Www.nvf.cz/observatory Barriers to participation in continuing education: The Czech Republic case Věra Czesaná National Training Fund Lille, May 21th –

www.nvf.cz/observatory

Barriers Barriers toto participation in participation in continuing education: continuing education:

The Czech Republic caseThe Czech Republic case

Věra CzesanáVěra Czesaná

National Training Fund

Lille, May 21th – 23th, 2008

1


National Observatory of Employment and Training

NOET provides information, carries out research, collects data including field surveys, and analyses development trends in the labour market and education in the following main areas: analyses of mutual links between LM and education (especially

access to education, role of education in increasing employability);

analyses of the HRD as a resource and result of competitiveness of the economy (quality of HR, HR in knowledge and technology intensive industries);

development of methodology and provision of forecasting of labour market qualification needs at the national, sectoral and regional levels;

NOET co-operates closely with national ministries, EC, OECD, Cedefop (European Centre for the Development of Vocational Training) and other partner institutions. It takes part in the expert European networks: ReferNet (national co-ordinator) and SkillsNet (international network for co-operation in forecasting skills needs).

2


Structure of presentation

Participation in continuing education in the CR

Survey on barriers to participation – methodology

Reasons for not participating

Factor analysis approach

What are the main barriers for different social groups

Conclusions

3


Participation in continuing education in the CR

1.4

1.6

2.1

4.2

4.4

4.4

5.0

5.0

5.3

5.5

6.1

6.3

6.8

7.8

8.0

8.4

8.6

8.7

9.9

11.4

11.6

14.4

16.4

17.5

17.6

23.0

27.5

28.7

0.0 10.0 20.0 30.0 40.0

BG

ROGR

HU

PT

SKLT

PL

EE

MTCZ

IT

LV

DEFR

BE

CY

IEEU-27

EU-15

ES

ATNL

SE

SI

FIUK

DK Changes in participation rate (%, percentage points)

2003 2006 2006-2003

EU-27 8.6 9.9 1.3

EU-15 9.8 11.4 1.6

CZ 5.4 6.1 0.7

Denmark 18.9 28.7 9.8

United Kingdom 21.2 27.5 6.3

Spain 5.8 11.6 5.8

Hungary 6.0 4.2 -1.8

Greece 3.9 2.1 -1.9

Sweden 34.2 17.5 -16.7

Source: EUROSTAT (2003, 2006b), own calculations

• Almost 10% of adult population in EU-27 is participating

• Large differences between old and new MS

• CZ – only 6.1%

• Majority of countries will not able to meet the Lisbon goal 12.5% by 2010

• The case of Denmark, UK and Spain – a fast increase is possible

4


Survey on barriers - methodology

Unemploy ed

4,7

Enterpreuners

10,7Employ ees

63,6

Unknown

0,2Inactiv e

20,8

Characteristics of the sample:

• 2 987 persons aged 25 to 64 (quota selection corresponding to the census)

• participation, barriers - all types of education (EUROSTAT definition),12 months

• identification following gender, age, educational attainment, LM position, profession, income, size of the residence place, company size, industry, foreign capital stake)

Method: face to face interview, 11 factual questions + 10 identification questions

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Survey - participation in education I.

48

46

43

26

41

39

19

30

48

71

25

46

58

36

43

43

40

-52

-54

-57

-74

-59

-61

-81

-70

-52

-29

-75

-54

-42

-64

-57

-57

-60

-90-80-70-60-50-40-30-20-1001020304050607080

25-34

35-4445-54

55-64Male

Female0-2

3c3a

5+6

1-10.000 CZK10.001-15.000 CZK

over 15.000 CZK0-5 th.

5-100 th.over 100 th.

TOTAL

Ag

eG

en

der

ISC

ED

Inco

me

Pla

ce o

f

livin

g -

siz

e

participate %

not part. %

Source: NOZV-NVF, CVVM 2005

• Disadvantaged people in pre-retirement age

• Large differences according to education attainment and income (very low participation for people with basic as well as secondary levels)

• Small differences according to the size of living place (except vilages)

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Survey - participation in education II.


