Suchergebnisse

Zum beruflichen Ausbildungssystem. mit seinen drei Teilsystemen duale Ausbildung, Schulberufssystem und Übergangssystem und seiner hohen Binnendifferenzierung liegen systematische Untersuchungen, die über deskriptive Beschreibungen hinaus der Frage von Bildungs- und Qualifizierungschancen nachgehen, bislang kaum vor. Der vorliegende Beitrag versucht hier Lücken zu schließen, indem insbesondere die relativen Chancen verschiedener Gruppen bei Einmündung in eine beruflich qualifizierende Ausbildung thematisiert und die Lage besonderer Risikogruppen in den Blick genommen werden. ... In der vorliegenden Arbeit werden folgende Fragestellungen anhand von Daten aus Studien im Hamburger Berufsbildungssystem untersucht: Inwiefern unterscheiden sich die Jugendlichen in den Teilsystemen beruflicher Ausbildung hinsichtlich ihrer formalen und tatsächlichen schulischen Vorbildung und im Hinblick auf ihre soziokulturellen Herkunftsbedingungen? Welche spezifischen Benachteiligungen ergeben sich für bestimmte Gruppen? Welche Merkmale kennzeichnen Risikogruppen am Übergang in eine berufliche Ausbildung? (DIPF/Orig.).

Demographic, political and technological trends cause an increasing shortage in skilled labor in specific economy sectors (health care, hotel/restaurant industry, trade, technology) in most industrialized European countries (Cedefop, 2016). Consequently, companies/employers are forced to fill a rising number of job vacancies with currently unexploited labor force potential (e.g. unqualified/low qualified people, people returning from career breaks or those with migration background as well as older employees and unemployed people). On the other hand, there is still a substantial number of non-working people of employable age (potential additional labor force, Eurostat, data extracted in May 2017), especially if we look at the groups mentioned above. Hence, to ensure participation in working life and to provide companies with sufficient workforce, CVET (Continuous Vocational Education and Training) measures are essential. CVET can be defined as the continuation or resumption of more or less organized learning after the completion of a first education phase. Previous studies usually focus on attendance figures. Taking the results of these studies into account, it shows that some groups of employees are underrepresented. However, little is known about the motivation to attend CVET or what motivates companies to offer trainings, especially for our target groups. In part of our studies (interview study and quantitative survey), we refer to all four sectors (see above) of the economy. In a vignette study we concentrate on health care and hotel/restaurant industry. In these two sectors there is the most severe shortage of skilled workers, which is true for most European countries. Furthermore, many people belonging to our target groups work in these sectors without being adequately qualified.

Dass sich Investitionen in Bildung lohnen, zeigt sich bei der Erwerbstätigkeit: Menschen mit höheren Bildungsabschlüssen haben größere Chancen auf dem Arbeitsmarkt, sie verdienen mehr und sind seltener von Arbeitslosigkeit betroffen. Auch ihr Gesundheitszustand ist überwiegend besser und ihre Teilhabe am politischen, sozialen und kulturellen Leben ist höher. (DIPF/Orig.)

Purpose: While research on political participation hardly takes into account the effects of non-formal or informal education, the effects of formal education are well investigated. The aim of this paper is to determine the extent to which non-formal and informal education contribute to adults' participation in different political activities when formal educational background and other socioeconomic factors are controlled. Method: This paper uses data from the German National Educational Panel Study (NEPS, N=9,084). Binomial logistic regressions are used for the analyses, and average marginal effects (AMEs) are used for the model's output. Findings: The findings reveal that non-formal and informal adult education significantly affect different political activities. However, the effects of non-formal and informal adult education differ with regard to the different forms of political participation. The results underline the importance of differentiated analyses of political participation and non-formal and informal adult education. In addition, the results show that some types of non-formal and informal education have a greater impact on adults of low socioeconomic status. Research limitations: This paper cannot account for self-selection effects because adults' participation in different political activities was collected only in one wave.

