Further professional education and training in Germany

European Foundation for the Improvement of Living and Working Conditions Further professional education and training in Germany Introduction Reasons for participating in further training or education Rates of participation Frequency of participation Duration of courses Reasons for participating in courses Training inside and outside working hours Organisations providing further training Financial support from employer Certification Value of further training Commentary Appendix This report is available in electronic format only. Wyattville Road, Loughlinstown, Dublin 18, Ireland. - Tel: (+353 1) 204 31 00 - Fax: 282 42 09 / 282 64 56 email: postmaster@eurofound.eu.int - website: www.eurofound.eu.int

Data from the German Socio-Economic Panel Study over the period 1989 to 2004 provide a valuable insight into further professional training. Although there has been an increase in the frequency of training measures, the duration of courses has tended to decrease. The majority of further professional training takes place during working time and is provided for by the employer. Workers increasingly attach greater value to training measures, particularly in terms of enhancing their employability. The data reveal that both women and non-permanent contract holders are disadvantaged in terms of further training during working hours, and in relation to financial support provided by the company for external professional training. Introduction This survey data report on further professional training in Germany is based on findings from the German Socio- Economic Panel Study (SOEP) at the German Institute for Economic Research (DIW) in Berlin. The SOEP is a representative longitudinal study of private households in Germany (see appendix for details on methodology). It provides information on all household members, including German nationals, foreign nationals and recent immigrants to Germany. The study was initiated in 1984 and is conducted each year. The SOEP provides a broad range of information on diverse aspects of people s lives, such as household composition, occupational history, employment, earnings, health, and satisfaction indicators. This brief report outlines the results of a special topic module on further education and training that was included in the 2004 panel study, and compares the results with those from the 1989, 1993 and 2000 surveys, based on the same variables. Reasons for participating in further education or training The first question in the SOEP topic module on further education and training states: Further professional education or further training for work can serve different purposes. Which of the following could be a reason for you to participate in further professional training or training for work? (Q. 114) The results for 2004 indicate that the most important motivation for participating in further training for work is to adjust to ongoing changes in the profession or job. A slightly higher proportion of women, compared with men, report that, if they were to participate in further training, it would be to retrain for a different profession or a different job, or to obtain a professional degree. Overall, a higher proportion of men cite reasons related to the current job, such as updating professional skills, adjusting to ongoing changes in the profession or job, receiving more qualifications with a view to promotion, and becoming familiar with new subject areas. Table 1: Reasons for pursuing further professional education or further training for work, by sex, 2004 (%) Purpose Women Men Total Attaining a professional degree 4.4 4.2 4.3 Retraining for a different profession 13.4 12.0 12.7 Updating professional skills 29.5 31.3 30.3 Adjusting to ongoing changes in the profession or job 36.0 44.0 39.8 Receiving more qu alifications with a view to promotion 26.8 33.1 29.8 Becoming familiar with new subjects, to enhance employability 25.1 26.7 25.9 1

Data on reasons for participating in further professional education, according to contractual status, underline the high importance for workers on fixed-term and temporary agency contracts of attaining a professional degree and retraining for a different profession. Employees on non-permanent contracts more frequently cite the reason of becoming better acquainted with new subjects than those on permanent contracts do. A high percentage of employees on fixed-term contracts pursue training in order to adjust to ongoing changes in the job or with a view to promotion (Table 2). Table 2: Reasons for pursuing further professional education or training, by employment contract and sex, 2004 (%) Purpose Permanent contract Fixed-term contract Temporary agency contract Women Men All Women Men All Women Men All Attaining a professional degree 4.0 3.4 3.7 9.3 10.7 10.0 6.9 9.3 8.2 Retraining for a different profession 14.5 11.9 13.1 25.4 24.2 24.8 22.0 20.6 21.3 Updating professional skills 44.2 44.0 44.1 42.0 36.8 39.3 42.8 33.0 37.6 Adjusting to ongoing changes in the profession or job Receiving more qualifications with a view to promotion 56.2 61.6 59.0 60.5 60.1 60.3 49.1 56.7 53.1 36.4 44.0 40.5 61.9 61.9 61.9 43.4 47.4 45.5 Becoming familiar with new subjects 31.5 31.7 31.6 45.7 42.8 44.2 43.4 40.2 41.7 Rates of participation In 2004, 18.7% of all gainfully employed people stated that they had participated in professionally oriented courses over the preceding three years. In the SOEP, the variable gainfully employed covers the following categories: full-time employment; regular part-time employment; vocational training; those who are marginally employed; people near retirement; those in the partial retirement phase of zero working hours; military service; community service; and employed disabled persons. Some 33% of these people said that they regularly read scientific or professional publications, while 15.1% stated that they attended professional conventions or congresses in the same time period (Table 3). A considerably higher proportion of men compared with women took part in each of these three educationally related activities. Table 3: Types of further professional education pursued in the preceding three years, by sex, 2004 (%) Women Men Total Regularly read scientific or professional publications 27.7 38.7 33.0 Attended professional conventions or congresses 10.0 20.7 15.1 Participated in professionally oriented courses 16.5 21.0 18.7 Data on participation in professionally oriented courses in the last three years, according to contract status (Table 4), shows that employees on full-time contracts participated more often (33.7%) in at least one course over the last three years than those on regular part-time contracts (26.7%). Moreover, a higher proportion of employees on permanent contracts (32.8%) participated in at least one course over the last three years compared with those on fixed-term contracts (25.5%) and on temporary agency contracts (23.7%). Women working full time and women working part time participated in a course more often than their male counterparts did. However, a higher proportion of men than women on both permanent and non-permanent employment contracts participated in a course in the last three years. 2

