Educational progress – The Need for an European Education Panel Study (EEPS)

1. Educational progress – The Need for an European Education Panel Study (EEPS) Heike Solga Meeting “Exploring possibilities for the development of European data infrastructures for research in the social sciences”, June 23, 2010, London

2. Deficits for European education research • Knowledge about • individuals’ educational trajectories and patterns of school-to-work transition, • the causes and consequences of individuals’ educational decisions and pathways, • the impact of education, vocational training, higher education, and labour market institutions on individuals’ life courses is very underdeveloped.

3. Deficits for European education research • several well-known national cohort studies • Not comparable in terms of • questionnaire, • cohorts chosen, • phases of the educational career covered, • sampling procedures, and • other methodological standards. • Many of the “old” and “new” EU member states do not even have longitudinal cohort studies. • Many other data sets available do not provide measures on competencies and detailed information on educational episodes.

4. Scientific value of an European Education Panel Study (EEPS) • … would mark a milestone for interdisciplinary educational and labour market research. • It would nurture causal knowledge on • individual development and attainment growth over individuals’ educational career, and • their connection to family environments and institutional settings. • EEPS would facilitate research on • competence growth and the link between competence and credentials over the educational career, • the impact of social origin on educational pathways and outcomes, • comparative research on patterns of labour market entry • the impact of cognitive and non-cognitive competences and credentials on labour market outcomes and returns to education.

5. NEPS as a Blue-Print or “Model” for an EEPS • NEPS = „National Education Panel Study” in Germany • Coordination: Hans-Peter Blossfeld (University of Bamberg) • Started in 2008, first data collection in 2010 • Funded by the Ministry of Education (BMBF) – so far until End 2013, about 80 Mio. EUR • About 68.000 target persons plus parents, teachers, heads of school

6. 28 participating institutions across Germany including about 170 researchers from sociology, psychology, educational sciences and economics Frankfurt DIPF Kiel NEPS Network of Excellence IPN Universität Hamburg Universität HAW Hannover Berlin HIS Freie Universität Universität MPIfB WZB Dortmund Göttingen IFS Universität Siegen Universität Leipzig Universität Gießen Dresden Universität TU Dresden BAMBERG Bonn BIBB Universität Frankfurt DIPF INBIL ifb Mannheim Universität ZEW Nürnberg IAB Tübingen Universität München DJI ifo IFP LMU

7. Administration AndcentralcoordinatingdepartmentoftheNeps atthe Institute for Educational Longitudinal Research Bamberg (INBIL) Pillar 1 Pillar 2 Pillar 3 Pillar 4 Pillar 5 COMPETENCE DEVELOP-MENT LEARNING ENVIRON-MENTS Educational Decisions Migration Background Returns to Education Methods Department User Service, Survey Management, Data Warehouse

8. Administration AndcentralcoordinatingdepartmentoftheNeps atthe Institute for Educational Longitudinal Research Bamberg (INBIL) Pillar 1 Pillar 2 Pillar 3 Pillar 4 Pillar 5 COMPETENCE DEVELOP-MENT LEARNING ENVIRON-MENTS Educational Decisions Migration Background Returns to Education Stage 8 ADULT EDUCATION AND LIFE-LONG LEARNING Stage 7 FROM HIGHER EDUCATION TO THE LABOR MARKET Stage 6 FROM THE VOCATIONAL TRAINING TO THE LABOR MARKET Stage 5 Stage 4 FROM LOWER TO UPPER SEC. SCHOOL/TRAINING/LABOR MARKET Stage 3 FROM ELEMENTARY SCHOOL TO LOWER SECONDARY SCHOOL Stage 2 FROM KINDERGARTEN TO ELEMENTARY SCHOOL Stage 1 FROM BIRTH TO KINDERGARTEN Methods Department User Service, Survey Management, Data Warehouse FROM UPPER SEC. SCHOOL TO HIGHER EDUCATION/VOC. TRAINING

9. Multi-Cohort Sequence design of NEPS Age 74 74 73 73 72 72 71 71 70 70 YJ: Years in the Job 69 69 Refreshing VOC: Vocational Training 68 68 AY: Academic Year 67 67 33 BA: Bachelor 66 66 32 MA: Master 65 65 31 GR: Grade 64 64 30 KIG: Kindergarten 29 I: Infants 50 28 4.AY 27 3.AY 26 2.AY Further Education 25 + 25 1.AY Tertiary Education 24 MA 5.YJ 24 23 5.AY 4.YJ 5.AY 23 22 BA 3.YJ 4.AY 21 21 3.AY 2.YJ 3.AY 20 2.AY 1.YJ 2.AY 1.YJ 19 1.AY VOC 1.AY VOC 1.AY 18 VOC 13.GR VOC 13.GR Upper Secondary School 17 VOC 12.GR VOC 12.GR 16 VOC 11.GR VOC 11.GR 15 10.GR 10.GR 14 9.GR 9.GR 13 8.GR 8.GR Lower Secondary School Refreshing 12 7.GR 7.GR 11 6.GR 6.GR 10 5.GR 5.GR 9 4.GR 8 3.GR Elementary School 7 2.GR 2.GR Refreshing 6 1.GR 1.GR 5 KIG KIG Kindergarten 4 KIG KIG 3 3.5 Y 2 2.5 Y Infants 1 1.5 Y 0 0.5 Y 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Year

10. Age 74 73 72 71 70 YJ: Years in the Job 69 VOC: Vocational Training 68 AY: Academic Year 67 BA: Bachelor 66 MA: Master 65 GR: Grade 64 KIG: Kindergarten I: Infants 25 24 5.YJ 23 4.YJ 5.AY 22 3.YJ 4.AY 21 2.YJ 3.AY 20 1.YJ 2.AY 1.YJ 19 VOC 1.AY VOC 1.AY 18 VOC 13.GR VOC 13.GR 17 VOC 12.GR VOC 12.GR 16 VOC 11.GR VOC 11.GR 15 10.GR 10.GR 14 9.GR 9.GR 13 8.GR 8.GR 12 7.GR 7.GR 11 6.GR 6.GR 10 5.GR 5.GR 9 4.GR 8 3.GR 7 2.GR 6 1.GR 5 KIG 4 KIG 3 2 1 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Year Multi-Cohort Sequence design for an EEPS Further Education + Tertiary Education Upper Secondary School Lower Secondary School Refreshing Elementary School Kindergarten Infants

11. Thank you for your attention! Further information: www.bildungspanel.de www.uni-bamberg.de/en/neps

12. Starting cohorts, respondents and sample sizes