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Date(s) of Data Collection: undefined
GESIS, Cologne. ZA10001 Data file Version 1.0.0, https://doi.org/10.4232/5.ZA10001.1.0.0
GESIS, Cologne. ZA10001 Data file Version 1.0.0, https://doi.org/10.4232/5.ZA10001.1.0.0
Abstract: The AlphaPanel study on the life situation of (functional) illiterates was conducted by TNS Infratest Sozialforschung on behalf of the Humboldt University of Berlin. Duri ... more
Abstract: The AlphaPanel study on the life situation of (functional) illiterates was conducted by TNS Infratest Sozialforschung on behalf of the Humboldt University of Berlin. Duri ... more
Content: Wave 1:
Attending the VHS course for the first time or for a longer period of time; attending the VHS course in spring 2009; year of the first VHS course; course start date; regular attendance of VHS courses; evaluation of the decision to attend the VHS course; involvement of other people in the decision to attend the VHS course; own decision to attend the course; advice before attending the course on the Alpha telephone, at the adult education center, at the employment agency or from another agency, no advice before attending the course; assumption of costs by the employment agency or ARGE; self-assessment of reading ability before starting the course; progress in reading; self-assessment of writing ability before starting the course; progress in writing; frequency of the course per week; regular course attendance; popularity of the course; participation fees; course fees paid by the employment agency or ARGE or by another body; awareness of the website "Ich-will-lernen. de"; current or previous use of this portal; frequency of use of the portal; learning sections currently used; tasks completed in at least one section; supervisor for portal tasks; portal use for chatting; duration of learning on the portal; knowledge of the Internet portal (e.g. through television, adult education center, etc.); main reasons for course participation (e.g. catching up on school-leaving qualifications, finding an apprenticeship, getting along better in everyday life, etc.); use of public transportation; problems with public transportation; no use of public transportation due to the reading/writing disability; use of public transportation and reading/writing problem; analogous query of other potentially problematic areas (driving a car, shopping alone, shopping in mail order or Internet shops, dealing with authorities, operating technical devices, doing banking transactions, playing computer games, sending e-mails or text messages); other problems; contact person for everyday difficulties with reading or writing (e.g. spouse, children, parents, etc.).
Health: Assessment of state of health; illnesses that have hindered learning to read and write (damage caused by an accident, eye problems/ significant visual impairment, hearing impairment, dyslexia, speech impairment, other health impairment, none of the above); illness or impairment present; reduced earning capacity or severe disability; level of reduced earning capacity or severe disability; attitudes towards life: locus of control (control beliefs).
Background questions on employment, education, and family:
Employment situation; receipt of unemployment benefit; type of unemployment benefit; paid secondary employment; currently employed (including secondary employment); previous employment; year of last employment; working hours per week; occupation (coding according to ISCO88 and KldB 1992 (2-digit); occupation coding according to KldB 1992; occupation requires completed vocational training; occupational status; position as worker or employee; career group of civil servants; self-employed: Start of self-employment, group of self-employed persons; employment of permanent employees; number of employees; economic sector according to WZ 2003; public service/ business enterprise; number of employees in the establishment; duration of employment; fixed-term/ permanent employment contract; net income over/under 400 euros (auxiliary variable); net income over/under 1000 euros; net income over/under 400 euros; income classified; type of marginal employment; unemployment in the last 12 months; number of months of unemployment.
Educational background (formal education (FED): Characteristics of own school time (enjoyed school, felt bad, liked going to school longer, found learning difficult, achieved school-leaving certificate, fear of teachers, popular with schoolmates, often absent due to illness, learned a lot of interesting things, often skipped school, none of the above); location of school; type of school; graduated from Hauptschule; graduated from Realschule; type of graduation from Gymnasium; graduated from special school; graduated from other school; attended school in the GDR: Last school attended (recoded); grade level when leaving school; completion of school; school attendance abroad: grade level when leaving school; completion of school; equivalent to German school leaving certificate; school leaving certificate; reasons for missing school leaving certificate (e.g. lessons did not meet expectations, requirements were too high, dropped out for family, financial or health reasons, etc.); year of dropping out; catching up on a school-leaving qualification; educational institution for the school-leaving qualification obtained; school-leaving qualification sought; school-leaving qualification obtained; reasons why the school-leaving qualification was not obtained (e.g. lessons did not meet expectations, requirements were too high, etc.); year in which the school or course to obtain a school-leaving qualification ended.
Vocational training: Type of vocational training started at some point; vocational preparation measure can be credited to later apprenticeship; status of vocational preparation measure; completion of vocational preparation measure; start of company-based apprenticeship; status of company-based apprenticeship, completion of company-based apprenticeship; completion of first company-based apprenticeship; duration of training at vocational school; status of training; completion of training; status of training to become a master craftsman; completion of training to become a master craftsman; status of Fachhochschule studies; completion of Fachhochschule studies; status of university studies; completion of university studies; status of doctorate; completion of doctorate; status of the other training; completion of the other training; highest vocational training qualification; year of completion of the highest training qualification; highest vocational training without qualification; year of completion of the vocational training without qualification; reasons for training without qualification (e.g. training did not meet expectations, requirements were too high, etc.).
Demography: sex; year of birth; month of birth; age estimated by interviewer; first language learned in childhood; German is mother tongue; German citizenship; born in Germany; age at immigration to Germany (grouped); single or multi-person household; household size; number of children up to 6 years and children and adolescents from 7 to 18 years in the household; household and family care; financial situation; marital status; living with a partner; life satisfaction.
Additionally coded were: ID; wave; weighting factor wave 2 and wave 3; place of interview; age groups; problems with occupation coding; problems with sector coding; degree from special school; information on school (currently, with degree, with dropout, not at all, type of school currently attended, dropped out of school, school leaving certificate); auxiliary variable Abitur; highest school leaving certificate combined.
Wave 2:
Change in living situation since the first interview: Sex; year of birth; month of birth; check of data on year of birth; employment status from wave 1 still applicable/has changed; employment; paid secondary employment; receipt of transfer benefits (Hartz IV, social assistance, or housing benefit); living situation has changed; life satisfaction.