Table 4: Participation in professionally oriented courses in last three years, by employment contract and sex, 2004 (%) Contract Women Men Total Full-time 34.9 33.0 33.7 Regular part -time 27.0 24.2 26.7 Permanent 30.7 33.8 32.8 Fixed-term 24.4 26.4 25.5 Temporary agency 21.4 25.8 23.7 There appears to be a correlation between the participation of blue-collar workers in professionally oriented courses and their occupational status: only 4.5% of untrained blue-collar workers participated in such courses, while 30.1% of master craftspeople did so (Table 5). Table 5: Blue-collar workers participation in professionally oriented courses in last three years, by occupational status, 2004 (%) Occupational status % workers Untrained 4.5 Semi-trained 7.9 Trained 18.9 Foreperson 25.6 Master craftsperson 30.1 Among white-collar workers, considerably greater percentages of highly qualified professionals (50.3%) and qualified professionals (40.6%) participated in professionally oriented courses than other occupational groups (Table 6). Table 6: White-collar workers participation in professionally oriented courses in last three years, by occupational status, 2004 (%) Occupational status % workers Industry foreperson 35.1 Untrained 12.2 Trained 22.1 Qualified professional 40.6 Highly qualified professional 50.3 Managerial 38.3 A correlation also appears to exist between the proportion of gainfully employed people participating in professionally oriented courses and the size of the company (Table 7). In companies with over 2,000 employees, almost twice as many workers (41%) attended courses as workers in small companies with less than five employees (22.4%) did. 3

Table 7: Participation in professionally oriented courses in last three years, by company size, 2004 (%) Company size % Less than five employees 22.4 5 19 employees 23.0 20 99 employees 27.4 100 199 employees 28.5 200 2,000 employees 35.0 More than 2,000 employees 41.0 Frequency of participation Table 8 illustrates the frequency of employees participation in training, according to the number of professional courses attended in 1993, 2000 and 2004. The findings indicate a slight increase in participation in three or more professionally oriented courses, and a clear decrease in participation in only one or two courses. Table 8: Number of professional courses attended (%) Number of professional courses 1993 2000 2004 One course 35.6 28.6 26.2 Two courses 23.3 21.5 21.6 Three courses 17.2 17.6 19.5 Four courses 7.1 8.3 8.1 Five courses 5.2 6.8 7.1 Six courses 3.7 4.8 5.5 Duration of courses The analysis also looks at data pertaining to the duration of courses in terms of days, weeks, months, and weekly hours of instruction (Tables 9 12). All data on the duration of courses refer to participation in the most recent course only. In 2004, almost one third of the courses lasted one day, while just over a fifth of the courses lasted two days. Compared with 2000, the duration of courses in terms of days was lower in 2004 (Table 9). 4

Table 9: Duration of most recent course, by number of days (%) Number of days 2000 2004 One day 25.1 31.3 Two days 22.5 21.9 Three days 20.7 19.4 Four days 6.6 5.1 Five days 13.0 11.3 Six days 2.0 1.2 Seven days 1.3 1.2 Eight days 1.1 0.9 A similar trend towards a shorter course duration is observed by number of weeks and months in 1989, 1993, 2000 and 2004 (Tables 10 and 11). Table 10: Duration of most recent course, by number of weeks (%) Number of weeks 1989 1993 2000 2004 Up to one week 44.7 41.5 Less than one week 17.2 35.3 One week 30.3 23.4 Two weeks 15.7 12.7 Three weeks 6.1 4.4 Four weeks 8.1 7.2 Table 11: Duration of most recent course, by number of months (%) Number of months 1989 1993 2000 2004 Up to one month 12.0 11.0 Less than one month 13.6 29.1 One month 4.9 4.2 Two months 4.7 3.7 Three months 12.6 8.6 Four months 4.7 3.9 Five months 2.9 2.0 Six months 12.0 9.6 In 2004, the hours of weekly instruction increased in the categories less than 10 hours, 10 19 hours and 20 29 hours, whereas the rates for more than 30 hours decreased over the four years (Table 12). 5

