Continuing Vocational Training in Germany: A Comparative Study Using 3 German Data Set

Empirical work on continuing training in Germany provides surprisingly divergent evidence on the incidence of training. This makes comparison of econometric analyses of the impact of training on labour market outcomes di?cult. Three large German data sets are used here to bring to light the data issue concerning continuing training. Differences in the definition and consequences for economic research are discussed. In detail, training incidence, determinants of training and the correlation between continuing vocational training and wages are examined. Results are compared in order to analyse in how far differences in estimated wage effects of continuing vocational training are due to the data set used and to how the training variable is set up. --continuing vocational training,determinants of training,correlation of training with wage

Unstable employment histories and continuing training

In the context of increased work mobility, gaining and transferring skills through training surely represents a challenge for employees. Nevertheless, access to training and practices of training of those we could call ‘mobiles' in the labour market is still not well known. Our approach attempts to incorporate a longitudinal dimension into research on selectivity in training, while taking into account the impact of chaotic occupational paths on access to training. Do employees experiencing unstable occupational paths receive less training? What are the respective roles of the State and employers in the funding of this type of training? Could ‘lifelong learning' prevent ‘mobile' employees from experiencing insecure work?continuing training ; career paths ; contingent work ;

Skill needs and continuing vocational training in Sweden

The main purpose of this paper is to explore whether and how the amount of firmsponsored Continuing Vocational Training (CVT) provided in Sweden from 1999 onwards was influenced by institutional conditions. The Swedish labour market is characterised by a relatively large amount of publicly subsidised CVT. How this affects the incidence of firm-sponsored CVT ultimately depends on whether publicly financed training is a substitute for, a complement to or is independent from company training. Recent Swedish research and descriptive data suggest that elements of all three cases exist. If the two were complements, the phenomenon of underinvestment in CVT which is frequently considered to exist would be attenuated by the provision of publicly financed CVT. Support for this view hinges on the notion that public CVT evens out human capital accumulation within the labour force, that this in turn contributes to a compressed wage structure and that compressed wages have a positive influence on the provision of firm-sponsored CVT. -- Anliegen des vorliegenden Papiers ist die Untersuchung des Einflusses von institutionellen Faktoren auf die Häufigkeit betrieblicher Weiterbildung in Schweden. Hierbei wird der Zeitraum ab dem Jahr 1999 betrachtet. Der Arbeitsmarkt in Schweden ist durch ein relativ hohes Niveau öffentlicher Subventionen in berufliche Weiterbildung geprägt. Der Zusammenhang zwischen einem hohen Niveau öffentlich geförderter beruflicher Weiterbildung und betrieblicher Weiterbildung hängt davon ab, ob die beiden Finanzierungsformen substitutiv, komplementär oder unabhängig voneinander sind. Aktuelle Forschungsergebnisse deuten darauf hin, dass Elemente aller drei Wirkmechanismen existieren. Bei Komplementarität kann der oft beschriebenen Unterinvestition in betriebliche Weiterbildung begegnet werden, indem öffentlich geförderte berufliche Weiterbildung die Unterschiede in der Verteilung des Humankapitals in der Erwerbsbevölkerung ausgleicht. Dieses wiederum würde zu einer Verringerung der Lohnspreizung führen, welche dann einen positiven Einfluss auf betrieblich finanzierte Weiterbildung ausübt.

Improving Student Training Through Computer-Based Tutorials

The use of computer-based training for student employees was explored through a recent project. Tutorials were designed and created using a free software program, Wink. The tutorials covered use of electronic resources and circulation programs and were used in training newly hired and continuing student employees. Written exercises requiring use of the information covered in the tutorials were administered subsequently. The advantages of computer-based training for aspects of student library employment were contrasted with its disadvantages. Computer-based training was found to be an effective part of training student employees

Continuing professional teacher training

У статті визначаються основні тенденції розвитку та модернізації системи педагогічної освіти в Ірландії, а саме професійний розвиток майбутнього вчителя крізь призму неперервної освіти. Автором розкрито особливості професійної підготовки та перепідготовки учителя в Ірландії.В статье определяются основные тенденции развития и модернизации системы педагогического образования в Ирландии, а именно профессиональное развитие учителя в системе непрерывного образования. Автором рассматриваются особенности профессиональной подготовки и переподготовки учителя в Ирландии.This article determines the basic trends of development and modernization of the system of teacher education in Ireland, in particular continuing professional teacher training.The author examines the peculiarities of professional teacher training and in-career development in Ireland

What influence do work-life situations and vocational orientation measures exert on individual commitment to continuing training?

Continuing vocational training is considered to play an important role in both social and occupational inclusion. The present paper will analyse the influence this exerts on participation in continuing vocational training and on private expenditure, the latter being measured in terms of the costs borne by the trainees themselves and the amount of free time invested. Consideration needs to be accorded to the fact that individual social groups enjoy different levels of access to continuing training and to the circumstance that their commitment to continuing training is influenced by varying prevailing general conditions. For this reason, the principle focus of the paper will be on the question of how these general conditions or work-life situations can be described and on whether it is possible to identify various groups. The main features of vocational orientation measures will also be included in the analysis. The basis for the study is the data collected by an expert commission set up to look into the financing of lifelong learning and the participation or non-participation in continuing training and the results of an investigation conducted by the Federal Institute for Vocational Education and Training into the costs and benefits of continuing vocational training for individuals. These two studies are based on the same statistical population and render it possible to observe aspects of both continuing training participation and private expenditure in terms of how these relate to continuing training. It becomes readily apparent that persons may be allocated to groups in accordance with the work-life situation characteristics they display, these groups exhibiting differences in terms of inclusion and investment in continuing vocational training. Although gender is revealed to exert no significant individual influence on commitment to continuing training, women in particular form a group which has its basis in their work-life situation, the fact that the latter tends to present some difficulties meaning that a lower level of commitment to continuing training may be exhibited. In addition to the above, vocational orientation measures exert a clear influence on commitment to continuing training

The great divide: regional differences in education and training

While regional disparities in the overall rate of participation in further education and training among young people are relatively small, marked differences persist in the pattern of investment across the regions. The proportion of young people continuing in full-time further education in the northern regions continues to lag far behind that in the south. This paper analyses the sources of this 'north-south' divide and the role played by differences in the educational and socio-economic composition of the regions. The results indicate that differences in schooling and levels of educational attainment play a modest role in determining such regional disparities. Further, eliminating all compositional differences across the regions - not only in terms of educational attainment, but also social and ethnic background and local labour market factors - would leave a significant north-south gap in participation in further education. These results point to continuing differences in underlying attitudes to further education and training, and these appear to be particularly marked among young women.