Beteiligung an informellem Lernen

Kuper, Hannah; Kaufmann, Katrin

doi:10.1007/s11618-010-0110-2

Cited by 17 publications

(4 citation statements)

References 7 publications

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“…Current research explains this difference in participation rates with varying investments of monetary and time resources in ALE by the employer. A common finding is that employers expect comparatively higher returns from investments in ALE for full-time employees than from investments in part-time employees (Hubert and Wolf, 2007;Kuper and Kaufmann, 2010).…”

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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Section: Introductionmentioning

confidence: 99%

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

2020

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“…A similar percentage is found for Australia (Halliday-Wynes and Beddie, 2009). Kuper and Kaufmann (2010) summarize the existing empirical work by stating that participation rates in informal learning are high and that this is largely explained by work-related learning at work. Based on the German Berichtssystem Weiterbildung (2003), a national monitoring survey of continuing education and training activities, the authors calculate participation rates in work-related informal learning up to almost 46 per cent.…”

Section: Participation In Informal Learningmentioning

confidence: 97%

“…Irrespective of credentialing and signalling theories, in political discourse there is a strong tendency to believe that informal learning will improve success in the labour market, although very few studies have actually empirically investigated this relation (Desjardins, 2003;Fahr, 2005;Frö hlich et al, 2014). Moreover, all of the existing studies relied on a cross-sectional design, in which identifying an effect of informal learning is difficult because of the selection of individuals with specific attributes into informal learning (Halliday-Wynes and Beddie, 2009;Kuper and Kaufmann, 2010;Livingstone, 2001).…”

Section: Introductionmentioning

confidence: 99%

Informal Learning and Labour Market Returns. Evidence from German Panel Data

Rüber

Bol

2017

European Sociological Review

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Informal learning, the self-initiated acquisition of knowledge, takes a central position in political and scientific debates on skill formation. Human capital theory argues that informal learning increases skills and thereby will positively affect returns in the labour market. Signalling and closure theories do not expect returns to informal learning, as informal learning does not result in a formal degree. So far only a few studies have empirically investigated how informal learning affects labour market outcomes, all of them applying a cross-sectional design. By using the German National Educational Panel Study (NEPS), we model the returns to three forms of informal learning in person fixed-effects models, thereby reducing problems of selection into informal learning. We find that up to 33 per cent of the respondents engage in at least one form of professional purpose informal learning. While participation is high, the effects on labour market returns are negligible. We find a very small positive effect of one of the three types of informal learning on employment, and we find no effect of informal learning on wages.

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“…Diese beziehen sich entweder auf digitales Lernen (Nutzung von Selbstlernprogrammen und Lernangeboten im Internet) sowie auf Fachkommunikation (Besuch von Fachmessen, Kongressen, Vorträgen, Lesen von Fachliteratur) (zu dieser Systematisierung vgl. Kuper und Kaufmann 2010 ).…”

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Polarisierung oder Verringerung ungleicher Teilnahmechancen? Auswirkungen der COVID-19-Pandemie auf das berufliche Lernen im Erwachsenenalter

Kleinert

Zoch

2023

Z Erziehungswiss

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ZusammenfassungIn politischen und wissenschaftlichen Diskursen wird immer wieder betont, wie wichtig das lebenslange Lernen in den heutigen Wissensgesellschaften ist. Gleichzeitig ist die Teilnahme an berufsbezogener Weiterbildung (BWB) aber nach wie vor sozial stratifiziert: Es profitieren vor allem diejenigen, die sowieso schon bessere Voraussetzungen und mehr Ressourcen mitbringen. Obgleich die Corona-Pandemie das Angebot an und die Nachfrage nach Weiterbildung in kurzer Zeit tiefgreifend verändert hat, ist insgesamt noch nicht abzusehen – und empirisch bislang nicht ausreichend untersucht – wie sich die Pandemie auf die Beteiligung an BWB ausgewirkt hat und welche Barrieren und Chancen die Krise für unterschiedliche Beschäftigtengruppen mit sich gebracht hat. Diese Fragen beantworten wir empirisch auf Basis der Daten der NEPS-Startkohorte 6 bei einer Stichprobe Erwachsener, die vor und während der Corona-Krise an den NEPS-Befragungen teilgenommen hat und kurz vor dem Ausbruch der Pandemie erwerbstätig war. Unsere Ergebnisse zeigen, dass die Covid-19-Pandemie in Deutschland mit einem moderaten Rückgang der Teilnahme an berufsbezogenen Kursen und Präsenzveranstaltungen einherging. Die vor der Pandemie stark ausgeprägten sozialen, beruflichen und betrieblichen Differenzen in diesen Beteiligungsformen sind im Zuge der Pandemie ebenfalls leicht zurückgegangen. Wir schließen daraus, dass die Pandemie zumindest in ihrer ersten und zweiten Welle zu einem Rückgang der sozialen Ungleichheit von Weiterbildung geführt hat.

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Beteiligung an informellem Lernen

Cited by 17 publications

References 7 publications

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

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

Informal Learning and Labour Market Returns. Evidence from German Panel Data

Polarisierung oder Verringerung ungleicher Teilnahmechancen? Auswirkungen der COVID-19-Pandemie auf das berufliche Lernen im Erwachsenenalter

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