Course participation: Continuation or termination of fall course; number of participants in fall course; assessment of fall course size; learning progress in fall course; assessment of learning progress in fall course by course instructor; received written confirmation of participation in course; enrolled in new reading and writing course; current participation in new course; number of participants in this new course; assessment of new course size; participant known from previous course; same course instructor as in fall course; assessment of the change of course leader; willingness to participate in the upcoming fall course; reasons for not participating in a new course (no more time for it, employment office no longer required or no longer paid for participation, course was very useful and is therefore no longer needed, course did not do what I had expected, other reasons given for non-participation); assessment of learning outcomes; participation in other VHS courses.
Competence test on written language acquisition: reading competence on leo. scale; reading competence levels according to leo. scale.
Short block of questions on leisure activities: Activity in various groups or clubs in the last 12 months (sports club or fitness group, social club, music or hobby group, professional association, etc.).
Additionally coded were: Respondent ID; person weight wave 2, structural adjustment to wave 1;
Identification number for the assignment of the puzzle booklet (wave 2); puzzle booklet return (wave 2); result of the fieldwork (wave 2) (discontinuation in the puzzle booklet); other reasons for non-participation in a new course (coded); areas in which the participants have improved (coded); topics of other VHS courses in which the respondent has participated (coded).
Wave 3:
Sex; year of birth; month of birth; verification of sex and year of birth data.
Course participation: continuation or termination: Participation in spring 2010 course (no second interview); Participation in fall 2010 course (no second interview); participation in fall 2010 course (dropout); participation in fall 2010 course (follow-up participant); new reading and writing course taken; dropout subgroups (course participant in wave 2 but now dropout or not interviewed in wave 2 but now dropout); current participation in new course; number of participants in new course; participants known from a previous course; change of course leader; evaluation of the change of course leader; friends attending the course; reasons for non-participation (no more time for it, employment office no longer required or no longer paid for participation, course was very useful and is therefore no longer needed, course did not deliver what I had expected, no more course was offered, other reasons given for non-participation); participation in the next course in spring intended; re-entry planned at a later date.
Learning outcomes related to course participation: assessment of learning outcomes in reading; self-assessment of reading ability; examples given of getting along better in everyday life and at work; things mentioned that the respondent would like to do but still has problems with reading; assessment of learning outcomes in writing; self-assessment of writing ability; examples given of getting along better in everyday life and at work; things mentioned that the respondent would like to do but still has problems with writing; assessment of learning success in various areas: in everyday life, at work, self-confidence, independence from other people's help; media use for information; voter turnout; reasons for not participating in elections.
Changes in life situation: Employment status according to wave 2 still applies/has changed; employment; current employment status; change of employer; type of company (normal company or special institution); assistance in finding a job from institutions or persons (e.g. employment office, private employment agency, etc.); paid secondary employment; current job search; assistance in finding a job from institutions or persons (e.g. employment office, private employment agency, etc.); participation in vocational rehabilitation offers; type of unemployment benefit received; other changes in life situation; changes in life situation as a result of attending the course; life satisfaction; self-assessment of state of health; reduced earning capacity; severe disability; attitudes towards life: locus of control (control beliefs); single or multi-person household; private household or assisted living facility; living with partner; respondent provides for the household and the family; responsibility for money matters and finances; financial situation.
Dealing with reading and writing difficulties/ action strategies: other family members with reading or writing difficulties; relative tried to learn to read or write in a course as an adult; teachers knew about reading and writing difficulties; support from teachers; people with knowledge of the reading or writing difficulties; help from other people with everyday difficulties due to reading or writing; procedure when moving house (alone to the landlord or together with someone else who can help); dealing with reading or writing difficulties in connection with signing a tenancy agreement and filling out an official form.
Questions about test acceptance: Usefulness of reading and writing tests in literacy courses (such tests help me to achieve my goals, I only participate if I can trust the test administrator, I only participate if the test is not too difficult); reasons for the usefulness of a reading and writing test (a test is important for me to get a certificate, I want to find out if I have improved, the test is important for the course leader to see my knowledge, other reasons; accepted places for taking part in reading and writing tests (VHS, employment agency, at work/ in the company, elsewhere; a test can also be helpful if I make a lot of mistakes vs. I only want to take the test if I can solve most of the tasks correctly.
Additionally coded: Participation type in relation to the follow-up course in spring 2010 according to BF13 from W2; respondent ID; person weight wave 3, structural adjustment to wave 1; location of the interview; various coded variables.
Topics: Compulsory and pre-school education, Life-long/continuing education, Employment, Unemployment, Working conditions, Vocational education and training, Economic conditions and indicators, Equality, inequality and social exclusion, Family life and marriage, Specific social services: use and availability, Social conditions and indicators
Geographic coverage: Germany (DE)
Universe: All persons who took part in a VHS course for literacy acquisition (literacy course) in the fall semester 2009 (not: German for foreigners).
Number of Units: 524
Sampling Procedure: • Total universe/Complete enumeration;
Temporal Research Design: Longitudinal: Panel
Analysis Unit: Individual
Mode of Data Collection: • Face-to-face interview: Computer-assisted (CAPI/CAMI);
Kind of Data: Numeric
Number of Variables: 600
Notes: Survey unit: adults### Survey was conducted by TNS Infratest Sozialforschung. The company has been operating under the name "Verian" since 2022.
Principal Investigator/ Authoring Entity, Institution: Lehmann, Rainer - Humboldt-Universität zu Berlin
Publication year: 2023
DOI: 10.4232/5.ZA10001.1.0.0
Study number: ZA10001
Contributor, Institution, Role: TNS Infratest Sozialforschung, Munich - , GESIS - , Bilger, Frauke - Verian, Strauß, Alexandra - Verian, GESIS -
Publisher: GESIS
Current Version: 1.0.0, 2023-12-11, https://doi.org/10.4232/5.ZA10001.1.0.0
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 1.0.0 | 2023-12-11 (current version) https://doi.org/10.4232/5.ZA10001.1.0.0 |
Publications: Bilger, Frauke; Strauß, Alexandra: Handbuch zur Datennutzung des „AlphaPanel“: Studie zur Lebenssituation bei Teilnehmenden an Grundbildungskursen. München: TNS Infratest Sozialforschung 2011
Study group: Studies of 'Verbund Forschungsdaten Bildung'
Linked
information:Variables (600)
information:Variables (600)
Date(s) of Data Collection: 01.2014 - 11.11.2022
GESIS, Cologne. ZA6655 Data file Version 7.0.0, https://doi.org/10.4232/cils4eu-de.6655.7.0.0
GESIS, Cologne. ZA6655 Data file Version 7.0.0, https://doi.org/10.4232/cils4eu-de.6655.7.0.0
Abstract: Leisure behaviour, friendships, family, feelings and beliefs, identity, the current situation and vocational training of young people. Sibling situation.
