Participation in job-related training in European countries: the impact of skill supply and demand characteristics

Saar, Ellu; Räis, Mari Liis

doi:10.1080/13639080.2016.1243229

Cited by 38 publications

(45 citation statements)

References 45 publications

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“…Interestingly, those companies generally accepting young adults without former vocational education and training, and therefore having the potential to offer second-chance training, are bigger companies with more than 200 employees, whereas the willingness to apply such CVET (second-chance training and/or CVET for older people) strategies decreases with the size of the company (Troltsch, 2012, p. 2-3). Other studies found this relation between the size of the company and the offer of CVET as well (Bassanini et al, 2007;Neubäumer and Kohaut, 2007;Walden, 2007;Brown and Sitzmann, 2011;Desjardins, 2014;CEDEFOP, 2015;Zwick, 2015;Saar and Räis, 2017). It is assumed that larger firms are more able to offer CVET than smaller firms because they have potentially more employees to send to a CVET, can offer to pay for CVET more easily, have larger and more diverse department structures to face changes more frequently, make learning processes more important, and enable the application of what has been learned.…”

Section: Reasons For and Barriers To Offering Cvet By Employersmentioning

confidence: 69%

“…From the point of view of an employer, one of the goals of CVET is to remain competitive (Desjardins, 2014;Zwick, 2015;Saar and Räis, 2017). As already mentioned in the introduction, CVET of existing workers offers great potential to close gaps in the filling of vacancies.…”

Section: Reasons For and Barriers To Offering Cvet By Employersmentioning

confidence: 99%

“…Moreover, Troltsch (2012, p. 3; see also Zwick, 2005;Walden, 2007;Desjardins, 2014;Saar and Räis, 2017) outlines that, besides the size of a company, the sector of the company seems to play an important role regarding the extent to which CVET is offered. Results show that, for example, the retail sector, as well as the hotels and catering sector, offers significantly less CVET than the (high-)technology sector.…”

Section: Reasons For and Barriers To Offering Cvet By Employersmentioning

confidence: 99%

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Perspectives on Participation in Continuous Vocational Education Training–An Interview Study

Siegfried

Berger

2020

Front. Psychol.

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In European industrialized countries, a large number of companies in the healthcare, hotel, and catering sectors, as well as in the technology sector, are affected by demographic, political, and technological developments resulting in a greater need of skilled workers with a simultaneous shortage of skilled workers (CEDEFOP, 2015, 2016). Consequently, employers have to address workers who have not been taken into account such as low-skilled workers, workers returning from a career break, people with a migrant background, older people, and jobseekers and train them, in order to guarantee the professionalization of this workforce (Festing and Harsch, 2018). Continuing vocational education and training (CVET) is seen as an indispensable tool; because CVET has advantages for both employers and employees, it helps to increase the productivity of companies (Barrett and O'Connell, 2001), to prevent the widening of socioeconomic disparities (Dieckhoff, 2007), and to open up career opportunities for the workforce (Rubenson and Desjardins, 2009). However, participation rate on CVET seems to differ, depending on institutional factors (such as sector and size of the company) and individual characteristics (such as qualification level, migration background, age and time of absence from work) (e.g., Rubenson and Desjardins, 2009; Wiseman and Parry, 2017). In contrast to previous research, our study aims to provide a holistic view of reasons for and against CVET, combining the different perspectives of employers and (potential) employees. The analysis of reasons and barriers was carried out based on semi-structured interviews. Fifty-seven employers, 73 employees, and 42 jobseekers (potential employees) from the sectors retail, healthcare and social services, hotels and catering, and technology were interviewed. Results point to considerable differences in the reasons and barriers mentioned by the disadvantaged groups. These differences are particularly significant between employees on the one side and employers, as well as jobseekers, on the other side, while the reasons to attend CVET of jobseekers are more similar to those of employers. The results can be used to tailor CVET more closely to the needs of (potential) employees and thus strengthen both the qualification and career opportunities of (potential) employees and the competitiveness and productivity of companies.

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Section: Reasons For and Barriers To Offering Cvet By Employersmentioning

confidence: 69%

Section: Reasons For and Barriers To Offering Cvet By Employersmentioning

confidence: 99%

Section: Reasons For and Barriers To Offering Cvet By Employersmentioning

confidence: 99%

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Perspectives on Participation in Continuous Vocational Education Training–An Interview Study

Siegfried

Berger

2020

Front. Psychol.

