What influences participation in non-formal and informal modes of continuous vocational education and training? An analysis of individual and institutional influencing factors.

Autor/inn/en	Lischewski, Julia; Seeber, Susan; Wuttke, Evelin; Rosemann, Therese
Titel	What influences participation in non-formal and informal modes of continuous vocational education and training? An analysis of individual and institutional influencing factors.
Quelle	In: Frontiers in psychology, 11 (2020) Art. 534485, 19 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2020.534485
Schlagwörter	Non-formale Bildung; Informelles Lernen; Partizipation; Training; Berufliche Fortbildung; Erwachsenenbildung; Weiterbildungsangebot; Analyse; Einflussfaktor
Abstract	Participation in further education is a central success factor for economic growth and societal as well as individual development. This is especially true today because in most industrialized countries, labor markets and work processes are changing rapidly. Data on further education, however, show that not everybody participates and that different social groups participate to different degrees. Activities in continuous vocational education and training (CVET) are mainly differentiated as formal, non-formal and informal CVET, whereby further differences between offers of non-formal and informal CVET are seldom elaborated. Furthermore, reasons for participation or non-participation are often neglected. In this study, [the authors] therefore analyze and compare predictors for participation in both forms of CVET, namely, non-formal and informal. To learn more about the reasons for participation, [the authors] focus on the individual perspective of employees (invidual factors, job-related factors, and learning biography) and additionally integrate institutional characteristics (workplace and company-based characteristics). The results mainly show that non-formal CVET is still strongly influenced by institutional settings. In the case of informal CVET, on the other hand, the learning biography plays a central role. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2024/1