Wave 4
1.Youth ... more
Abstract: Leisure behaviour, friendships, family, feelings and beliefs, identity, the current situation and vocational training of young people. Sibling situation.
Wave 4
1.Youth ... more
Access: The study is only accessible via the Secure Data Center.
Topics: Employment, Compulsory and pre-school education, Leisure, tourism and sport, Cultural and national identity, Social conditions and indicators, Family life and marriage, Youth, Public health, Higher and further education, Life-long/continuing education, Vocational education and training, Language and linguistics, Crime and law enforcement, Religion and values, Political behaviour and attitudes
Date(s) of Data Collection: 01.2014 - 11.11.2022
Date(s) of Data Collection: 01.2014 - 09.2014, wave 4, 02.2015 - 06.2015, wave 5, 02.2016 - 08.2016, wave 6, 03.2018 - 10.2018, wave 7, 22.04.2020 - 12.01.2021, COVID-19 special, 12.08.2020 - 31.10.2020, wave 8, 21.03.2022 - 11.11.2022, wave 9
Geographic coverage: Germany (DE)
Universe: All students who have participated in the first wave of the survey (2010/11) of CILS4EU (ZA5656/ZA5353) and attended class level 9.
The universe of following waves is formed by all respondents of the initial survey, who agreed to participate in future surveys.
The universe of the refreshment sample (wave 6) was formed by young adults born between 1994 and 1996.
Number of Units:
tracking: 9709
youth main: 3034 (W4), 2817 (W5), 5820 (W6), 4266 (W7), 3517 (COVID-19), 4196 (W8), 3972 (W9)
youth siblings: 3024 (W4), 4186 (W8)
youth achievement (W6): 4882
youth life history calendar – structural (W6): 25008
youth life history calendar – partner (W6): 5370
youth life history calendar – children (W6): 141
youth friends (W7): 4232
youth residence history calendar (W8): 14101
vignette experiments (W9): 15212
Sampling Procedure: • Probability: Multistage;
Two-stage Disproportional Stratified Cluster Sample
(First stage: Disproportional Stratified Probability Sample of schools;
second stage: Random Sample of classes in schools. Within the classes all students were interviewed.
Two samples were used for the 6th survey wave:
- Panel sample: Panel members of the previous survey waves,
- Refreshment sample: Sample of persons from the registers of 62 registration offices.
Temporal Research Design: Longitudinal: Panel
Analysis Unit: Individual
Mode of Data Collection: • Self-administered questionnaire: Web-based (CAWI)
• Self-administered questionnaire: Paper
• Face-to-face interview: Computer-assisted (CAPI/CAMI)
• Telephone interview: Computer-assisted (CATI);
Self-administered questionnaire: CAWI (Computer Assisted Web Interview)
Self-administered questionnaire: Paper
Telephone Interview: CATI (Computer Assisted Telephone Interview)
Face-to-face interview: CAPI (Computer Assisted Personal Interview)
Data Collector: Mannheimer Zentrum für Europäische Sozialforschung (MZES) an der Universität Mannheim
Analysis System(s): SPSS, Stata
Kind of Data: Numeric
Number of Variables:
tracking: 50
youth main: 205 (W4), 288 (W5), 286 (W6), 331 (W7), 138 (COVID-19), 322 (W8), 386 (W9)
youth siblings: 185 (W4), 174 (W8)
youth achievement (W6): 66
youth life history calendar – structural (W6): 280
youth life history calendar – partner (W6): 59
youth life history calendar – childre (W6)n: 16
youth friends (W7): 52
youth residence history calendar (W8): 51
vignette experiments (W9): 19
Notes: Survey unit: students###
Principal Investigator/ Authoring Entity, Institution: Kalter, Frank - Universität Mannheim, Kogan, Irena - Universität Mannheim, Dollmann, Jörg - Universität Mannheim
Publication year: 2024
DOI: 10.4232/cils4eu-de.6655.7.0.0, 10.4232/cils4eu-de.6655.6.0.0, 10.4232/cils4eu-de.6655.5.0.0, 10.4232/cils4eu-de.6655.4.0.0, 10.4232/cils4eu-de.6655.3.0.0, 10.4232/cils4eu-de.6655.2.0.0, 10.4232/cils4eu-de.6655.1.0.0, 10.4232/cils4eu‐de.6655.1.0.0
Study number: ZA6655
Contributor, Institution, Role: GESIS - Distributor, GESIS - HostingInstitution
Publisher: GESIS
External links: CILS4EU at MZES
Current Version: 7.0.0, 2024-02-13, https://doi.org/10.4232/cils4eu-de.6655.7.0.0
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 7.0.0 | 2024-02-13 wave 9 added (current version) https://doi.org/10.4232/cils4eu-de.6655.7.0.0 |
| 6.0.0 | 2021-08-03 wave 8 added https://doi.org/10.4232/cils4eu-de.6655.6.0.0 |
| 5.0.0 | 2021-02-11 COVID-19 special added https://doi.org/10.4232/cils4eu-de.6655.5.0.0 |
| 4.0.0 | 2019-06-06 wave 7 added https://doi.org/10.4232/cils4eu-de.6655.4.0.0 |
| 3.0.0 | 2018-07-24 wave 6 added https://doi.org/10.4232/cils4eu-de.6655.3.0.0 |
| 2.0.0 | 2017-07-27 wave 5 added https://doi.org/10.4232/cils4eu-de.6655.2.0.0 |
| 1.0.1 | 2016-11-30 Release1-0-0 https://doi.org/10.4232/cils4eu-de.6655.1.0.0 |
| 1.0.0 | 2016-11-30 Release1-0-0 https://doi.org/10.4232/cils4eu‐de.6655.1.0.0 |
Version changes: Changes between version 1.0.1 and it's previous version
| Date | Name | Description | Correction description |
|---|---|---|---|
| 2016-12-02 | DOI Correction | 2016-12-02 |
Publications: Weißmann, Markus, and Amrei Maddox (2016): Early Ethnic Partner Choice among Natives and Descendants of Immigrants in Germany. The Role of Personal Preferences and Parental Influence. Mannheim [Mannheimer Zentrum für Europäische Sozialforschung: Arbeitspapiere; 164]
Study group: Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU), GESIS Community Data
Linked
information:Publications (1)
information:Publications (1)
