Weiterbildungsrecht

Grotlüschen, Anke; Haberzeth, Erik

doi:10.1007/978-3-531-20001-9_27-1

Cited by 3 publications

(8 citation statements)

References 7 publications

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“…The main objective of any instrument on educational leave is to provide a specific timeframe for employees that enables them to participate in an educational activity outside of their working time (Schmidt-Lauff and Bergamini, 2017). Laws on educational leave provide a legal entitlement to learning time for eligible employees, while at the same time imposing obligations on the employer regarding the exemption and continuing payment of salary (Grotlüschen and Haberzeth, 2018). In addition, laws on educational leave enable and empower eligible employees to select themselves in educational activities.…”

Section: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

“…Nevertheless, though there is no common legislation on educational leave in Germany, currently 14 out of 16 federal states have introduced own laws on educational leave. These laws ought to regulate the legal entitlement of employees to participate in ALE, primarily in vocational (CVET), political and general education or for qualification in volunteering and legitimate a paid exemption of approximately 5 days per year (Grotlüschen and Haberzeth, 2018). With regard to the content of ALE, there has been a clear trend in recent decades away from political education toward CVET (BMBF, 2006;Reichling, 2014).…”

Section: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

“…Research on the topic of educational leave has been realized since the late 1970s both on the national level in Germany (Kejcz et al, 1979;Hindrichs et al, 1984;Bremer, 1999) and at the international level (Luttringer and Pasquier, 1980;Bryant, 1983;Schütze, 1983;Morrissey and Mcnamara, 2005;Gould, 2016;Oh et al, 2016). Generally speaking, there are hardly any empirical studies or at least systematic analyses or observations in Germany (Grotlüschen and Haberzeth, 2018). An exception are the most recently published results on the revision of the law on educational leave in the German federal state of Bremen in 2010 by Robak et al (2015b).…”

Section: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

“…Generally speaking, participation in educational leave is approximately relatively low and insufficiently documented in Germany. Some federal states provide no statistical documentation while other federal states only provide incomplete data or have completely discontinued statistical documentation (Grotlüschen and Haberzeth, 2018). Available statistical data from different federal states differ in the way the data were documented and collected.…”

Section: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

“…Moreover, in some statistics, the number of participants is even undifferentiated regarding individual characteristics (Deutscher Bundestag, 2011). As a result of the incomplete documentation on participation in educational leave, neither any general statements on the effectiveness of laws on educational leave in Germany can be derived, nor can the current situation as a whole be presented systematically (Grotlüschen and Haberzeth, 2018).…”

Section: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

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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: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

Section: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

Section: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

Section: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

Section: Laws On Educational Leave -National and International Perspementioning

confidence: 99%

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

2020

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Die Rolle von neutraler, überregionaler, telefonischer Weiterbildungsberatung und verwandter Formen im Weiterbildungsberatungssystem

Pätzold,

Dohmen

2024

ZfW

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ZusammenfassungMit der vorliegenden Untersuchung wird der Frage nachgegangen, welchen spezifischen Beitrag neutrale, überregionale, telefonische Weiterbildungsberatung im System der Weiterbildungsberatung leisten kann und welche Desiderate sich für Weiterbildungsberatung ohne ein solches Angebot ergeben. Grundlage sind dabei Theorien der Beratung sowie Überlegungen zur Struktur von organisierter Weiterbildungsberatung. Die empirische Grundlage der vorliegenden Studie stellt eine Untersuchung des Infotelefon Weiterbildungsberatung dar, das von 2015 bis 2022 vom Bundesministerium für Bildung und Forschung angeboten wurde. Auf Basis einer Begleituntersuchung, deren Kern 17 qualitative Interviews mit Beraterinnen und Beratern des Infotelefon Weiterbildungsberatung darstellen, werden insbesondere die Dimensionen Anonymität, Neutralität, Überregionalität, Niedrigschwelligkeit sowie Personalität ins Auge gefasst. Abschließend wird erörtert, inwiefern diese Eigenschaften von Beratung, jeweils für sich, aber auch in ihrer spezifischen Kombination und Interdependenz, im gegenwärtigen Weiterbildungsberatungssystem einzigartig sind und welche Implikationen sich daraus sowohl für zukünftige Beratungskonzepte als auch für daran anknüpfende Forschung ergeben.

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The role of organisations in the professionalisation of adult educators in Germany and Slovenia

Schwarz¹,

Mikulec²

2020

Andragoške studije

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In this paper, we analyse the role that adult and continuing education (ACE) organisations play in the professionalisation of adult educators (AE) by providing and shaping opportunities for primary professional education and continuing professional development in two Central European countries: Germany and Slovenia. Theoretically, our discussion draws on classical profession theory, organisation theory, and the "new professionalism" discourse; empirically, we perform a comparative analysis between two countries and discuss similarities and differences in terms of state-society contexts, professional organisations, and professionalisation organisations. Our findings indicate that professional and professionalisation organisations represent main institutionalised contexts where the professionalisation of ACE is negotiated. In Slovenia, this is supported by strong state-society contexts, whereas in Germany, traditional regional and institutional diversity is achieved at the price of a unified AE occupational profile.

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Weiterbildungsrecht

Cited by 3 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)

Die Rolle von neutraler, überregionaler, telefonischer Weiterbildungsberatung und verwandter Formen im Weiterbildungsberatungssystem

The role of organisations in the professionalisation of adult educators in Germany and Slovenia

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