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DEEL I: Participatie aan formele volwasseneneducatie in de EU

DEEL I: Participatie aan formele volwasseneneducatie in de EU. P. Róbert et al. (2011) I. Nicaise. Definities. Arbeidskrachtentelling voltijds (alternerend) diplomagericht volwassenenonderwijs. Adult Education Survey Elke kwalificatiegerichte opleiding Opm: enkel 25-64 jarigen.

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DEEL I: Participatie aan formele volwasseneneducatie in de EU

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  1. DEEL I:Participatie aan formele volwasseneneducatie in de EU P. Róbert et al. (2011)I. Nicaise

  2. Definities Arbeidskrachtentelling voltijds (alternerend) diplomagericht volwassenenonderwijs Adult Education Survey Elke kwalificatiegerichte opleiding Opm: enkel 25-64 jarigen

  3. Participatie aan volwasseneneducatie(%, AES 2009)

  4. Formele volwasseneneducatie marginaal ? • Volume uren in F is veelvoud van NF • F is kwalificatiegericht • 12% op jaarbasis kan theoretisch betekenen dat (bij gemiddelde duur van 3 jaar) de gemiddelde volwasssene 1,6 bijkomende kwalificatie haalt in de loop van zijn loopbaan !

  5. Naar initieel opleidingsniveau

  6. Naar anciënniteit op arbeidsmarkt

  7. Naar arbeidsmarktstatuut

  8. Naar type contract

  9. Hinderpalen Socio-demografisch • Gender (V) • Jonge kinderen • Leeftijd (45+) • Ruraal Socio-economisch • Lage scholing • Lang op arbeidsmarkt • Zwakke arbeidsmarktpositie • arbeider

  10. Socio-demografische hinderpalen • Legende: (steeds in vergelijking met het ‘gemiddelde’ patroon) • - sterke ondervertegenwoordiging; - ondervertegenwoordiging • Ø gemiddeld patroon • + relatief goede vertegenwoordiging; ++ goede vertegenwoordiging

  11. Socio-economische hinderpalen • Legende: (steeds in vergelijking met het ‘gemiddelde’ patroon) • - sterke ondervertegenwoordiging; - ondervertegenwoordiging • Ø gemiddeld patroon • + relatief goede vertegenwoordiging; ++ goede vertegenwoordiging

  12. Clustering van landen

  13. Besluit van EU-vergelijking • Matteüseffecten alom tegenwoordig • Duidelijke correlatie tussen gemiddeld niveau van participatie en mate van gelijkheid • Verband tussen welvaartsregime en mate van ongelijkheid is beperkt: sociaal-democratische regimes (Noord-Europa) = meest egalitair (comprehensief initieel onderwijs, genereuze steun aan LLL, grotere mobiliteit)  andere landen (bv. Frankrijk / VK) ? • België sluit aan bij Noord-Europese kopgroep voor wat formele volwasseneneducatie betreft => wordt inegalitair profiel dan bepaald door non-formele educatie ? Zie deel 2….

  14. DEEL II: Equal opportunities in formal versus non-formal adult education: an empirical analysis of participation patterns in Belgium Ides Nicaise & Zhipeng ChenKU Leuven

  15. Introduction • Much empirical work on unequal participation in AE, but limited theoretical foundation • Research questions: • (How) does SEB affect the distribution of AE ? • (Why) is formal AE more / less equally distributed than non-formal AE ? (note: this paper relates to employed individuals only)

  16. Simple odds ratios (-1)

  17. Theoretical framework Long arm of family Long arm of job ?

  18. Participation in formal and/or non-formal AE(multinomial logit regression)

  19. Comments on multinomial regressions • Well-known inequalities by age, level of education, occupational status, family situation (no effect of gender, type of contract and citizenship) • Inequalities are more pronounced in non-formal than in formal education => redistributive effect of publicly funded / organised provision • Effect of initial education: ‘skill begets skill’ (human capital), SES or peer group effect (social capital)?

  20. Comments on multinomial regressions (ctd) Long arm of the family ? • Indirect effect (via achieved initial education and occupational status) • Parameter for parental education in regression is not significant => no direct influence Long arm of the job ? • Occupational status affects opportunities for AE • # hours worked has no (net) effect (two opposite effects?) • Employer support ? => next model

  21. Employer support • Statisticalproblem: endogeneity of employer support => canbeobservedonlyamongactual participants => ordinarylogisticregressionwouldyieldbiasedresults

  22. Employer support (ctd) Solution: bivariateprobitanalysis: simultaneous estimation of • a ‘selectionequation’ (participation) and • an ‘outcomeequation’ (employer support) covariance betweenerrortermsindicates (direction of) the relation between employer support and participation

  23. Employer support (bivariate probit model)

  24. Comments on employer support • Employers tend to invest more in younger, more educated, full-time workers in higher occupations => Mathew effect • Positive ‘rho’ (= covariance between error terms of particpation and employer support)=> employer support tends to reinforce inequalities in participation

  25. To conclude: (in Belgium) • Persistent inequalities in adult education • Formal AE has some redistributive effect • Long arm of the family may have indirect effect on access to AE, but has no direct effect • Long arm of the job has several explanations: • Higher-level occupations require more training • Occupational status / social capital effect • Employer support

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