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“…This has often been attributed to inequalities in initial education: those who received little initial schooling also receive less further training. However, recent research challenged this interpretation by showing that participation in further training is mainly determined by characteristics of workplaces and occupations and less by individual resources (Schindler et al 2011;Görlitz and Tamm 2016;Saar and Räis 2017).…”

Section: Introductionmentioning

confidence: 99%

No Future, No Training? Explaining Cross-national Variation in the Effect of Job Tasks On Training Participation

Ehlert

2020

Köln Z Soziol

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Access to further training among adults on the labor market is unequally distributed. In particular, workers in occupations that are likely to be replaced by machines in the future participate less in training. This is mainly because of the job tasks they conduct: workers conducting routine tasks are more likely both to be replaced and to receive less training. As a consequence, technological change may lead to further polarization on the labor market. However, this trend may be cushioned by educational and labor market institutions. In this article, to assess the impact of institutions, the association between job tasks and participation in non-formal job-related training is analyzed in 24 countries from the first and second rounds of the Program for the International Assessment of Adult Competencies (PIAAC). Multilevel regression analysis is applied to test the influence of macro variables on the task gradient in training. The results reveal that tasks are important predictors of training participation in all countries. Comparing the effects across countries, it is found that tracking in initial education increases inequality in training participation owing to abstract tasks. Vocational orientation, on the other hand, reduces the effect. Furthermore, collective bargaining coverage decreases the effects of tasks on training, whereas strong employment protection legislation increases them. This indicates that the inclusiveness of lifelong learning is already influenced by the initial educational system. Strong unions and dynamic labor markets further enhance access to additional training among vulnerable workers.

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“…), but also by many other factors that are relevant macrosocial predictors of participation in empirical analyses (Boeren, 2017;Desjardins, 2017;Rubenson, 2018). The most common ones are: (1) welfare state measures to support adult involvement in NFE and eliminate barriers to it (Desjardins & Rubenson, 2013;Roosmaa & Saar, 2010Rubenson & Desjardins, 2009); (2) restrictivity/openness of the adult education system (Saar, Ure, & Desjardins, 2013); (3) current knowledge and skills requirements in major labor market segments (Rees, 2013;Saar & Räis, 2017); (4) alternatively, it may be a different combination of all three previous sets of factors (Green, 2006(Green, , 2011Verdier, 2017Verdier, , 2018. Denmark 56 38 53 61 44 -6 Finland 58 51 51 61 55 -1 Sweden 53 69 67 61 57 2 UK 44 40 24 51 48 2 Norway 48 50 57 29 55 3 Poland 14 19 21 32 23 13 Czechia 27 35 35 47 45 14 Italy 22 20 34 31 40 16 Belgium 21 34 33 46 41 18 Germany 18 43 49 50 50 29 Note: (data: IALS , 2000;PIAAC, 2013;<...>…”

Section: Introductionmentioning

confidence: 99%

Approaching Limits Of Participation? Trends In Demand For Non-Formal Education In The Czech Republic

Kalenda¹,

Kočvarová²

2019

The European Proceedings of Social and Behavioural Sciences

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The paper deals with the long-term participation of adults in non-formal education (NFE). It is based on the thesis that although the average participation in the NFE has increased in the past two decades, this has not taken place across the board. In countries where participation in the NFE reached 45-60% of adults as early as in year 2000, participation tends to stagnate or decline rather than continue to grow. Based on these findings, we believe that the development of adult participation in the NFE suggests that the saturation threshold has been reached. The aim of the study is to discuss whether, in the case of available empirical data on the participation of adults in NFE in the Czech Republic, a tendency towards the saturation threshold reaching can be observed. For this purpose, the paper uses secondary data from the CZ 2005 and AES 2007, 2011 and 2016 surveys. Based on a descriptive analysis of data in the form of time series, we have found that with the increase in NFE participation, the adult demand for further participation in education and training has substantially decreased. It has fallen significantly in those who have not previously had experience with NFE, and especially in those who had participated before. As a result, the saturation of adult participation in NFE has increased significantly and demand for it has decreased.

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Participation in job-related training in European countries: the impact of skill supply and demand characteristics

Cited by 38 publications

References 45 publications

Perspectives on Participation in Continuous Vocational Education Training–An Interview Study

Perspectives on Participation in Continuous Vocational Education Training–An Interview Study

No Future, No Training? Explaining Cross-national Variation in the Effect of Job Tasks On Training Participation

Approaching Limits Of Participation? Trends In Demand For Non-Formal Education In The Czech Republic

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