Bengs, Daniel; Biedermann, Daniel; Ciordas-Hertel, GeorgeEichmann, Beate; Hahnel, Carolin; Mendzheritskaya, Julia; Onofrei, Monica; Winter, Marc; Wolter, Ilka; Artelt, Cordula; Drachsler, Hendrik; Horz, Holger; Goldhammer, Frank
Date(s) of Data Collection: 14.10.2021 - 15.02.2022
GESIS, Cologne. ZA8918 Data file Version 1.0.0, https://doi.org/10.4232/1.14466
GESIS, Cologne. ZA8918 Data file Version 1.0.0, https://doi.org/10.4232/1.14466
Abstract: As part of the Digital Formative Assessment (DiFA) project, an online course was developed for student teachers that offers individualised, trace-based feedback on learni ... more
Abstract: As part of the Digital Formative Assessment (DiFA) project, an online course was developed for student teachers that offers individualised, trace-based feedback on learni ... more
Date(s) of Data Collection: 14.10.2021 - 15.02.2022
Geographic coverage: Bavaria (DE-BY), Hesse (DE-HE)
Universe: Lehramtsstudierende zu Beginn des Studiums / erste Ausbildungsphase
Number of Units: 1157
Sampling Procedure: • Non-probability: Purposive
• Non-probability: Respondent-assisted ;
Temporal Research Design: Cross-section
Analysis Unit: Individual, Event/Process/Activity
Mode of Data Collection: • Observation
• Educational measurements and tests
• Psychological measurements and tests
• Self-administered questionnaire: Computer-assisted (CASI);
Analysis System(s): R, SPSS, Stata
Kind of Data: Numeric
Number of Variables: 40 Datensätze
Notes: Survey unit: college students###
Principal Investigator/ Authoring Entity, Institution: Bengs, Daniel - DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Biedermann, Daniel - DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Ciordas-Hertel, George - DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Eichmann, Beate - DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Hahnel, Carolin - Ruhr Universität Bochum, Mendzheritskaya, Julia - Goethe-Universität Frankfurt, Onofrei, Monica - Leibniz-Institut für Bildungsverläufe (LIfBi), Winter, Marc - Goethe-Universität Frankfurt, Wolter, Ilka - Leibniz-Institut für Bildungsverläufe (LIfBi), Artelt, Cordula - Leibniz-Institut für Bildungsverläufe (LIfBi), Drachsler, Hendrik - DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Horz, Holger - Goethe-Universität Frankfurt, Goldhammer, Frank - DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
Publication year: 2025
DOI: 10.4232/1.14466
Study number: ZA8918
Contributor, Institution, Role: GESIS - Distributor, GESIS - HostingInstitution
Publisher: GESIS
External links: project website
Current Version: 1.0.0, 2025-01-15, https://doi.org/10.4232/1.14466
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 1.0.0 | 2025-01-15 first archive edition (current version) https://doi.org/10.4232/1.14466 |
Publications: Giorgashvili, T., Jivet, I., Artelt, C., Biedermann, D., Bengs, D., Goldhammer, F., Hahnel, C., Mendzheritskaya, J., Mordel, J., Onofrei, M., Winter, M., Wolter, I., Horz, H., & Drachsler, H. (2024). Exploring learners’ self-reflection and intended actions after consulting learning analytics dashboards in an authentic learning setting. Proceedings of the European Conference on Technology Enhanced Learning (EC-TEL).
Study group: Studies of "Verbund Forschungsdaten Bildung"
Date(s) of Data Collection: 10.05.2019 - 21.04.2021
GESIS, Cologne. ZA7773 Data file Version 1.0.0, https://doi.org/10.4232/1.14014
GESIS, Cologne. ZA7773 Data file Version 1.0.0, https://doi.org/10.4232/1.14014
Abstract: The main objective of the ENTRA (Recent Immigration Processes and Early Integration Trajectories in Germany) Survey was to collect data on new immigrants in Germany that ... more
Abstract: The main objective of the ENTRA (Recent Immigration Processes and Early Integration Trajectories in Germany) Survey was to collect data on new immigrants in Germany that ... more
Content: I. Waves 1 and 2:
A. Demography: Migration Biography: date of leaving the country; date of arrival in Germany (year, month, day); lived in a refugee camp; respondent knew people in Germany before moving (from own country, from Germany or from other countries, did not know people in Germany); spent time in Germany before; first time in Germany (month and year); number of trips to Germany before moving; time spent in Germany before (in years and months); visited the country since moving/ wave 1; number of trips to the country since moving/ wave 1.
Migration motives: reasons for moving to Germany; family members the respondent joined.
Current Situation: future migration expectancies; intention to stay in Germany (in years).
Legal situation: residential status (temporary, permanent or no residence permit); kind of temporary residence permit; residence permit until year and month; work permit; applied for asylum in Germany; joined a family member whose asylum request has been accepted in Germany.
Relationship: marital status; in relationship; same partner as last survey; information on partner: age, country of origin; place of residence; year and month of arrival Germany; expect partner to move to Germany in the next twelve months.
Children: number of children; age of these children; place of residence of these children; expect children to move to Germany in the next twelve months; children six years or younger living in the household; use of public childcare (day nursery, Kindergarten, none of this).
Parents: place of birth of mother and father; place of residence; expect mother and father to move to Germany in the next twelve months.
