Barriers to participation in continuing education: The Czech Republic case Věra Czesaná National Training Fund Lille, May 21th – 23th,

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 Changes in participation rate (%, percentage points) EU EU CZ Denmark United Kingdom Spain Hungary Greece Sweden 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 Characteristics of the sample: 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 5

Survey - participation in education I. 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) 6

Survey - participation in education II. Source: NOZV-NVF, CVVM 2005 Very low participation of woman on maternity leave Very low participation not only unskilled workers but also skilled blue collars and lower white collars 7

Reasons for not participating in education Source: NOZV-NVF, CVVM

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 1Factor 2Factor 3Factor 4 education is sufficient -0,098-0,1140,4450,018 no information 0,149-0,053-0,1600,001 too demanding 0,093-0,074-0,1140,103 insufficient quality 0,136-0,018-0,023 loss of incomes 0,0740,008-0,0130,032 high prices 0,4360,0320,048 no expected usefulness 0,023-0,0600,0260,434 employer refuses give time off 0,0340,0320,007-0,001 taking care within the family 0,0340,2820,023-0,078 lack of support from the family 0,0020,037-0,016-0,015 lack of time -0,0230,4290,0020,122 poor transport 0,1030,001-0,033-0,005 don't enjoy education -0,170-0,072-0,0740,128 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 9

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 1Factor 2Factor 3Factor 4 education is sufficient -0,098-0,1140,4450,018 no information 0,149-0,053-0,1600,001 too demanding 0,093-0,074-0,1140,103 insufficient quality 0,136-0,018-0,023 loss of incomes 0,0740,008-0,0130,032 high prices 0,4360,0320,048 no expected usefulness 0,023-0,0600,0260,434 employer refuses give time off 0,0340,0320,007-0,001 taking care within the family 0,0340,2820,023-0,078 lack of support from the family 0,0020,037-0,016-0,015 lack of time -0,0230,4290,0020,122 poor transport 0,1030,001-0,033-0,005 don't enjoy education -0,170-0,072-0,0740,128 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. 10

F 1: Actual barriers + High prices0,436 + No information0,149 + Insufficient quality0,136 - Do not enjoy education-0,170 11

F2: Can not participate + Lack of time0,429 + Taking care within the family0,282 - Education is sufficient-0,114 12

F3: Does not need education + Education is sufficient0,445 - No information-0,160 - Too demanding-0,114 13

F4: Has given up on education + No expected usefulness0,434 + Do not enjoy education0,128 + Lack of time0,122 + Too demanding0,103 14

Conclusions 15 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 CZESANA 16