermore, since recent studies remain on a descriptive level regarding influences of time on participation in ALE, no causal effects of the availability of time on participation are estimated. Hence, our study addresses this research gap by investigating effects of educational policy interventions such as the Bildungszeitgesetz on participation in ALE. Policy interventions are ideally suited to examine the significance of time resources for participation, as the implementation of the Bildungszeitgesetz provides a specific timeframe for employees to participate in ALE outside of their working time. Drawing on data from the German National Educational Panel Study, we employ a difference-indifferences estimation strategy with propensity score matching and instrumental variable to identify the direct causal effect of the implementation of the Bildungszeitgesetz on participation in ALE (N = 709). This combination toward causal inference controls for observed and unobserved baseline differences as well as heterogeneous treatment effects. The results reveal a non-significant but heterogeneous treatment effect of the implementation of the Bildungszeitgesetz on individual participation in ALE. Contrary to our theoretical assumptions derived from rational choice approaches, we cannot confirm the hypothesis that the availability of time resources due to the implementation of the Bildungszeitgesetz causes a positive effect on participation in ALE. Furthermore, the results reveal that the implementation causes decreasing participation rates for younger adults, women and significantly for migrants.

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“…Three international adult education surveys, which are the European Adult Education Survey (AES), the EU Labor Force Survey (EU LFS) and the Continuing Vocational Training Survey (CVTS) regularly point to socio-demographic differences including initial education and clearly indicate that adult education depends on employment (Kaufmann and Widany 2013). Most of the variables' impact decreases if employment is controlled.…”

mentioning

confidence: 99%

Literacy level I and below versus literacy level IV and above

Grotlüschen

2016

ZfW

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Literacy as specified in the recent PIAAC survey (OECD 2013) is separated into competence levels. This allows a comparison of adults performing on literacy Level I and below versus those performing on Level IV and above. The PIAAC survey also contains variables on participation in adult education. Core findings confirm the Matthew effect for participation rates, but not for training hours. Keywords Literacy · PIAAC · International and Comparative Research on Adult Education and Training Adult education and training on literacy level one and belowAdult eduction and training provide opportunities to develop or maintain cognitive skills needed both at work and in everday life. Knowledge about the kind of training used by those performing on the PIAAC literacy scale on Level I and below is relevant for policy makers and practitioners who want to tailor their supply structures towards their needs. Following the publication of the results of largescale assessments, several countries realized that the share of the population on Level I and below was much higher than thought. Many launched programs or strategies to improve their populations' skill levels. There is growing concern that those who were left behind in initial schooling and vocational education participate Prof. Dr. A. Grotlüschen ( )

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Berufliche Weiterbildung – Gelegenheits- und Teilnahmestrukturen

Cited by 42 publications

References 14 publications

Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries

Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries

Educational Leave as a Time Resource for Participation in Adult Learning and Education (ALE)

Literacy level I and below versus literacy level IV and above

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