Purpose: While research on political participation hardly takes into account the effects of non-formal or informal education, the effects of formal education are well investigated. The aim of this paper is to determine the extent to which non-formal and informal education contribute to adults' participation in different political activities when formal educational background and other socioeconomic factors are controlled.

Method: This paper uses data from the German National Educational Panel Study (NEPS, N=9,084). Binomial logistic regressions are used for the analyses, and average marginal effects (AMEs) are used for the model's output.

Findings: The findings reveal that non-formal and informal adult education significantly affect different political activities. However, the effects of non-formal and informal adult education differ with regard to the different forms of political participation. The results underline the importance of differentiated analyses of political participation and non-formal and informal adult education. In addition, the results show that some types of non-formal and informal education have a greater impact on adults of low socioeconomic status.
Research limitations: This paper cannot account for self-selection effects because adults' participation in different political activities was collected only in one wave.

The hotel sector is facing special challenges, such as the acute shortage of skilled workers and rising service standards. Company-sponsored further training is regarded as an appropriate measure for keeping pace with these developments (DEHOGA, 2011, p. 1). However, the increasing number of further training courses also entails high financing costs (Weisweiler, 2008, p. 3). From the company's point of view, investments in further training measures are thus only cost-effective provided the participants succeed in putting into practice in the workplace what they have learned at a seminar (Le...

The hotel sector is facing special challenges, such as the acute shortage of skilled workers and rising service standards. Company-sponsored further training is regarded as an appropriate measure for keeping pace with these developments (DEHOGA, 2011, p. 1). However, the increasing number of further training courses also entails high financing costs (Weisweiler, 2008, p. 3). From the company's point of view, investments in further training measures are thus only cost-effective provided the participants succeed in putting into practice in the workplace what they have learned at a seminar (Le...

Die Beiträge dieses Sammelbandes beschreiben die Besonderheiten und die Gemeinsamkeiten der Fachdidaktiken für das gesellschaftswissenschaftliche Aufgabenfeld (Geographie, Geschichte, Politik, Berufs- und Wirtschaftspädagogik). Sie stellen Ergebnisse evidenzbasierter Forschung in den Fachdidaktiken der Gesellschaftswissenschaften dar. Die fachdidaktische Forschung bietet neue Möglichkeiten einer fächerübergreifenden Zusammenarbeit, die ausgelotet werden. Der Inhalt Theorie und Empirie in den gesellschaftswissenschaftlichen Fachdidaktiken Forschungsdesiderate und Perspektiven Die Zielgruppen Dozierende, Forschende und Studierende der gesellschaftswissenschaftlichen Fachdidaktiken Die Herausgebenden Dr. Georg Weißeno ist Professor für Politikwissenschaft und ihre Didaktik an der Pädagogischen Hochschule Karlsruhe. Dr. Reinhold Nickolaus ist Professor am Institut für Erziehungswissenschaft, Abteilung Berufs-, Wirtschafts- und Technikpädagogik der Universität Stuttgart. Dr. Monika Oberle ist Professorin für Politikwissenschaft/ Didaktik der Politik an der Georg-August-Universität Göttingen. Dr. Susan Seeber ist Professorin für Wirtschaftspädagogik und Personalentwicklung an der Georg-August-Universität Göttingen

Meine Dissertation analysiert die Bedeutung der beruflichen Bildung für die betriebliche Innovation in Deutschland. Sie leistet damit einen zweifachen Beitrag zur Innovationsliteratur: Zum einen ergänzt sie Studien zum Effekt der dualen Ausbildungstätigkeit auf die betriebliche Innovationstätigkeit. Dabei werden indirekte Moderations- und Mediationseffekte der Teilnahme an dualer Ausbildung in Kombination mit Lernfähigkeit in KMU, insbesondere Kleinstunternehmen, identifiziert. Zweitens ergänzt die Dissertation die Forschungsliteratur über die Innovationsbeteiligung von dual Aus- und Weiter...