People in household: size of household; number of household members related to the respondent by birth, marriage, partnership, or adoption; number of rooms in the household.
Relatives from the country: expect relatives to move to Germany in the next twelve months; number of relatives expected to move to Germany in the next twelve months; relatives moved to Germany since last survey; number of children that moved to Germany since last survey; number of relatives that moved to Germany since last survey; expect relatives to move to Germany in the next twelve months; expect own children, mother, father or other relatives to move to Germany in the next 12 months; number of children expected to move to Germany in the next twelve months; number of relatives expected to move to Germany in the next twelve months; schoolkids; plans on German citizenship application.
B. Language:
Speaking and understanding: country language proficiency (reading and writing); German language proficiency before moving; German language proficiency at present (understanding, speaking, reading, writing); German skills in everyday life (reading and understanding the main points in simple newspaper articles on familiar topics, speaking about familiar topics and expressing personal opinions in a conversation); learned German in school before moving to Germany; years of learning German before moving; actively tried to improve German language skills before moving; kind of investment in German language before moving (language classes, self-study, other); actively tried to improve German language skills since moving/ wave 1; investment in German language since moving/ wave 1 (integration course, language classes, self-study, other); participation in German language course or integration course; highest German language level certificate received; language certificate received for language since moving/ wave 1.
Language use: frequency of German language use with partner, children, friends and with others; frequency of German language use in media consumption.
English skills: speaking English for at least some degree; English language proficiency.
C: Identity and exclusion: belonging and experiences:
Identification and belonging: belonging to group; closeness to this group, to country people to members of own ethnic group, to inhabitants of the resident city, to Germans, to Europeans, to a religious group.
Feelings of acceptance and perceived discrimination: agreement with the following statements: in general, Germany is a welcoming country for country people, in general, country people can get ahead in Germany if they work hard; expectation to become truly German one day; importance to become truly German; rating of unfair treatment of country people in Germany; treated unfairly in Germany since moving/ wave 1; reasons for unfair treatment (born in a different country, strong accent, different religion, jobless, different cultures and traditions, foreign citizenship.
Satisfaction with migration decision and current situation:
connection felt with Germany; frequency of feeling like an outsider in Germany; rating of the current living situation compared with the living situation before leaving the country and compared to first survey; life satisfaction in Germany; how difficult/ easy is it to see a doctor in Germany, to search for a job in Germany.
Perceived compatibility of cultures and acculturation attitude:
Contact preferences for social activities; the values of Germans and country people are irreconcilable/ totally different; both the husband and wife should contribute to the household income; men should take as much responsibility as women for the home and children; On the whole, men make better political leaders than women do; when jobs are scarce, men should have more right to a job than women; a university education is more important for a boy than for a girl; approvement if a woman wants to have a child as a single parent but no stable relationship with a man; a woman has to have children in order to be fulfilled.
Politics and attitudes about democracy:
Understanding of important political issues facing the country; interest in country politics; time spent on news about politics and current affairs in country (hours and minutes); frequency of political discussions about major political issues facing the country in the last twelve months; understanding of important political issues facing Germany; political interest in German politics; time spent on news about politics and current affairs in Germany (hours and minutes); frequency of political discussions about major political issues facing Germany in the last twelve months; political party which isn’t in the German Parliament; age when country people can vote in Germany (Syrians only); preferred political party in Germany; kind of political participation in Germany since last survey; kind of political participation in the country since last survey.
D: Religion and faith:
Religious belonging: Religious affiliation; religious affiliation in detail (Christians, Muslims, other).
Religious practices before migration: frequency of attending religious worship before moving to Germany; how often pray outside of communal prayers before migration; how often fast during Ramadan, Muharrem, Lenten season before migration; how often ware a headscarf before migration.
Religious practices after migration: frequency of religious worship; how many adults speak own native language in place of religious worship; religiosity; frequency of praying outside of communal prayers; frequency of praying outside of religious worship; fasted during last Ramadan, last Muharrem, last Lenten season; frequency of wearing a headscarf outside of home.
E: Social integration: friends and contacts:
Social integration: bonding and bridging ethnic ties: time spend with country people, with Germans and with other people (frequency); frequency of eating dinner with Germans who are not part of the family in the last twelve months; number of Germans contacted via phone, chat, or text in the last four weeks; number of people outside of Germany contacted via phone, messenger chat, or text; place of living of these contacted people outside of Germany.
Social Integration: Core Network – Strong Ties:
Number of people in Germany important personal matters are discussed with; number of these people who are originally from the country of origin; information on up to three persons: country of birth; country of origin of the family; country where the respondent first met the person; educational level; main activity; how did the respondent meet this person; relationship between the mentioned people: friends; frequency of contact with these persons; person helped with challenges in everyday life.
F: Education: learning and education:
Years of education (total); years of education in the country of origin; years of education in Germany.
Education in the country of origin: highest degree of education in Poland/ Italy/ Turkey/ Syria; continued education in the country of origin after completing this degree; type of school last attended; highest degree completed in Poland/ Italy/ Turkey/ Syria (ISCED 2011); education (ISCED 1997 und 2011; type of study program last attended; reason for leaving school without degree; month and year the respondent last attended school in the country; tried to get educational degree accepted by official German institution; educational degree accepted by official German institution.
Education since leaving the country: currently in education (no language classes or integration classes); type of school; type of study program; type of vocational school; plan to complete a degree in Germany; highest degree aiming for in Germany; plan to complete vocational training in Germany; educational degree completed in Germany; highest educational degree completed in Germany; completed degree in another country; highest degree completed in this other country.
Education Partner: Years of education; highest education degree; main activity.
G: Labor market: jobs and household:
Employment situation: main activity before moving to Germany; information on last job before moving: job position; number of employees (self-employed); job title (KldB2010, ISCED-08, EGP, ISEI-08, SIOPS-08); work hours; end of job (year and month).
Last job before move: job position; permanent or fixed-term employment contract; last job before moving: public sector;
Current employment situation: currently working; current main activity if not working; ever worked in Germany before moving to Germany; time worked in Germany before moving to Germany (years and months).
Current job in Germany: job position; first job since moving; ever worked in Germany since moving/ wave 1); end (year and month) of wave 1 job (if not worked since wave 1); last job since wave 1 same as in wave 1; employment contract; work hours; end of job (year and month).
