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Self-perfection or self-selection? Unraveling the relationship between job-related training and adults’ literacy skills
Can participation in job-related training contribute to the formation and maintenance of adults’ literacy skills? Although evidence suggests that participation in training is related to higher literacy skills, it remains unclear whether this association reflects a causal effect of training participa...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6493749/ https://www.ncbi.nlm.nih.gov/pubmed/31042748 http://dx.doi.org/10.1371/journal.pone.0215971 |
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author | Gauly, Britta Lechner, Clemens M. |
author_facet | Gauly, Britta Lechner, Clemens M. |
author_sort | Gauly, Britta |
collection | PubMed |
description | Can participation in job-related training contribute to the formation and maintenance of adults’ literacy skills? Although evidence suggests that participation in training is related to higher literacy skills, it remains unclear whether this association reflects a causal effect of training participation on literacy (training effects), results from the self-selection of more high-skilled individuals into training (selection effects), or is due to other sources of endogeneity (e.g., omitted variable bias). To unravel these possibilities, we used data from the Programme for the International Assessment of Adult Competencies (PIAAC) and its German follow-up, PIAAC-Longitudinal (PIAAC-L). As these unique data offer repeated measures of literacy skills, spaced three years apart, in a large and representative sample, they allowed us to disentangle training effects from selection effects and to account for potential endogeneity. Analyses revealed that, even after taking account of formal education and a host of job characteristics, individuals with higher literacy skills were more likely to participate in training. By contrast, no evidence for effects of training on literacy skills emerged in any of our models, which comprised lagged-dependent, fixed effects, and instrumental-variable models. These findings suggest that, rather than job-related training contributing to literacy development, individuals with higher literacy skills are more likely to participate in training. |
format | Online Article Text |
id | pubmed-6493749 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-64937492019-05-17 Self-perfection or self-selection? Unraveling the relationship between job-related training and adults’ literacy skills Gauly, Britta Lechner, Clemens M. PLoS One Research Article Can participation in job-related training contribute to the formation and maintenance of adults’ literacy skills? Although evidence suggests that participation in training is related to higher literacy skills, it remains unclear whether this association reflects a causal effect of training participation on literacy (training effects), results from the self-selection of more high-skilled individuals into training (selection effects), or is due to other sources of endogeneity (e.g., omitted variable bias). To unravel these possibilities, we used data from the Programme for the International Assessment of Adult Competencies (PIAAC) and its German follow-up, PIAAC-Longitudinal (PIAAC-L). As these unique data offer repeated measures of literacy skills, spaced three years apart, in a large and representative sample, they allowed us to disentangle training effects from selection effects and to account for potential endogeneity. Analyses revealed that, even after taking account of formal education and a host of job characteristics, individuals with higher literacy skills were more likely to participate in training. By contrast, no evidence for effects of training on literacy skills emerged in any of our models, which comprised lagged-dependent, fixed effects, and instrumental-variable models. These findings suggest that, rather than job-related training contributing to literacy development, individuals with higher literacy skills are more likely to participate in training. Public Library of Science 2019-05-01 /pmc/articles/PMC6493749/ /pubmed/31042748 http://dx.doi.org/10.1371/journal.pone.0215971 Text en © 2019 Gauly, Lechner http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Gauly, Britta Lechner, Clemens M. Self-perfection or self-selection? Unraveling the relationship between job-related training and adults’ literacy skills |
title | Self-perfection or self-selection? Unraveling the relationship between job-related training and adults’ literacy skills |
title_full | Self-perfection or self-selection? Unraveling the relationship between job-related training and adults’ literacy skills |
title_fullStr | Self-perfection or self-selection? Unraveling the relationship between job-related training and adults’ literacy skills |
title_full_unstemmed | Self-perfection or self-selection? Unraveling the relationship between job-related training and adults’ literacy skills |
title_short | Self-perfection or self-selection? Unraveling the relationship between job-related training and adults’ literacy skills |
title_sort | self-perfection or self-selection? unraveling the relationship between job-related training and adults’ literacy skills |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6493749/ https://www.ncbi.nlm.nih.gov/pubmed/31042748 http://dx.doi.org/10.1371/journal.pone.0215971 |
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