Abstract
The study investigates effects of the implementation of a law authorizing educational leave in Germany on individual participation in adult learning and education (ALE). In 2015, the federal state of Baden-Württemberg introduced the so-called Bildungszeitgesetz, legitimating an exemption for eligible employees of up to 5 days per year with continued payment of salary. Explaining participation in ALE is a central subject of educational research at national and international level. Current theoretical assumptions of rational choice and empirical findings of educational and socio-statistical research suggest that within the general population, individuals’ availability of time affects the decision to participate and therefore lastly determines participation in ALE. However, current academia mainly discusses time as either a prerequisite for learning activities or as an observable outcome of participation and not as an explanatory factor. Furthermore, since recent studies remain on a descriptive level regarding influences of time on participation in ALE, no causal effects of the availability of time on participation are estimated. Hence, our study addresses this research gap by investigating effects of educational policy interventions such as the Bildungszeitgesetz on participation in ALE. Policy interventions are ideally suited to examine the significance of time resources for participation, as the implementation of the Bildungszeitgesetz provides a specific timeframe for employees to participate in ALE outside of their working time. Drawing on data from the German National Educational Panel Study, we employ a difference-in-differences estimation strategy with propensity score matching and instrumental variable to identify the direct causal effect of the implementation of the Bildungszeitgesetz on participation in ALE (N = 709). This combination toward causal inference controls for observed and unobserved baseline differences as well as heterogeneous treatment effects. The results reveal a non-significant but heterogeneous treatment effect of the implementation of the Bildungszeitgesetz on individual participation in ALE. Contrary to our theoretical assumptions derived from rational choice approaches, we cannot confirm the hypothesis that the availability of time resources due to the implementation of the Bildungszeitgesetz causes a positive effect on participation in ALE. Furthermore, the results reveal that the implementation causes decreasing participation rates for younger adults, women and significantly for migrants.
Highlights
Explaining participation in adult learning and education (ALE) is a central subject of educational research both at the national level in Germany (Leber and Möller, 2007; Kuper et al, 2017) and from an international comparative perspective (Rubenson et al, 2006; Egetenmeyer, 2016)
We identified employees with a high level of information and with a higher probability of being aware of their eligibility status regarding the Bildungszeitgesetz with regard to their self-assessment in the National Educational Panel Study (NEPS) to the question (t31461a): “How well do you know courses, offered by educational institutions with job-related content?” Beyond this self-assessment, there are nether further information in the dataset indicating the circumstances of the actual level of information nor information on by whom the individual has been informed about courses
We tested the average treatment effect on the treated in a comparison consisting of eligible employees to the Bildungszeitgesetz and those adults that are untreated in BadenWürttemberg and Germany as a whole
Summary
Explaining participation in adult learning and education (ALE) is a central subject of educational research both at the national level in Germany (Leber and Möller, 2007; Kuper et al, 2017) and from an international comparative perspective (Rubenson et al, 2006; Egetenmeyer, 2016). Current educational and socio-statistical research primarily focuses on explaining societal inequalities und selectivity in participating in ALE with socio-demographic, -economic and -cultural factors (Behringer, 1999; Boudard and Rubenson, 2003; Hubert and Wolf, 2007; Kuper et al, 2017). Socio-statistical characteristics can explain inequalities and participation selectivity to some extent, factors correlating with these characteristics and the decision to participate in an educational activity remain unexplained. This is because do social-statistical characteristics determine individual participation in ALE, but rather the varying expected utilities attributed to these factors and available resources (Walter and Müller, 2014)
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