Current Job wave 2 same as in wave 1; employment contract; work hours; number of jobs since moving/ wave 1; time worked in total since moving/ wave 1 (years and months); time worked in total in Germany (years and months).
Current job wave 1/ wave 2 is a new job: job position; employment contract; working in public sector; job position if self-employed; number of employees; job title (KldB2010, ISCED-08, EGP, ISEI-08, SIOPS-08); start of job (year and month); how did the respondent find the job; work hours.
Information on employment situation of partner.
Labor market: remittance: household net income; sent money to the country of origin since moving/ wave 1; sent money for personal savings, to family, to friends; received money from relatives or friends living in the country of origin since moving to Germany/wave 1.
H: Health: personality and well-being:
Health: resilience: I tend to bounce back quicky after hard times; it does not take me long to revocer from a stressful event; I often set a goal but later choose to pursue a different one, I have difficulty maintaining my focus on projects that take more than a few months to complete; I have been obsessed with a certain idea or project for a short time but later lost interest; I finish what ever I begin; I am diligent; I am a hard worker.
Health: self-rated health; loneliness and perceived social isolation: I experience a general sense von emptiness; there are many people I can trust completely; there are plenty of people I can rely on when I have problems; there are enough people I feel close to; I miss having people around; I often feel rejected.
Mental health: mental condition in the past twelve months: frequency of feeling nervous, hopeless, restless or fidgety, depressed, that everything was an effort, worthless; trauma: ever witnesses or feared a situation of serious violence (someone else, self); relative or friend died violently.
Reasons for leaving Germany; reasons why others recognize foreign roots; skin color (tone); relatives moved to Germany since last survey; religiosity; religious affiliation; religious affiliation in detail: Christians, Muslims, other); residence permit until month and year; resident status of sample population; residential status; residential status (detailed); same day as arrival, same partner as last survey.
Self-assed likelihood of problems in the next twelve months (children problems at school, drastically lowered standard of living, loose apartment, loose job, no longer support for relatives/ friends in the country of origin, payment difficulties).
Demography: sex; age; country of birth; country of growing up; citizenship; native language; region and province the respondent grew up (NUTS2-2016 Italy, NUTS3-2016 Italy, NUTS 2-2016 Poland, NUTS3-2016 Poland, region Syria (semi NUTS1, NUTS2-2016 Turkey, NUTS3-2016 Turkey); origin of partner.
II. COVID-19 survey
A: Basic and remigration: country of residence; remigration due to the coronavirus pandemic; plan to return to Germany when the situation allows; children who usually go to school.
B: COVID-19:
Hardship: likeliness of: lose job, run into payment difficulties, drastically lower standard of living, lose the apartment, won’t be able to support relatives or friends anymore, children will get problems at school; experiences like lost job or ran into payment difficulties are related to the coronavirus pandemic.
Burden: experience of the following during the coronavirus pandemic: problems finding/ understanding information about the coronavirus pandemic and behavioral guidelines, having COVID-19 symptoms, COVID-19 symptoms in family members or friends, being at increased risk for an infection, problems with access to healthcare, mediation, or sanitation, being unable to pursue private travel plans, feeling restricted to leave home, being unable to visit sick family members or friends, problems with childcare of home schooling, tensions at home or family conflict; rating how burdensome this was.
C: Social integration:
Social integration: Bonding and Bridging ethnic ties: daily life experiences under measures to combat the coronavirus: frequencies of spending time with people from the country, with Germans, and with people who are neither from the country nor from Germany; number of people outside of Germany the respondent has a conversation with; where to most of these people live.
D: Language:
Language use: frequency of speaking German with friends, with other people in everyday life; frequency of media consumption in German language.
Language: German skills: rating of German skills at present (understanding, speaking, reading, writing).
E: identity and exclusion:
Identity: voluntary activities during the coronavirus pandemic; received any help from volunteers.
Identification and belonging: closeness to the inhabitants of the city, to Germans, to country people, and to Europeans.
F: Religion:
Religious practices: religiosity; frequency of praying outside of communal prayers and outside of religious worship.
G: Labor market:
Changes in employment situation due to COVID19: current main activity; employment situation has changed due to the coronavirus pandemic (lost my job, quitted my job); concrete changes of the employment situation; change of working hours due to the coronavirus pandemic.
H: Health and personality:
Self-rated health; loneliness and perceived social isolation: general sense of emptiness; plenty people I can rely on when I have problems; many people I can trust completely; enough people I feel close to; I miss having people around; I often feel rejected.
Mental health: mental condition during the past month: frequency of feeling nervous, hopeless, restless or fidgety, depressed, that everything was an effort, worthless.
COVID-19 - affected: ever tested positive for the coronavirus; member of household or family ever tested positive for the coronavirus; household member or family member with a positive test.
Demography: sex; age; household size.
Additionally coded were: respondent ID; interviewer ID; wave; group country of origin; mode of interview; recruitment batch (wave 1); date of interview; date and time of interview; interview duration; other people present while survey; interference of others during the interview; participation in wave 2; percentage of Balkan households, of Eastern European households, of ethnic German resettlers households, of German households, of Greek households, Hispanic, Portuguese/ Latino households, at municipality level, postcode level, and postcode8 level; percentage of households with a Hauptschulabschluss, with a Realschulabschluss, with Abitur, with Fachhochschulabschluss, with no/ other school qualification , at municipality level, postcode level, and postcode8 level; percentage of Italian household, of non-European Islamic households, of other country-specific households, of South/East/Southeast Asian households, of sub-Saharan African households, of Turkish households, at different municipality level, postcode level, and postcode8 level); percentage of unemployment at municipality level, postcode level, and postcode8 level; percentage of foreigners at municipality level, postcode level, postcode8 level, and at street segment level; socio-economic status distribution at municipality level, postcode level, postcode8 level, and at street segment level; family structures at street segment level (ordinal); time to complete the interview; duration of stay (months); resident status of sample population; immigration date: month and year of leaving the country; same day as arrival; land, house, or apartment in the country of origin; owner or investor of store or business in the country; gave money for collective projects in the country;
knowledge of other people who participated in the survey; number of household members that also participated in the survey; Digit-Symbol-Test – correct items (score); Digit-Symbol-Test – No. of items processed.
