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

Rüber, Ina Elisabeth; Bol, Thijs

doi:10.1093/esr/jcx075

Cited by 6 publications

(4 citation statements)

References 30 publications

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“…In the political discussion, the digital acquisition of knowledge in adulthood is seen as a central means of making lifelong learning accessible to a broad public and thus enabling adaptation to constant technological change (Rüber and Bol 2017). As a result, public policy has supported online learning for several years.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

Work-related online learning during the COVID-19 pandemic in Germany

Kleinert

Zoch

Vicari

et al. 2021

ZfW

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The COVID-19 pandemic has made access to face-to-face learning opportunities—the most common form of adult learning—impossible. Many firms have scaled back their training investments due to economic uncertainty. One way to fill these gaps is through self-directed learning via the Internet. Learning opportunities via apps and online videos are available flexibly in terms of time and location. But can online learning substitute for the lack of face-to-face courses, especially in the workplace where constant skill updating becomes ever more important? We wanted to know if online learning opportunities were used more in the first months of the pandemic, and if so, for which purposes and by which groups. Using data from the Adult Cohort of the German National Educational Panel Study (NEPS-SC6) and a supplementary web survey conducted in May and June 2020, we show that the work-related use of online learning was stronger in these months than before the crisis. At the same time, however, educational inequalities in the use of such opportunities were larger than before the pandemic. Thus, the expansion of online learning seems to benefit highly educated workers rather than educationally disadvantaged groups.

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Section: Theoretical Considerationsmentioning

confidence: 99%

Work-related online learning during the COVID-19 pandemic in Germany

Kleinert

Zoch

Vicari

et al. 2021

ZfW

View full text Add to dashboard Cite

show abstract

“…For our underlying question, however, there are limitations with respect to AET. In contrast to schooling education, the general economic effect of AET is rather ambiguous and elusive, especially for the German context (for recent studies see Ebner and Ehlert 2018;Rüber and Bol 2017;Schwerdt et al 2012). Few studies report income effects from participation in AET or CVT, and for the most part the effects are very small.…”

Section: Economic Reasonsmentioning

confidence: 99%

“…While income effects and labour market returns of AET or informal learning activities have often been studied (e.g. Büchel and Pannenberg 2004;Ebner and Ehlert 2018;Rüber and Bol 2017;Schwerdt et al 2012), research on non-monetary returns has received less attention. Regarding non-monetary returns, it is assumed that adult learning can improve one's health, wellbeing, life satisfaction, social and political participation as well as literacy and numeracy skills (Schrader et al 2020).…”

mentioning

confidence: 99%

Der Einfluss von Erwachsenen- und Weiterbildung auf gesundheitsbezogenes Verhalten

Kohl

Martin

2023

Z Erziehungswiss

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Unhealthy behaviours continue to be pervasive and lead to premature death worldwide. According to previous research, school education appears to be a good predictor of unhealthy behaviours. The influence of adult education and training (AET) on health behaviour, on the other hand, has hardly been studied. Existing studies provide only indicative evidence on AET returns in terms of health-related behaviours, with no study to date examining the German context. Longitudinal data from NEPS SC6 (N = 7089) are used to examine whether participation in adult education affects changes in health-related behaviour positively, i.e., whether participants smoke or drink less and are more frequently active in sports. Hybrid regression models with interaction terms are estimated to test specific theoretical mechanisms. While participation in AET does not show any positive behavioural change in sports activity or alcohol consumption, participants in AET are more likely to smoke following AET participation within the last 12 or between the last 24 and 36 months. Implications are discussed and linked to the existing state of research.

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“…Due to the combination of lectures of experts with extensive networking with peers attending the same workshop, workshop participation is at the edge of formal and informal learning. As workshops and conferences occur within a context that is specifically designed for learning, Kyndt and Baert (2013) qualify it as a mode of formal learning, whereas Rüber and Bol (2017) place it as a mode of informal learning taking into account the entire social context of participating in a conference. However, we agree with Kyndt and Baert (2013) that formal and informal learning should not be dichotomized.…”

Section: Introductionmentioning

confidence: 99%

Workshop Attendance as a Mode of Learning: Evidence from the Netherlands

Grip

Pleijers

2019

Vocations and Learning

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Although workshop attendance appears to be as high as participation in training, this paper is the first study in the educational science, human resource management and labour economics literature that explores the drivers of workshop attendance among the working population. In our analysis of the Dutch Adult Education Survey, we find that workshop attendance is highest among managers and professionals, in contrast to their participation in training. These results confirm our expectation that workshop attendance is important in acquiring state-of-the art knowledge on external developments as a dominant source of competitive advantage for the organization. Furthermore, workshop attendance is positively related to individuals' level of education. Particularly in workers' mid-career years, attending workshops appears to be an important mode of learning: Workshop attendance is peaking at the age of 47. Moreover, we find that workshop attendance is complementary to training participation instead of a substitute. Our results show that there are interesting differences between the drivers of workshop attendance and those of participation in training and informal learning.

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

Cited by 6 publications

References 30 publications

Work-related online learning during the COVID-19 pandemic in Germany

Work-related online learning during the COVID-19 pandemic in Germany

Der Einfluss von Erwachsenen- und Weiterbildung auf gesundheitsbezogenes Verhalten

Workshop Attendance as a Mode of Learning: Evidence from the Netherlands

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