Workplace Learning Subjective Motives and Supervisor Support Matter

Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/21559

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DC Field	Value	Language
dc.contributor.author	Baron, Stefan	-
dc.date.accessioned	2018-11-15T07:15:50Z	-
dc.date.available	2018-11-15T07:15:50Z	-
dc.date.issued	2011	-
dc.identifier.isbn	978-3-531-17857-8	-
dc.identifier.uri	http://10.6.20.12:80/handle/123456789/21559	-
dc.description	Klaus J. Jacobs was absolutely right when he proclaimed that everyone should have the right to a good education, independent of his age, social background, and gender. In contrast, reality is different and participation in learning is still dependent on class origin and, later in the life course, on age. Although class inequalities in primary and secondary education have been declining over the past decades, inequality in the transition to universities has remained relatively unchanged. Same holds true for participation in further training: the German further training system is highly segmented and not everyone has the same access to lifelong learning. For many employees further training is still a “Fremde Bildungswelt” (Bolder and Hedrich 2000). Older employees are less likely to participate in further training than their younger colleagues, and lower skilled employees normally show poor training participation, whereas their higher educated colleagues participate more regularly in training	-
dc.language	en	en_US
dc.language.iso	en	en_US
dc.publisher	VS Verlag	en_US
dc.subject	Workplace Learning	en_US
dc.title	Workplace Learning Subjective Motives and Supervisor Support Matter	en_US
dc.type	Book	en_US
Appears in Collections:	Gender

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Stefan Baron.pdf		2.21 MB	Adobe PDF	View/Open