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Can participation in job-related training contribute to the formation and maintenance of adults' literacy skills? Although evidence suggests that participation in training is related to higher literacy skills, it remains unclear whether this association reflects a causal effect of training participation on literacy (training effects), results from the self-selection of more high-skilled individuals into training (selection effects), or is due to other sources of endogeneity (e.g., omitted variable bias). To unravel these possibilities, we used data from the Programme for the International Assessment of Adult Competencies (PIAAC) and its German follow-up, PIAAC-Longitudinal (PIAAC-L). As these unique data offer repeated measures of literacy skills, spaced three years apart, in a large and representative sample, they allowed us to disentangle training effects from selection effects and to account for potential endogeneity. Analyses revealed that, even after taking account of formal education and a host of job characteristics, individuals with higher literacy skills were more likely to participate in training. By contrast, no evidence for effects of training on literacy skills emerged in any of our models, which comprised lagged-dependent, fixed effects, and instrumental-variable models. These findings suggest that, rather than job-related training contributing to literacy development, individuals with higher literacy skills are more likely to participate in training.

Dieser Beitrag beschreibt die Grundzüge von PIAAC-L, der Nachfolgestudie von PIAAC (Programme for the International Assessment of Adult Competencies) in Deutschland und stellt die PIAAC-L-Daten vor. PIAAC-L war eine gemeinschaftliche Studie von drei groß angelegten Erhebungen in Deutschland, PIAAC, dem Nationalen Bildungspanel (NEPS) und dem Sozio-oekonomischen Panel (SOEP). Die Befragungspersonen der deutschen PIAAC-Stichprobe (2011/2012) und die erwachsenen Mitglieder ihrer Haushalte wurden über drei Wellen (2014, 2015, 2016) befragt. PIAAC-L kombinierte Designmerkmale und Instrumente aus PIAAC, NEPS und dem SOEP und beinhaltete eine erneute Messung von grundlegenden Kompetenzen. Die Lesekompetenz und die Alltagsmathematische Kompetenz wurden mit Instrumenten aus PIAAC und NEPS gemessen. Die Messung wurde auf mit den PIAAC-Befragungspersonen zusammenlebende (Ehe)partnerinnen und -partner ausgeweitet. Die Interviewer-administrierten Personen- und Haushaltsfragebögen deckten ein breites Spektrum an Inhalten ab. Die PIAAC-L-Daten, die Forscherinnen und Forschern für Sekundäranalysen zur Verfügung stehen, erlauben es, grundlegende Kompetenzen im Zeitverlauf und Faktoren, die mit ihrem Erwerb und Erhalt zusammenhängen, zu untersuchen. Im Hinblick auf den deutschen Kontext ist die Studie von Interesse, da sie Expertise und Inhalte aus drei nationalen Großerhebungen kombiniert. This paper describes the main features of PIAAC-L, the German longitudinal follow-up to PIAAC (Programme for the International Assessment of Adult Competencies), and presents the PIAAC-L data. PIAAC-L was a collaborative study by three large-scale surveys in Germany, PIAAC, the National Educational Panel Study (NEPS), and the German Socio-Economic Panel (SOEP). Respondents from the German PIAAC sample (2011/2012) and the adult members of their households were interviewed over three waves (2014, 2015, 2016). PIAAC-L combined design features and instruments from PIAAC, NEPS, and the SOEP and included a re-assessment of basic cognitive skills. Literacy and numeracy were measured with instruments from PIAAC and NEPS and the assessment was extended to include cohabiting spouses/partners of PIAAC respondents. Interviewer-administered person and household questionnaires covered a broad range of content. The PIAAC-L data, which are available to researchers for secondary analyses, allow to explore cognitive skills over time and factors related to their acquisition and maintenance. In the German context, the study is of interest because it combined expertise and content from three national large-scale surveys.

In Germany, the respondents who had participated in the 2012 survey of the Programme for the International Assessment of Adult Competencies (PIAAC) were re-approached for the panel study PIAAC-L. PIAAC-L aims at investigating the longitudinal effects of skill outcomes over the life course and the development of the key skills assessed in PIAAC. Moreover, additional and alternative background information was collected and analyzed within PIAAC-L. PIAAC-L consists of three follow-up waves to the initial PIAAC 2012 survey. The present paper describes the rationale for PIAAC-L and the benefits of conducting a longitudinal PIAAC follow-up study in Germany. In addition, we outline the general design of PIAAC-L and the specific design of the three waves of data collection. Finally, we address the analytic potential of PIAAC-L data set and its availability to the scientific community.