Table 12: Hours of weekly instruction (%) Number of hours 1989 1993 2000 2004 Less than 10 hours 40.3 37.9 39.3 42.0 10 19 hours 12.5 15.0 18.8 19.7 20 29 hours 11.3 10.1 14.3 13.1 30 39 hours 16.1 18.6 13.1 11.6 More than 40 hours 19.9 18.4 14.4 13.6 Reasons for participating in courses For 60.4% of full-time employees, the most important reason for participating in the last course was to help in adjusting to new demands in the current job. The second most important reason cited was qualifying for professional advancement. Only minor gender differences appear to be evident regarding people s reasons for attending the most recent course (Table 13). Table 13: Reasons for attending most recent course, full-time employees, by sex, 2004 (%) Purpose Women Men Total Occupational retraining 1.3 1.1 1.2 Instruction for new job 3.5 4.1 3.9 Qualification for professional advancement 23.6 22.7 23.0 Adjusting to new demands in current job 59.1 61.0 60.4 Other 11.5 10.3 10.7 No answer 1.0 0.7 0.8 Training inside and outside working hours Most of the courses attended by employees take place during working hours. In 2004, 72.3% of men and 58% of women in full-time employment attended their most recent course during working hours. Some 26.2% of full-time employed women, in contrast with only 14.3% of full-time employed men, participated in courses outside of working hours. Significantly more part-time employees (over 30%) than full-time employees participated in courses outside of working hours (Figure 1). 6

Figure 1: Course participation of full-time and part-time workers, 2004 (%) Note: Courses relate only to most recent course attended. Among permanent contract holders, compared with non-permanent contract holders, courses are more frequently held during working hours. Some 31% of temporary agency workers attended the most recent course outside of working hours, compared with 20.1% of permanent contract holders and 21.4% of fixed-term contract holders. In all categories, women participate in professionally oriented courses outside of working hours to a larger extent than men do (Figure 2). Figure 2: Course participation, by contract status and sex, 2004 (%) Note: Courses relate only to most recent course attended. 7

A comparison between the four years reveals that a higher proportion of courses were held during working hours in 2004 (61%) than in 1989 (58.2%), although the results for 1993 and 2000 reveal slightly lower rates. Participation partly during working time and non-working time increased from 8.6% in 1989 to 11.7% in 2004. Participation in courses outside of working hours decreased from 25.1% in 1989 to 20.8% in 2004 (Table 14). Table 14: Participation in most recent course during working and non-working time (%) 1989 1993 2000 2004 During working hours 58.2 56.3 57.6 61.0 Half and half 8.6 11.1 11.2 11.7 Outside of working hours 25.1 22.1 22.7 20.8 Does not apply 8.2 10.4 8.5 6.5 Organisations providing further training According to the results, the employer provides the vast majority of courses. Including employer training institutions, some 53.3% of courses in 2004 compared with 51.4% of courses in 2000 were organised under the initiative of employers (Table 15). Table 15: Organisations providing further training (%) 2000 2004 Employer, company, office 40.5 43.2 Employer training institution 10.9 10.1 Adult education centre 5.3 2.7 Professional organisation 13.3 12.8 Trade union 0.6 0.6 Church 1.0 1.0 Private training institution 17.2 18.0 Other 11.2 11.6 Financial support from employer In 2004, the majority of the employees received financial support from the employer to participate in a course (Table 16). This particularly applied to full-time employees (66.3%) and permanent contract holders (70.8%). Men received financial support to a significantly higher extent than women, apart from male part-time workers. 8

Table 16: Financial support from employer for most recent course, 2004 (%) Type of contract Women Men Total Full-time 61.0 69.1 66.3 Part-time 57.2 48.1 56.9 Permanent 64.7 75.8 70.8 Fixed-term 47.2 57.4 52.5 Part-time 37.8 56.0 48.3 Certification The vast majority of workers gave an affirmative answer to the question: Did you receive a participation certificate that you would include in job applications in the future? Temporary agency workers appear to attach the highest importance to participation certificates (Table 17). Table 17: Participation certificates useful for future job applications, by contract status and sex, 2004 (%) Type of contract Women Men Total Full-time 74.4 74.5 74.5 Part-time 70.6 69.8 70.6 Permanent 73.2 74.3 73.8 Fixed-term 69.9 81.2 75.9 Temporary agency 80.0 80.0 78.2 The significance attached to participation certificates for future job applications increased according to the proportion of affirmative answers, which rose from 64.6% affirmative answers in 1989 to 74.9% affirmative answers in 2004 (Table 18). Table 18: Participation certificates useful for future job applications, by % of affirmative answers Year % of affirmative answers 1989 64.6 1993 69.8 2000 73.7 2004 74.9 Value of further training The SOEP topic module on training and education also assesses the value of further training for the employee s current job, as well as its usefulness for a new job within a different company. 9

