Why do people study at further training courses?

1. Why do people study at further training courses? Anna Sukhova E-mail: anna_sukhova@yahoo.com Marcus Heise E-mail: marcus.heise@student.uni-halle.de Daniel Schindel E-Mail: schindel.daniel@student.uni-halle.de State University – Higher School of Economics ______________________________________________________________________________ Martin-Luther-University Halle-Wittenberg Students’ research project on Labour Markets in Russia and Germany Martin-Luther-University of Halle-Wittenberg January 22, 2009

2. Definition: We consider further training as studying at any professional coursesafter finishing main education. Subject and object • The object - Russian and German able-bodied (aged 17 till pension) population. • The subject – determinants of further education / population’s behaviour at the market of education.

3. Database Individual Level Population aged 17 to 60 in Russia / 65 in Germany Russian research: Russian Longitudinal Monitoring Survey (RLMS) Years: 2005-2006 Monitoring of Economy of Education (MEO) Year: 2005 German research: German Socio Economic Panel (SOEP) Years: 2004 (refering to the last 3 years)

4. The aim: to analyze the dependence between people´s characteristics and their decision to study at further training courses in Russia and Germany. Objectives: To give a socio-demographic portrait of people who study at further training courses; To reveal socio-demographic, economic factors and people’s employment characteristics that have an influence into studying at further training courses; To compare significant factors, that have an influence into getting further training courses in Russia and Germany. The aim and objectives

5. Theoretical background Economic approach: a prospective output from education (G.Becker) Studies on labour economics: investment to the human capital (J. Mincer) Mincer J.; Polachek S.Family Investments in Human Capital: Earnings of Women // The Journal of Political Economy. Vol. 82. No. 2. Part 2: Marriage, Family Human Capital, and Fertility. 1974.  P. S76-S108. URL: <http://links.jstor.org>. Sociological approach: human capital concerning its influence on a separate individual and a structure of society in general (Bourdieu P., Coleman J., Radaev V.). Coleman J.S. Social Capital in the Creation of Human Capital // The American Journal of Sociology. 1988. Vol. 94. Supplement: Organizations and Institutions: Sociological and Economic Approaches to the Analysis of Social Structure. P. S95-S120. URL: <http://links.jstor.org>.

6. Current Studies Review • Hubert, T./ Wolf, C., 2007: Determinanten und Einkommenseffekte beruflicher Weiterbildung [Working Paper 09/2007 des Rates für Sozial und Wirtschaftsdaten]. Berlin: RatSWD. • Becker, R. / Schönmann K. (1996): Berufliche Weiterbildung und Einkommensdynamik, in: Kölner Zeitschrift für Soziologie and Sozialpsychologie 48, 426 – 461. • Especially young people with a good education take part in further training. • Wingens, M./ Sackmann, R./ Grotheer, M. 2000: Berufliche Qualifizierung für Arbeitslose, in Kölner Zeitschrift für Soziologie and Sozialpsychologie 52, 60 – 80. • - Not all types of further education courses have a positive impact on wage and work position.

7. Working on the topic

8. Methodology • Objective 1: • Crosstabs of socio-demographic and economic characteristics of able-bodied people, who study at the adult training courses: • sex, • age, • education (aggregated categories): • Lower Secondary Education (8-9 years in Russia/ 10 years in Germany) • Higher Secondary Education(10- 11 years in Russia/ 12-13 years in Germany) • Professional Education • Higher Education • Postgraduate Education • family status, • income (5 groups), • type of settlement.

9. Methodology • Objective 2: • Regression model- examination of interdependence between studying at further training courses and a person’s socio-demographic (as previous), economic characteristics and features of his/her employment. • Employment features: • work position (ISCO occupation code); • field of work; • work satisfaction; • occupational status (self-employed or employee); • during last 12 months whether were decreases of salary or shortening of the work hours without respondent’s wish • if a respondent is the owner of enterprise, where he works

10. Methodology Objective 3: Comparative analysis of Russian and German results, including the comparison of characterictics of further education. • Reasons to study at further education; • Relation between the cost of courses and respondent’s income; • Type of courses (content related); • Who offers the course (state or private establishment); • Who pays the course (respondent, family, respondent and family, employer,other); • The duration of courses; • Etc.

11. Russia, 2005 year (N=10 337) • You studied or now study at professional courses, e.g.,tractor driving, chauffeuring,typing, accounting? • Yes 26,2% • No 73,8% • During the last 12 months did you study or are you now studying courses for the improvement of professionalskills, or any other courses, including courses in foreign languages and education at the workplace? • Yes 4,0% • No 96,0%

12. Sex of respondents, who studied at further education Germany (N = 9028) Russia (N = 10 325)

13. Age and sex distribution of able-bodied population, who studied at further education Russia (N = 7565) Germany (N = 9028)

14. Thank you!