Why do people study at further Why do people study at further training courses?training courses?

Anna Sukhova Anna Sukhova E-mail: E-mail: anna_sukhova@yahoo.comanna_sukhova@yahoo.comMarcus Heise Marcus Heise E-mail: marcus.heise@student.uni-halle.deE-mail: marcus.heise@student.uni-halle.deDaniel Schindel Daniel Schindel E-Mail: E-Mail: schindel.danielschindel.daniel@student.uni-halle.de@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-WittenbergJanuary 22, 2009

Definition:Definition:

We consider We consider further training further training as studying at any as studying at any professional coursesprofessional courses after finishing main after finishing main education.education.

The The objectobject - Russian and German able- - Russian and German able-bodied (aged 17 till pension) population.bodied (aged 17 till pension) population.

The The subjectsubject – determinants of further – determinants of further education / population’s behaviour at the education / population’s behaviour at the market of education.market of education.

Subject and objectSubject and object

DatabaseDatabase Individual LevelIndividual Level

Population aged 17 to 60 in Russia / 65 in GermanyPopulation aged 17 to 60 in Russia / 65 in Germany

Russian research:Russian research:Russian Longitudinal Monitoring Survey (RLMS)Russian Longitudinal Monitoring Survey (RLMS) Years: Years: 2005-20062005-2006

Monitoring of Economy of Education (MEO)Monitoring of Economy of Education (MEO)Year: Year: 20052005

German research:German research:German Socio Economic Panel (SOEP)German Socio Economic Panel (SOEP) Years: Years: 2004 (refering to the last 3 years)2004 (refering to the last 3 years)

The aim:The aim:to analyze the dependence between people´s to analyze the dependence between people´s

characteristics and their decision to study at further characteristics and their decision to study at further training courses in Russia and Germany. training courses in Russia and Germany.

ObjectivesObjectives:: To give a To give a socio-demographicsocio-demographic portrait of people who portrait of people who

study at further training courses;study at further training courses; To reveal To reveal socio-demographic, economicsocio-demographic, economic factors and factors and

people’s people’s employment characteristicsemployment characteristics that have an that have an influence into studying at further training courses;influence into studying at further training courses;

To compare significant factors, that have an influence To compare significant factors, that have an influence into getting further training courses in Russia and into getting further training courses in Russia and Germany.Germany.

The aim and objectivesThe aim and objectives

Theoretical backgroundTheoretical 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>.

Current Studies ReviewCurrent 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.

Working on the topic

MethodologyMethodology Objective 1:Objective 1:

Crosstabs of socio-demographic and economic Crosstabs of socio-demographic and economic characteristics of able-bodied people, who characteristics of able-bodied people, who study at the adult training courses:study at the adult training courses:

• sex, sex, • age, age, • education (aggregated categories): education (aggregated categories):

• Lower Secondary Education (8-9 years in Lower Secondary Education (8-9 years in Russia/ 10 years in Germany)Russia/ 10 years in Germany)

• Higher Secondary Education(10- 11 years in Higher Secondary Education(10- 11 years in Russia/ 12-13 years in Germany)Russia/ 12-13 years in Germany)

• Professional EducationProfessional Education• Higher EducationHigher Education• Postgraduate EducationPostgraduate Education

• family status, family status, • income (5 groups),income (5 groups),• type of settlement.type of settlement.

MethodologyMethodology Objective 2:Objective 2:

Regression modelRegression model - examination of examination of interdependence between studying at further interdependence between studying at further training courses and a person’s socio-training courses and a person’s socio-demographic (as previous), economic demographic (as previous), economic characteristics and features of his/her characteristics and features of his/her employment.employment.

Employment featuresEmployment features:• work position (ISCO occupation code);work position (ISCO occupation code);• field of work;field of work;• work satisfaction;work satisfaction;• occupational status (self-employed or occupational status (self-employed or

employee);employee);• during last 12 months whether were decreases during last 12 months whether were decreases

of salary or shortening of the work hours of salary or shortening of the work hours without respondent’s wishwithout respondent’s wish

• if a respondent is the owner of enterprise, if a respondent is the owner of enterprise, where he workswhere he works

MethodologyMethodology Objective 3:Objective 3:

Comparative analysis of Russian and Comparative analysis of Russian and German results, including the comparison of German results, including the comparison of characterictics of further education.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.

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 professional skills, or any other courses, including courses in foreign languages and education at the workplace?

Yes 4,0% No 96,0%

Year of research

Period asked Year of studing

Studied (%) NOT studied (%) N

1995 12 months 1994 6,6% 93,4% 8387 1996 3 years 1994-1995 6,1% 93,9% 8321 1998 3 years 1995-1997 6,3% 93,7% 8687 2000 2 years 1998-1999 7,3% 92,7% 9061 2001 12 months 2000 5,7% 94,3% 10083 2002 12 months 2001 4,7% 95,3% 10495 2003 12 months 2002 4,4% 95,6% 10627 2004 12 months 2003 4,2% 95,8% 10656 2005 12 months 2004 4,0% 96,0% 10325 Total 5,4% 94,6% 86642

Sex of respondents, who studied at further education

Germany (N = 9028)

Russia (N = 10 325)

Male Female

Studied 3,5% 4,4%

Not studied 96,5% 95,6%

Total 100,0% 100,0%

Male Female

Studied 25% 19,8%

Not studied 75% 80,2%

Total 100,0% 100,0%

Age and sex distribution of able-bodied population, who studied at further education

10,39,4

8,67,5

1,9

11,1

15,6 15,8

6,1

13,6

0,0

5,0

10,0

15,0

20,0

17-23 24-30 31-40 41-50 51-60

Men Women

Russia (N = 7565) Germany (N = 9028)

Age Grouped

51 to 65

41 to 50

31 to 40

24 to 30

17 to 23M

ean:

Fur

ther

Tra

inin

g w

ithin

the

last

thre

e ye

ars

,4

,3

,2

,1

0,0

Sex

Male

Female

Thank youThank you!!