In relation to the most recent course attended, the majority of the participants stated that the further training was either very or a little worthwhile professionally. Some 46% of temporary agency workers and 39.4% of workers on fixedterm contracts stated that the measure was very useful for their job, compared with 34.2% of workers on permanent contracts. Full-time and part-time employees do not show considerable differences in their assessment of the value of further training. The majority of employees in both groups indicate that the training measure was a little worthwhile (Table 19). Table 19: Usefulness of further training for current job, 2004 (%) Type of contract Very useful A little useful Not at all useful Do not know yet No answer Full-time 35.5 41.2 12.6 9.7 0.9 Part-time 34.1 43.0 10.9 11.5 0.5 Permanent 34.2 42.7 12.7 9.6 0.8 Fixed-term 39.4 29.5 11.5 17.7 1.9 Temporary agency 46.0 28.7 16.1 9.2 0.0 The majority of respondents assessed the newly acquired skills as being largely or completely useful in terms of alternative employment in a different company (Table 20). Temporary agency workers attached the highest importance in terms of training being completely useful (32.2%). Table 20: Usefulness of acquired skills for a new job in a different company, 2004 (%) Type of contract Not at all useful Limited usefulness Useful to a large extent Completely useful No answer Full-time 11.5 23.6 36.8 26.8 1.4 Part-time 9.5 29.0 34.5 25.3 1.7 Permanent 10.8 25.2 36.5 26.1 1.4 Fixed-term 8.6 19.8 37.5 31.9 2.1 Temporary agency 9.2 32.2 25.3 32.2 1.1 Commentary The analysis reveals a positive trend of an increase in further training during working hours and in training provided for by the employer. This is accompanied by an increase in the importance attached by employees to training measures and the associated participation certificates in terms of their current and future employability. A reduction in the duration, and an increase in the frequency, of further training measures could be related to changing qualification demands in the development of work processes. Of more concern is the clear disadvantage regarding further occupational training for women and for non-permanent contract holders. Anni Weiler, AWWW GmbH ArbeitsWelt, Working World 10

Appendix Tables The author is responsible for all calculations based on the German SOEP scientific use file. All the data are based on all people who are gainfully employed unless otherwise stated. The category part-time work includes only regular part-time work. All data referring to professional courses of further training only include the most recent course. Survey Survey name: German Socio-Economic Panel (SOEP) Techniques: Longitudinal data (panel design). Content structure: Survey covers a wide range of subjects: household composition; occupational and family histories; employment and professional mobility; earnings; health; personal satisfaction. Examples of subjects covered in the topic modules of the survey include: social security, early retirement, disability, childcare; further education and training; allocation of time; family and social services. Methodology Instrument: Questionnaires Individual respondents versus households Subsample-specific questionnaires: Citizens of west and east Germany, foreign nationals, immigrants Sample size In 2004, the sample involved nearly 12,000 households, and about 22,000 persons. The SOEP has a high degree of stability, mainly due to the diligent work carried out in maintaining response rates. In 1984, 5,921 households, including 12,290 people, participated in the SOEP West ; in 1990, 2,179 households, including 4,453 people, were surveyed in the the SOEP East. Retention rates in the 1994/95 immigrant sample of 1,078 persons in 522 households have also been favourable. In 2002, the sample included 780 persons in 402 households. 11

In 1998, the SOEP was extended by a Supplementary Sample E including 1,923 people in 1,067 households. From these, two years later, 1,373 persons in 773 households were successfully surveyed. A major extension of the SOEP was carried out in 2000: the Sample F included 10,890 persons in 6,052 households (2002: 8,427 persons in 4,586 households). This significantly increased the possibility of analysis of small societal groups. The last changes to the SOEP were made in 2002: a random sample of households with high income, Sample G. It contained 1,224 households with 2,671 persons (SOEP, Living in Germany). Field of application: Household context (all adult household members are surveyed) Frequency: Annually Interviews: Face-to-face individual interviews with all household members aged 16 years and over. Paper and pencil interview (PAPI) for samples A through D, E1, F, G. No proxy interviews. Self-completers: Data Agency resolves inconsistencies Sample E carried out by PAPI and computer assisted personal interview (CAPI): Analyses of mode effects methodology mix Access to data: Data Centre Contact points (survey institutes): German Institute for Economic Research (DIW), Department German Socio-Economic Panel Study List of publications linked to the survey: SOEP based publications Documents Journal articles Discussion papers Reports SOEPlit (database on all research findings and publications based on the SOEP data) Website: http://www.diw.de/gsoep EF/05/130/EN 12