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<p>This paper examines whether the 2022 Adult Education Survey and the 2023 Programme for the International Assessment of Adult Competencies yield comparable estimates of participation in non-formal adult education and training in Germany. The analysis considers how differences in sampling, weighting, survey mode and measurement affect participation rates and socio-structural patterns. Using harmonised indicators and weighted regression models, participation in adult education and training among adults aged 25–65 is compared across key inequality factors. Although participation rates are somewhat lower in the Programme for the International Assessment of Adult Competencies, both surveys show similar socio-structural patterns. Differences appear mainly for immigration background and region. Additional adult education items from the Programme for the International Assessment of Adult Competencies give new insights in participation patterns, especially regarding long term non-participation. The findings highlight the importance of survey design and population coverage in the monitoring on adult education and training. They indicate that a&#xa0;more comprehensive understanding of adult learning systems can be achieved by combining multiple survey instruments rather than relying on a&#xa0;single ‘12-month benchmark’. The paper concludes with implications for monitoring and evidence-based policymaking.</p>

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Selective participation in adult education and training: Different data sources, different stories?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月20日

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  • Jonathan Kohl,
  • Josef Schrader

摘要

This paper examines whether the 2022 Adult Education Survey and the 2023 Programme for the International Assessment of Adult Competencies yield comparable estimates of participation in non-formal adult education and training in Germany. The analysis considers how differences in sampling, weighting, survey mode and measurement affect participation rates and socio-structural patterns. Using harmonised indicators and weighted regression models, participation in adult education and training among adults aged 25–65 is compared across key inequality factors. Although participation rates are somewhat lower in the Programme for the International Assessment of Adult Competencies, both surveys show similar socio-structural patterns. Differences appear mainly for immigration background and region. Additional adult education items from the Programme for the International Assessment of Adult Competencies give new insights in participation patterns, especially regarding long term non-participation. The findings highlight the importance of survey design and population coverage in the monitoring on adult education and training. They indicate that a more comprehensive understanding of adult learning systems can be achieved by combining multiple survey instruments rather than relying on a single ‘12-month benchmark’. The paper concludes with implications for monitoring and evidence-based policymaking.