Zusammenfassung
Kann berufliche Weiterbildung die grundlegenden Kompetenzen von Erwachsenen, wie z. B. alltagsmathematische Kompetenzen fördern? Obwohl berufliche Weiterbildung in der Regel darauf abzielt, arbeitsplatzspezifische Kompetenzen zu fördern, verweisen Querschnittsanalysen auch auf einen positiven Zusammenhang zwischen beruflicher Weiterbildung und grundlegenden Kompetenzen. Dieser kann jedoch sowohl auf einen direkten Effekt von Weiterbildung auf Kompetenzen zurückzuführen sein, als auch auf eine vermehrte Weiterbildungsteilnahme von Personen mit höheren Kompetenzen. Im vorliegenden Beitrag untersuchen wir diesen wechselseitigen Zusammenhang mit den deutschen Daten der PIAAC Studie, sowie des PIAAC Längsschnitts. Unsere Querschnittsanalysen bestätigen den positiven Zusammenhang zwischen Weiterbildung und alltagsmathematischen Kompetenzen. Dieser verschwindet jedoch weitgehend sobald wir für das vorhandene Kompetenzniveau der Befragten oder individuelle zeit-invariante Effekte kontrollieren. Daher schließen wir einen kausalen Effekt von Weiterbildung auf die in PIAAC gemessenen Kompetenzen aus. Umgekehrt zeigt sich jedoch, dass alltagsmathematische Kompetenzen die Wahrscheinlichkeit der Weiterbildungsteilnahme, über formale Bildung sowie eine Vielzahl von Berufsmerkmalen hinaus, beeinflussen.
Abstract
Can participation in job-related training foster adults’ general skills such as numeracy? Although job-related training is typically designed to foster job- and firm-specific skills, cross-sectional evidence suggests that it may also foster general skills. However, a positive cross-sectional relationship between training and skills could reflect training effects on skills, self-selection into training of those with higher skills, or both. In this chapter, we aim to unravel these possibilities using the unique two-wave data on adults’ numeracy skills from the German sample of the PIAAC study and its follow-up PIAAC-L. Whereas cross-sectional models show the expected positive association between training and numeracy, this association largely vanishes when controlling for previous levels of numeracy or relating changes in training participation to changes in numeracy. This pattern of results cast doubt on the idea of causal training effects. In contrast, numeracy predicts selection into job-related training after controlling for formal education and numerous individual and job characteristics.
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Gauly, B., Lechner, C.M., Reder, S. (2020). Fördern berufliche Weiterbildungen alltagsmathematische Kompetenzen im Erwachsenenalter? Evidenz aus einer deutschen Längsschnittstudie / Does job-related training benefit adult numeracy skills? Evidence from a German panel study. In: Schrader, J., Ioannidou, A., Blossfeld, HP. (eds) Monetäre und nicht monetäre Erträge von Weiterbildung. Edition ZfE, vol 7. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-25513-8_10
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