Why do low-educated workers invest less in further training?

Autor/inn/en	Fouarge, Didier; Schils, Trudie; Grip, Andries de
Institution	Forschungsinstitut zur Zukunft der Arbeit
Titel	Why do low-educated workers invest less in further training? Gefälligkeitsübersetzung: Warum investieren geringqualifizierte Arbeitnehmer weniger in Weiterbildung?
Quelle	Bonn (2010), 32 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	IZA discussion paper. 5180
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
Schlagwörter	Bildung; Bildungsmotivation; Persönlichkeitsmerkmal; Bildung; Investition; Niederlande; Lernmotivation; Weiterbildung; Präferenz; Determinante; Bildungsertrag; Bildungsertrag; Lernmotivation; Determinante; Investition; Ökonomische Determinanten; Niedrig Qualifizierter; Weiterbildung; Präferenz; Niederlande
Abstract	"Several studies document the fact that low-educated workers participate less often in further training than high-educated workers. The economic literature suggests that there is no significant difference in employer willingness to train low-educated workers, which leaves the question of why the low educated invest less in training unanswered. This paper investigates two possible explanations: Low-educated workers invest less in training because of 1) the lower economic returns to these investments or 2) their lower willingness to participate in training. Controlling for unobserved heterogeneity that can affect the probability of enrolling into training, we find that the economic returns to training for low-educated workers are positive and not significantly different from those for high-educated workers. However, low-educated workers are significantly less willing to participate in training. This lesser willingness to participate in training is driven by economic preferences (future orientation, preference for leisure), as well as personality traits (locus of control, exam anxiety, and openness to experience)." Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Sekundäranalyse. Die Untersuchung bezieht sich auf den Zeitraum 1986 bis 2007. (author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2011/2