Beyond educational attainment: the importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC.

Autor/inn/en	Costa, Patrícia; Rodrigues, Margarida; Vera-Toscano, Esperanza
Titel	Beyond educational attainment: the importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC. Gefälligkeitsübersetzung: Über den Bildungsabschluss hinaus: die Bedeutung von Kompetenzen und lebenslangem Lernen für die soziale Partizipation. Erkenntnisse für Europa aus PIAAC.
Quelle	In: European journal of education, 52 (2017) 2, S. 217-231Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
DOI	10.1111/ejed.12211
Schlagwörter	Kompetenz; Soziale Partizipation; Vertrauen; Soziale Integration; Belgien; Dänemark; Deutschland; Estland; Finnland; Frankreich; Großbritannien; Irland; Italien; Lesen; Mathematik; Niederlande; Polen; Slowakei; Spanien; Vertrauen; Schweden; Soziale Integration; Zypern; Schreiben; Internationaler Vergleich; Kompetenz; Lebenslanges Lernen; Humankapital; Schlüsselqualifikation; Bildungsertrag; Bildungsertrag; Europäische Union; Lesen; Schreiben; Mathematik; Humankapital; Sozialkapital; Ehrenamtliche Arbeit; Schlüsselqualifikation; Lebenslanges Lernen; Internationaler Vergleich; Kompetenzentwicklung; Europäische Union; Belgien; Deutschland; Dänemark; Estland; Finnland; Frankreich; Großbritannien; Irland; Italien; Niederlande; Polen; Schweden; Slowakei; Spanien; Tschechische Republik; Zypern
Abstract	"Empirical evidence suggests that educational attainment nurtures individuals' social outcomes and promotes active participation in Society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. To further disentangle this issue, we explored the unique opportunity offered by the PIAAC Survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, specifically interpersonal trust and participation in volunteer activities. Results revealed that these social outcomes are affected not only by the formal qualification obtained, determined by the education variable, but throughout the life-cycle. In fact, education and training when undertaken during adult life have a significant impact, especially for volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life-cycle either in a positive or negative way. Indeed, while the formal education received is constant after exiting the educational system, skills more accurately reflect competences: first, because individuals with the same level of education may have different skill levels due to differences in the quality of education or ability; second, because skills can vary over time, for example, they may increase with work experience or informal education or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed." (Author's abstract, Published by arrangement with John Wiley & Sons).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2018/1