Institutional adult education regimes. Continuing vocational education and training participation and barriers in Germany, Sweden, and the United Kingdom.

Autor/inn/en	Breznau, Nate; Offerhaus, Judith
Titel	Institutional adult education regimes. Continuing vocational education and training participation and barriers in Germany, Sweden, and the United Kingdom.
Quelle	In: European journal for Research on the Education and Learning of Adults, 17 (2026) 2, S. 263-293Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:35723 10.3384/rela.2000-7426.5850
URN	urn:nbn:de:0111-pedocs-357237
Schlagwörter	Institutionalismus; Teilnahme; Berufsbildung; Weiterbildung; Erwachsenenbildung; Internationaler Vergleich; Deutschland; Großbritannien; Schweden
Abstract	This study investigates continuing vocational education and training (CVET) in three institutional contexts: Germany, Sweden, and the United Kingdom. Drawing on PIAAC Cycle 1's unique questions and transparency, we analyse institutional regimes and socio-economic gradients in CVET participation. Barriers to and engagement in CVET is embedded in educational, labour market, and welfare state institutions. Results show that Sweden's universal-collectivist regime fosters the highest participation with minimal disparities, while Germany's corporatist regime shows lower participation and higher stratification. The UK's liberal-individualist model exhibits moderate participation but sharp socio-economic inequalities, emphasising financial and employer-related barriers. Resource constraints such as time and money are prominent barriers across institutional contexts. Our exploratory measurement of CVET interest opens pathways for future research that was not thought possible with existing PIAAC data. These findings contribute to long-term institutional analysis and theory, and inform policy interventions to reduce barriers, increase interest, and support disadvantaged groups. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3