15

26

32

48

50

71

74

51

56

34

23

25

-85

-74

-68

-52

-50

-29

-26

-49

-44

-66

-77

-75

-90-80-70-60-50-40-30-20-100102030405060708090

Inactive-retired

Women stay-at-home

Unemloyed

Self-employed with employees

Self-employed without employees

Managers

Professionals

Technicians

Clerks

Operational worker

Skilled manual worker

Unskilled worker

Stat

us+O

ccup

atio

n• Very low participation of woman on maternity leave

• Very low participation not only unskilled workers but also skilled blue collars and lower white collars

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Reasons for not participating in education


% yes - reason for non participating in continunig education

56,8

36,4

44,7

14,9 19

,0

16,1

26,0

23,1

12,1

28,1

9,2

43,5

16,9 17,9

0,0

10,0

20,0

30,0

40,0

50,0

60,0

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Factor analysis – I.Factor analysis:

• to reveal links between barriers (barriers occurring simultaneously)

• to identify the nature of barriers in relation to various social groups

Factor 1 Factor 2 Factor 3 Factor 4

education is sufficient -0,098 -0,114 0,445 0,018

no information 0,149 -0,053 -0,160 0,001

too demanding 0,093 -0,074 -0,114 0,103

insufficient quality 0,136 -0,018 -0,023 -0,023

loss of incomes 0,074 0,008 -0,013 0,032

high prices 0,436 0,032 0,048 0,048

no expected usefulness 0,023 -0,060 0,026 0,434

employer refuses give time off 0,034 0,032 0,007 -0,001

taking care within the family 0,034 0,282 0,023 -0,078

lack of support from the family 0,002 0,037 -0,016 -0,015

lack of time -0,023 0,429 0,002 0,122

poor transport 0,103 0,001 -0,033 -0,005

don't enjoy education -0,170 -0,072 -0,074 0,128

Note: Principal component matrix with Quartimax rotation was used for the extraction of factors. The table shows correlation coefficients between the factor and each barrier.

FACTOR 1 „Actual barriers“ – high course prices combined with insufficient information and courses supply; no negative attitudes (enjoy education)

FACTOR 2 „Can not“ participate in continuing education – here is strongly represented lack of time, care for family; they think they need education

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Factor analysis – II.

FACTOR 3 „Does not need“ continuing education – considering qualification to be sufficient, no lack of information, no fear of education

FACTOR 4 „Given up“ – clearly headed by the barrier „education does not offer the expected usefulness, negative attitude (does not enjoy), fear of education (education is too demanding)

Factor 1 Factor 2 Factor 3 Factor 4

education is sufficient -0,098 -0,114 0,445 0,018

no information 0,149 -0,053 -0,160 0,001

too demanding 0,093 -0,074 -0,114 0,103

insufficient quality 0,136 -0,018 -0,023 -0,023

loss of incomes 0,074 0,008 -0,013 0,032

high prices 0,436 0,032 0,048 0,048

no expected usefulness 0,023 -0,060 0,026 0,434

employer refuses give time off 0,034 0,032 0,007 -0,001

taking care within the family 0,034 0,282 0,023 -0,078

lack of support from the family 0,002 0,037 -0,016 -0,015

lack of time -0,023 0,429 0,002 0,122

poor transport 0,103 0,001 -0,033 -0,005

don't enjoy education -0,170 -0,072 -0,074 0,128

Note: Principal component matrix with Quartimax rotation was used for the extraction of factors. The table shows correlation coefficients between the factor and each barrier.

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F 1:Actual barriers

+ High prices 0,436

+ No information 0,149

+ Insufficient quality 0,136

- Do not enjoy education -0,170

11


F2: Can not

participate

+ Lack of time 0,429

+ Taking care within the family 0,282

- Education is sufficient -0,114

12


F3: Does not need education

+ Education is sufficient 0,445

- No information -0,160

- Too demanding -0,114

13


F4: Has given up on education

+ No expected usefulness 0,434

+ Do not enjoy education 0,128

+ Lack of time 0,122

+ Too demanding 0,103

14


Conclusions15

• The situation in the CR is characterised by low participation in continuing education which is a danger not only for disadvantaged groups but also for large groups people with medium qualification and income

• Different combination of factors is typical for individual social groups – policy measures must respect specificities if they are to be effective

• Factor analysis identified 4 groups of barriers that people are facing: - actual barriers, - can not participate, - do not need education, - given-up.

•The factor analysis in combination with participation characteristics helps to reveal the right policy measures tailored made for individual social groups

• Special measures for social groups they need help; some support for people that try to overcome barriers (the results could be probably the most effective ones); activation measures for people that have given-up (large group of people)


THANK YOU FOR YOUR ATTENTION

VERA [email protected]

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Www.nvf.cz/observatory Barriers to participation in continuing education: The Czech Republic case Věra Czesaná National Training Fund Lille, May 21th –