Topics: Migration, EDUCATION, Compulsory and pre-school education, Vocational education and training, HEALTH, General health and well-being, Employment, Working conditions, Language and linguistics, Political behaviour and attitudes, Equality, inequality and social exclusion, Family life and marriage, Minorities, Cultural and national identity, Religion and values, Social behaviour and attitudes, Social conditions and indicators
Date(s) of Data Collection: 10.05.2019 - 21.04.2021
Date(s) of Data Collection: 10.05.2019 - 31.10.2019, wave 1, 11.05.2020 - 22.06.2020, COVID-19 survey, 20.11.2020 - 21.04.2021, wave 2
Geographic coverage: Germany (DE)
Universe: Immigrants from Italy, Poland, Syria, and Turkey who were between 18 and 40 years old (18 to 41 at the time of the first interview) and had the nationality of the respective country of origin and no German citizenship.
Number of Units: 10420
Sampling Procedure: • Non-probability: Purposive
• Probability: Simple random;
Temporal Research Design: Longitudinal: Panel
Analysis Unit: Individual
Mode of Data Collection: • Face-to-face interview: Computer-assisted (CAPI/CAMI)
• Telephone interview: Computer-assisted (CATI)
• Self-administered questionnaire: Web-based (CAWI);
Data Collector: ENTRA-Team (online surveys (CAWI) and the face-to-face interviews (CAPI));
Bamberg Center for Empirical Studies (BACES), Bamberg (telephone interviews (CATI))
Analysis System(s): SPSS, Stata
Kind of Data: Numeric
Number of Variables: 780
Principal Investigator/ Authoring Entity, Institution: Diehl, Claudia - Universität Konstanz, Koenig, Matthias - Universität Göttingen, Kristen, Cornelia - Universität Bamberg
Publication year: 2024
DOI: 10.4232/1.14014
Study number: ZA7773
Publisher: GESIS
Current Version: 1.0.0, 2024-01-01, https://doi.org/10.4232/1.14014
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 1.0.0 | 2024-01-01 first archive edition (current version) https://doi.org/10.4232/1.14014 |
Publications: Seuring, Julian; Degen, Daniel; Rüdel, Julia; Ries, Felix; Diehl, Claudia; Kristen, Cornelia and Matthias Koenig (2023):
The ENTRA Survey : Recent Immigration Processes and Early Integration Trajectories in Germany. Methodological Report.
Study group: GESIS Community Data
Linked
information:Publications (2)
information:Publications (2)
Date(s) of Data Collection: 01.10.2019 - 06.01.2020
GESIS Data Archive, Cologne. ZA6270 Data file Version 1.0.0, https://doi.org/10.4232/1.13813
GESIS Data Archive, Cologne. ZA6270 Data file Version 1.0.0, https://doi.org/10.4232/1.13813
Abstract: To lead a self-determined life in dignity and to participate in society on an equal footing is an existential and unchangeable human right. Free access to high-quality an ... more
Abstract: To lead a self-determined life in dignity and to participate in society on an equal footing is an existential and unchangeable human right. Free access to high-quality an ... more
Content: Topics:
Observed behavioral characteristics of students who reach their limits of understanding/tolerance;applied procedures to tap students´ lifeworlds in the classroom; use of observational strategies to tap lifeworlds; use of third party knowledge to tap lifeworlds; use of documents to tap lifeworlds; use of own life experience to open up lifeworlds; assessment of necessary prerequisites to understand lifeworlds; frequencies of certain teaching strategies used; frequency of use of strategies to guide processes in group work and collaboration of heterogeneous groups; frequency of collaborative exploration processes; frequency of use of strategies to experience other lifeworlds; frequency of joint exploring processes; frequency of use of strategies to design joint classes and bring about a change of perspective; use of methods to mediate different lifeworlds between students; frequency of use of argumentative strategies to affect students´ lifeworlds; agreement with statements about inclusion and teaching in heterogeneous groups; agreement with particular challenges and difficulties as a teacher in heterogeneous groups and experiences; Perceived impact of inclusive instruction in heterogeneous groups on own work as a teacher; fulfillment of necessary conditions for the expression of students´ lifeworlds.
Additionally coded:
Respondent ID; teacher’s field of vocational education and training, state of school, study number, GESIS archive version; digital object identifier.
Date(s) of Data Collection: 01.10.2019 - 06.01.2020
Geographic coverage: Germany (DE)
Universe: Teachers at vocational schools in Germany.
Number of Units: 866
Sampling Procedure: • Non-probability: Availability;
Temporal Research Design: Cross-section
Analysis Unit: Individual
Mode of Data Collection: • Self-administered questionnaire: Web-based (CAWI);
Analysis System(s): SPSS, Stata
Kind of Data: Numeric
Number of Variables: 160
Notes: Survey unit: teachers###
Principal Investigator/ Authoring Entity, Institution: Vonken, Matthias - Universität Erfurt, Erziehungswissenschaftliche Fakultät, Fachgebiet Berufspädagogik und Weiterbildung, Benkmann, Rainer - Universität Erfurt, Erziehungswissenschaftliche Fakultät, Schaar, Patrick - Universität Erfurt, Erziehungswissenschaftliche Fakultät, Reißland, Jens - Universität Erfurt, Erziehungswissenschaftliche Fakultät, Thonagel, Tim - Universität Erfurt, Erziehungswissenschaftliche Fakultät
Publication year: 2021
DOI: 10.4232/1.13813
Study number: ZA6270
Contributor, Institution, Role: GESIS - Distributor, GESIS - HostingInstitution
Publisher: GESIS Data Archive
External links: Project website (Universität Erfurt), Project website (Federal Ministry of Education and Research) )
Current Version: 1.0.0, 2021-10-13, https://doi.org/10.4232/1.13813
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 1.0.0 | 2021-10-13 first archive edition (current version) https://doi.org/10.4232/1.13813 |
Publications: Reißland, Jens; Schaar, Patrick; Thonagel, Tim; Vonken, Matthias (2019): InklusiBuS – Inklusive Berufsbildung und Situationsdefinition. (Inclusive vocational education and situation definition). In: Thomas Deißinger, Ursel Hauschildt, Philipp Gonon und Silke Fischer (Hg.): Contemporary Apprenticeship Reforms and Reconfigurations. Berlin, Münster, Wien, Zürich, London: Lit, S. 183–187., Vonken, Matthias; Reißland, Jens; Thonagel, Tim; Schaar, Patrick (2020): Lebenswelt als Ausgangspunkt für gemeinsames Lernen. Zur Bedeutung der Lebenswelt in inklusiven Lehr-Lernsituationen der beruflichen Bildung. In: bwp@ (38), S. 1–27. Online verfügbar unter http://www.bwpat.de/ausgabe38/vonken_etal_bwpat38.pdf.
