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Non-formal education and related competencies extending beyond formal skills are not (yet) given equal consideration in education research. In particular, studies dealing with the relationship between non-formal education and positive effects on school-to-work-transition (STWT) are rare. The aim of the paper is to strengthen research in this field theoretically and practically. In doing so, we (1) developed a conceptual framework for potential research. Considerations include social background variables, characteristics of participation in activities, and skills and resources related to the STWT. We have (2) worked out which problems arise in measuring non-formal education with German surveys, and then go into more detail on the potential and limitations of the Socio-Economic Panel (SOEP) and the National Education Panel Study (NEPS). It has been shown that non-formal education is only recorded to a limited extent in both longitudinal studies. In general, the focus is often on the frequency of sports, school, music, and art activities. Other activities, as well as engagement and program characteristics, are neglected, measured irregularly, or sometimes only included in the panel at a later stage. To increase the potential for research on the connections between non-formal education and STWT, non-formal education would have to be recorded in a more differentiated way in the existing German (panel) studies. (DIPF/Orig.) Non-formale Bildung und damit verbundene Kompetenzen, die über schulische Fähigkeiten hinausgehen, werden in der Bildungsforschung (noch) nicht gleichwertig berücksichtigt. Insbesondere Studien, die sich mit dem Zusammenhang zwischen non-formaler Bildung und positiven Effekten auf den Übergang von der Schule ins Berufsleben beschäftigen, sind selten. Ziel des Beitrags ist es, Forschung in diesem Feld theoretisch und praktisch zu stärken. Hierzu haben wir (1) ein konzeptionelles Rahmenmodell für potentielle Forschungsarbeiten entwickelt. Berücksichtigt sind dabei u. a. der soziale Hintergrund, Merkmale der Teilnahme an Aktivitäten sowie Fähigkeiten und Ressourcen in Bezug auf den Übergang Schule–Beruf. Wir haben (2) herausgearbeitet, welche Probleme sich in der Messung non-formaler Bildung mit deutschen Surveys ergeben, und gehen anschließend näher auf das Potential und die Limitationen des Sozio-ökonomischen Panel (SOEP) und des Nationalen Bildungspanels (NEPS) ein. Es hat sich gezeigt, dass non-formale Bildung in beiden Längsschnittstudien nur eingeschränkt erfasst wird. Im Allgemeinen liegt der Fokus oft auf der Häufigkeit von Sport-, Schul-, Musik- oder Kunstaktivitäten. Andere Aktivitäten sowie Engagement- und Programmmerkmale werden vernachlässigt, unregelmäßig gemessen oder wurden teils erst später in das Panel aufgenommen. Um das Potenzial für die Erforschung von Zusammenhängen zwischen non-formaler Bildung und Übergangserfolg zu erhöhen, müsste non-formale Bildung in den bestehenden deutschen (Längsschnitt-)Studien differenzierter erfasst werden. (DIPF/Orig.)

In den letzten Jahrzehnten ist die Zahl außercurricularer Bildungsprogramme europaweit stark gestiegen. Der Einfluss solcher Interventionen auf den Bildungserfolg hängt stark davon ab, in welchem Ausmaß verschiedene Gruppen daran teilnehmen. Entsprechend untersucht der Beitrag, ob ein ungünstiges Teilnahmemuster von besonders förderbedürftigen Schüler:innen in einem Beratungsprogramm, das auf die Förderung der Studienaufnahme zielt, zu beobachten ist und ob dieses Teilnahmemuster auf die Fremdselektion durch Lehrer:innen oder auf eine Selbstselektion der Schüler:innen zurückgeht. Die untersuchte Gruppe umfasst 528 Schüler:innen, die im Rahmen einer kontrolliert-randomisierten Studie zufällig der Programmgruppe zugeordnet worden sind. Die Ergebnisse zeigen, dass besonders förderbedürftige Schüler:innen mit niedriger Studienintention und niedrigen akademischen Leistungen deutlich seltener am Programm teilnehmen als die jeweiligen Vergleichsgruppen, wofür beide Arten der Selektion verantwortlich sind. Abschließend diskutieren die Autor*innen mögliche Konsequenzen dieses Teilnahmemusters für das ungleichheitsreduzierende Potenzial des Programms. (DIPF/Orig.). The number of extracurricular educational programs has risen in recent decades throughout Europe. The effect of such interventions depends on the extent to which different groups participate in the programs. Hence, we study whether we can observe the emergence of unfavorable participation patterns with regard to students in need of extra support in a college counseling program fostering college access and whether the unfavorable participation pattern results from selection by the teachers or from self-selection by the students. The investigated group includes 528 students who were randomly assigned to the treatment condition as part of a randomized controlled trial. Our results show that students in need of extra support (low college-going intentions and low academic achievement) are much less likely to participate in the program than the respective comparison groups, due to both forms of selection. We discuss possible consequences of this participation pattern on the program's effect on educational disparities. (DIPF/Orig.).

