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

Kaufmann, Katrin

doi:10.13152/ijrvet.2.4.1

Cited by 14 publications

(13 citation statements)

References 31 publications

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“…This distinction is commonly used in the literature (e.g. Kauffman, 2015;McMullin & Kilpi-Jaconen, 2014). PIAAC contains detailed information on training financing.…”

Section: Icardimentioning

confidence: 99%

Returns to Workplace Training for Male and Female Employees and Implications for the Gender Wage gap: A Quantile Regression Analysis

Icardi

2021

IJRVET

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Context: Existing studies have explored the association between workplace training and wages suggesting that training participation may have a positive association with wages. However, we still know very little about whether this association varies between men and women. Through its potential positive association with wages, training may balance wage differences between men and women. In addition, the gender wage gap varies across the wage distribution. Differences in the association between training participation and wages for men and women across the earnings spectrum may offer an explanation as to why the discrepancy in female/male earnings is larger at some point of the wage distribution compared to others. Approach: Using data from the Programme for International Assessment of Adult Competencies (PIAAC) and unconditional quantile regression, this paper examines whether the association between workplace training and wages differs between men and women at different points of the wage distribution across 14 European countries. To partly control for endogeneity in training participation, detailed measures of cognitive skills have been included in the models. Findings: Findings show gender differences in the association between training and wages across the wage distribution. In most countries, results indicate larger training coefficients for women than men at the lower end of the wage spectrum whereas they are larger for men at the top. This pattern holds across most countries with the only exception of Liberal ones, where women benefit less than men across the entire wage spectrum.Conclusions: The findings of this work reveal that distributional variations in returns to workplace training follow a similar pattern across industrialized countries, despite their different institutional settings. Moreover, differences in training coefficients of men and women at different parts of the wage distribution suggest that training could reduce gender wage differences among low earners and potentially widen the gap in wages among individuals at the top of the wage distribution.

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“…This distinction is commonly used in the literature (e.g. Kauffman, 2015;McMullin & Kilpi-Jaconen, 2014). PIAAC contains detailed information on training financing.…”

Section: Icardimentioning

confidence: 99%

Returns to Workplace Training for Male and Female Employees and Implications for the Gender Wage gap: A Quantile Regression Analysis

Icardi

2021

IJRVET

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“…(1) V případě koncepce Ellen Boeren [2016Boeren [ , 2017 [Kaufman, 2015;Rubenson, 2018], nelze akceptovat redukci jen na ni. Zároveň tento model nedokáže pojmout (a) dlouhodobý vývoj NVD (jeho trajektorie a transformace) a (b) integrovat vliv vnějších/exogenních faktorů na účast na NVD, které jsou z něj vyloučeny.…”

Section: Model Ellu Saar a Mari Liis Räisunclassified

“…Na straně druhé mají rozvinutější ekonomiky v mnohem větší míře zastoupeny pracovní pozice z oblasti znalostního průmyslu a služeb, které předpokládají i vyšší míru kognitivních, řídících a dalších specializovaných dovedností, které si vyžadují dlouhodobější a rozsáhlejší přípravu a trénink [viz např. Brown, et al, 2001;Brunello et al, 2007;Kaufman, 2015;Iversen & Soskice, 2019].…”

Section: Faktory Ovlivňující Míru účAsti Na Nvdunclassified

Vratký triumf: vývoj účasti na neformálním vzdělávání dospělých v České republice v letech 1997 až 2016

Kalenda¹

2021

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“…The main goal of non-formal children education is to satisfy learners' cognitive, learning and selfexpression needs and to enable them to become proactive members of their society. Therefore, it is obvious that with increasing requirements for study subjects in formal education, non-formal education provides an equal counterpoint, which facilitates school learners' becoming a self-creating personality (Perulli, 2009;Romi, Schmida, 2009;Rogers, 2005;Thoidis, Pnevmatikos, 2014;Kaufmann, 2015). Non-formal children education in Lithuania has undergone various stages of development, shifts in models, transformations of names and today is regulated by a number of documents (Lietuvos Respublikos švietimo…, 2011; Valstybinės švietimo…, 2015; Vaikų ir jaunimo…, 2010; Neformaliojo vaikų švietimo…, 2012) that underline the significance of personal, educational, social and professional competences acquired in non-formal education, emphasise non-formal education as an opportunity to obtain tolerance skills, abilities to cope with problems, to gain an in-depth understanding of experience and traditions of own nation as well as to adopt them.…”

Section: Introductionmentioning

confidence: 99%

Music Education Innovations as a Condition for Development of Non-formal Education: Learning in a Group

Gabnytė¹

2020

Rural Environment. Education. Personality (REEP)

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The article presents the expression of music school teachers' attitude towards education innovations specifically focusing on one of them, i.e. on learning to play an instrument in a group. The author of the article attributes this kind of music education to innovations because individual learning to play an instrument is most common in teaching practice. Today the need of innovation in music education is proved by changing educational goals: education should create the environment, which would imitate real life situations, whereas learning should provide skills that are necessary in everyday life. Such essential skills mean the ability to communicate and collaborate. The aim of the research presented in this article is to identify the attitude towards music education innovations expressed by teachers from music schools, as one of conditions for development of non-formal children education, paying specific attention to peculiarities of learning an instrument in a group. In the first stage of the research, the questionnaire survey aimed to find out the attitude of music school teachers towards the innovation of music education as one of the conditions for the development of non-formal children's education. It was found that most teachers of music schools in Lithuania do not approve of instrument learning in a group, claiming that learning to play an instrument is only possible through individual teacher − student work. The second stage of the research, using focus interviews, aimed to reveal the peculiarities of learning the instrument in a group, using the views of the teachers applying this innovation in their work. According to the teachers, learning in a group focuses on the process rather than the result: learning in a group students not only play but also listen to music, they get to know music theory, communicate and collaborate. Making music in a group differs from the individual learning in more difficult lesson management, a variety of activities and the need for different teacher's competencies. The research revealed that the ability to apply the approach of individual learning in parallel with group learning in education is likely give more diversity in music learning, making it more engaging and inclusive.

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

Cited by 14 publications

References 31 publications

Returns to Workplace Training for Male and Female Employees and Implications for the Gender Wage gap: A Quantile Regression Analysis

Returns to Workplace Training for Male and Female Employees and Implications for the Gender Wage gap: A Quantile Regression Analysis

Vratký triumf: vývoj účasti na neformálním vzdělávání dospělých v České republice v letech 1997 až 2016

Music Education Innovations as a Condition for Development of Non-formal Education: Learning in a Group

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