Risk of Job Automation and Participation in Adult Education and Training: Do Welfare Regimes Matter?

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Adult Education Quarterly Pub Date : 2021-07-01 DOI:10.1177/07417136211026635

A. Ioannidou, A. Parma

{"title":"Risk of Job Automation and Participation in Adult Education and Training: Do Welfare Regimes Matter?","authors":"A. Ioannidou, A. Parma","doi":"10.1177/07417136211026635","DOIUrl":null,"url":null,"abstract":"This study explores the relation between risk of job automation and participation in adult education and training (AET) and examines variation in that relation across welfare regimes distinguishing between situational and institutional barriers. Using microdata of PIAAC, we analyze participation in formal or nonformal AET for job-related reasons in relation to the risk of automation of the respondents’ occupation after controlling for main sociodemographic characteristics. Logistic regression models are run on respondents from 14 European countries representing different welfare regimes: Denmark, Norway, and Sweden (Scandinavian countries); Italy, Greece, and Spain (Southern European); Czech Republic, Slovakia, and Poland (Central and Eastern Europe), Belgium, France, and Germany (Continental); and United Kingdom and Ireland (Anglo-Saxon countries). Our findings confirm that workers in occupations at high risk of automation were found to be consistently less likely to participate in job-related AET, quite irrespective of welfare regime.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"84 - 109"},"PeriodicalIF":1.5000,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07417136211026635","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Adult Education Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07417136211026635","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 4

Abstract

This study explores the relation between risk of job automation and participation in adult education and training (AET) and examines variation in that relation across welfare regimes distinguishing between situational and institutional barriers. Using microdata of PIAAC, we analyze participation in formal or nonformal AET for job-related reasons in relation to the risk of automation of the respondents’ occupation after controlling for main sociodemographic characteristics. Logistic regression models are run on respondents from 14 European countries representing different welfare regimes: Denmark, Norway, and Sweden (Scandinavian countries); Italy, Greece, and Spain (Southern European); Czech Republic, Slovakia, and Poland (Central and Eastern Europe), Belgium, France, and Germany (Continental); and United Kingdom and Ireland (Anglo-Saxon countries). Our findings confirm that workers in occupations at high risk of automation were found to be consistently less likely to participate in job-related AET, quite irrespective of welfare regime.

查看原文本刊更多论文

工作自动化的风险与成人教育和培训的参与:福利制度重要吗?

本研究探讨了工作自动化风险与成人教育和培训(AET)参与之间的关系，并考察了不同福利制度下这种关系的变化，并区分了情境和制度障碍。利用PIAAC的微观数据，在控制了主要的社会人口学特征后，我们分析了因工作相关原因参与正式或非正式AET与受访者职业自动化风险的关系。对来自14个代表不同福利制度的欧洲国家的受访者运行逻辑回归模型:丹麦、挪威和瑞典(斯堪的纳维亚国家);意大利、希腊和西班牙(南欧);捷克共和国、斯洛伐克和波兰(中欧和东欧)、比利时、法国和德国(欧洲大陆);英国和爱尔兰(盎格鲁-撒克逊国家)。我们的研究结果证实，无论福利制度如何，从事自动化风险高的职业的工人始终不太可能参与与工作相关的AET。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Adult Education Quarterly EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

7.70%

发文量

期刊介绍： The Adult Education Quarterly (AEQ) is a scholarly refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education. AEQ publishes research employing a variety of methods and approaches, including (but not limited to) survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry as well as articles that address theoretical and philosophical issues pertinent to adult and continuing education.