Apprentices in many sectors are exposed to increased health risks and show low levels of physical activity (PA). Environmental and policy approaches seem to be promising tools for PA promotion as they can positively influence the context in which PA occurs. This article reports results from a German research project (2015-2018) that developed and implemented measures for PA promotion in the field of vocational education (VE). A participatory approach-cooperative planning (COP)-involving researchers as well as stakeholders from policy and practice was used in two VE settings-nursing care and automotive mechatronics. We assessed the extent to which new capacities for PA promotion were created by conducting semi-structured interviews with stakeholders from both sectors (n = 12) and one group interview with nursing students (n = 4). Transcripts were analysed using qualitative content analysis. Findings show that new capacities were created mainly in the form of resources and opportunities and that several measures for PA promotion (e.g. a regular lesson on the issue of PA and health and a tutoring system) were successfully integrated into VE routines. However, establishing new organizational goals and obligations appeared to be challenging. Moreover, the article presents influencing factors, such as the participation of the main actors that strongly supported the process of capacity building within their organization. We conclude that COP seems promising in creating new capacities for PA promotion in the field of VE, and therefore has the potential to promote a physically active lifestyle among apprentices. (Autor).

Educators and policymakers increasingly pursue programs that aim to strengthen democracy through civic education, service learning, and other pedagogies. Their underlying beliefs, however, differ. This article calls attention to the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs. It offers analyses of a 2-year study of educational programs in the United States that aimed to promote democracy. Drawing on democratic theory and on findings from their study, the authors detail three conceptions of the \"good\" citizen - personally responsible, participatory, and justice oriented - that underscore political implications of education for democracy. The article demonstrates that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but, rather, political choices with political consequences. (DIPF/Orig.).

Older workers throughout Europe are increasingly expected to participate longer in the labour market. While training appears to increase workers’ employability, prior research indicates that employers are less prone to provide training with increasing age of the workers. In this study, we aim to provide a better understanding of what affects employers’ considerations. We conduct a vignette experiment among Dutch employers to investigate how the government and workers themselves can exert influence on employers’ willingness to provide training. Our analyses show that employers’ provision of training declines with workers’ age, and additionally reveal two mitigating mechanisms. First, government reimbursements appear to work as a buffer: when reimbursements are offered, the decline in employers’ willingness to offer training is less pronounced throughout workers’ careers. Second, workers’ interest in training has a delaying effect: when workers are interested in training, employers’ willingness to provide training remains rather stable until workers are aged about 55, and decreases only afterwards. This contrasts the constant decline with age when workers had no interest in training. Our findings emphasise that employers’ considerations cannot be understood without taking the context into account, because governments and workers can affect employers’ decisions through cost reduction and social exchange relations, respectively. More research is needed to disentangle other possible underlying mechanisms.

Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics. Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning. (DIPF/Orig.).

In recent years there has been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs - collectively known as induction - have a positive effect on the retention of beginning teachers. The data used in the analysis are from the nationally representative 1999-2000 Schools and Staffing Survey. The results indicate that beginning teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other teachers, were less likely to move to other schools and less likely to leave the teaching occupation after their first year of teaching. (DIPF/Orig.).

An original, parsimonious, and elegant explanation of why we vote or abstain in elections.

Participation in intensive training programs for the unemployed in Germany is allocated by awarding training vouchers. Using rich administrative data for all vouchers and actual program participation, the authors provide first estimates of the short-run and long-run employment and earnings effects of receiving a training voucher award based on a selection-on-observables assumption. The results imply that, after the award, voucher recipients experience long periods of lower labor market success compared to had they not received training vouchers. Small positive employment effects and no gains in earnings were observed four to seven years after the receipt of the voucher award. In addition, the findings suggest stronger positive effects both for all low-skilled individuals who were awarded and redeemed a voucher and for low-skilled and medium-skilled individuals who chose to take degree courses than for higher-skilled recipients.

This article explores the position of international law on the recruitment of and participation in hostilities by children associated with armed forces and armed groups (CAAFAG) with the aim of assessing the level of protection afforded to CAAFAG under different international law regimes, specifically international humanitarian law, international human rights law and international criminal law. In so doing, the article engages with global and regional normative standards on the relevant age of the prohibition against recruitment and participation of children in hostilities and the activities envisioned by the prohibition. It assesses how the different regimes diverge from, relate to, interact with and complement one another. Ultimately, the paper reveals strengths and weaknesses unique to each and general to all the regimes and explores ways of harnessing international law’s strengths to mitigate its weaknesses and afford the maximum possible protection to CAAFAG. Dieser Beitrag untersucht die Position des Völkerrechts bezüglich der Rekrutierung und Teilnahme an Feindseligkeiten von Kindern, die Streitkräften oder bewaffneten Gruppen angeschlossen sind. Ziel ist es, das Schutzniveau zu beurteilen, das diesen Kindern unter verschiedenen völkerrechtlichen Regimen, insbesondere dem humanitären Völkerrecht, den Menschenrechten und dem Völkerstrafrecht, gewährt wird. Dabei werden globale und regionale normative Standards bezüglich des relevanten Alters für das Verbot der Rekrutierung und Beteiligung von Kindern an Feindseligkeiten und der verbotenen Aktivitäten analysiert. Es wird analysiert, wie die verschiedenen Regime voneinander abweichen, sich aufeinander beziehen, miteinander interagieren und einander ergänzen. Letztlich werden Stärken und Schwächen einzelner Regime und des Völkerrechts insgesamt aufgezeigt und Möglichkeiten gesucht, die Stärken des Völkerrechts zu nutzen, um Kindern, die Streitkräften oder bewaffneten Gruppen angeschlossen sind, den größtmöglichen Schutz zu bieten.