, Vonken, Matthias; Reißland, Jens; Schaar, Patrick; Thonagel, Tim; Benkmann, Rainer (2021): Inklusive Berufsbildung. Vom Verstehen der Lebenswelt und dem Erzeugen inklusiver Lehr-Lern-Situationen. Bielefeld: wbv.
Study group: Studies of "Verbund Forschungsdaten Bildung", GESIS Community Data
Date(s) of Data Collection: 11.2019 - 01.2020
GESIS, Cologne. ZA8810 Data file Version 1.0.0, https://doi.org/10.4232/1.14350
GESIS, Cologne. ZA8810 Data file Version 1.0.0, https://doi.org/10.4232/1.14350
Abstract: The research project ´MeLe´ (duration: 11/2018-10/2021) investigated media-related cooperation as a central condition for the success of digitalisation processes in the e ... more
Abstract: The research project ´MeLe´ (duration: 11/2018-10/2021) investigated media-related cooperation as a central condition for the success of digitalisation processes in the e ... more
Content: Gender; age (grouped); teaching subjects; type of school; size of teaching staff (grouped); job scope; team teaching; media use; cooperation in school contexts; media use for cooperation in school context; frequency of media use; cooperation: Frequency, type/form, potentials and challenges, own cooperation competence; own media competence; attitude towards cooperation in the age of digitalisation; quality of equipment; didactic and technical support from shool; digital media in training/further education; participation in training/further education; school management actions: Use/promotion of digital media; cooperation of the teaching staff; conceptual anchoring of personnel development and further training planning for cooperation skills, media skills, cooperation culture with regard to digitalisation, evaluation of the effectiveness of cooperation for schools, for themselves personally and for pupils.
Topics: Vocational education and training, Compulsory and pre-school education, Information technology
Date(s) of Data Collection: 11.2019 - 01.2020
Geographic coverage: Germany (DE)
Universe: Lehrpersonen der Sekundarstufe I aller Schulformen (ohne Förderschulen)
Number of Units: 1214
Sampling Procedure: • Probability: Simple random;
Temporal Research Design: Cross-section
Analysis Unit: Individual
Mode of Data Collection: • Face-to-face interview: Computer-assisted (CAPI/CAMI);
Data Collector: Kantar Emnid
Analysis System(s): SPSS, Stata
Kind of Data: Numeric
Number of Variables: 304
Notes: Erhebungseinheit: Lehrkräfte###
Principal Investigator/ Authoring Entity, Institution: Drossel, Kerstin - Universität Paderborn
Publication year: 2024
DOI: 10.4232/1.14350
Study number: ZA8810
Contributor, Institution, Role: Drossel, Kerstin - Universität Paderborn - ProjectLeader
Publisher: GESIS
External links: Project homepage university Paderborn
Current Version: 1.0.0, 2024-07-17, https://doi.org/10.4232/1.14350
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 1.0.0 | 2024-07-17 first archive edition (current version) https://doi.org/10.4232/1.14350 |
Publications: Caruso, C., Drossel, K. & Heldt, M (2023). Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen. Lehrerbildung auf dem Prüfstand, 15(2), 347–361., Drossel, K. & Heldt, M. (2022). Unterrichtsbezogene Lehrpersonenkooperationen im Zeitalter der digitalen Transformation – Alles digital oder alles wie bisher? MedienPädagogik 49, 68–93. , Heldt, M. & Drossel, K. (2021). Typen unterrichtsbezogener Lehrerkooperation und ihr Zusammenhang mit Einstellungen und der Nutzung digitaler Medien. Empirische Pädagogik 35(4). S. 418–440., Drossel, K. & Heldt, M. (2020). Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte. Schulmagazin 5-10 (7-8), 11–14., Drossel, K., Heldt, M. & Eickelmann, B. (2020). Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation. In K. Kaspar, M. Becker‐Mrotzek, S. Hofhues, J. König & D. Schmeinck (Hrsg.), Bildung, Schule und Digitalisierung (S. 45–50). Münster: Waxmann., Drossel, K. & Kampmeyer, M. (2020). Lehrerkooperation im Zeitalter der Digitalisierung – Potenziale, Herausforderungen und Gelingensbedingungen. Friedrich Jahresheft #schuleDIGITAL, 38, 58–59., Heldt, M. & Drossel, K. (2020). Die Rolle der Schulleitung in Kooperationsprozessen im Zeitalter der Digitalisierung. Schulmanagement, (2), 36–39., Heldt, M., Drossel, K. & Eickelmann, B. (2020). Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland. Schulmanagement-Handbuch, 175(3), 19–37.
Study group: Studies of "Verbund Forschungsdaten Bildung", GESIS Community Data
Linked
information:Variables (304)
information:Variables (304)
Date(s) of Data Collection: 08.10.2018 - 30.08.2019
GESIS, Cologne. ZA6271 Data file Version 1.0.0, https://doi.org/10.4232/1.14097
GESIS, Cologne. ZA6271 Data file Version 1.0.0, https://doi.org/10.4232/1.14097
Abstract: The project develops a concept for the qualification of pedagogical staff for inclusive education in the context of general public further education with a focus on the t ... more
Abstract: The project develops a concept for the qualification of pedagogical staff for inclusive education in the context of general public further education with a focus on the t ... more
Topics: Vocational education and training, Life-long/continuing education, Employee training, Minorities
Date(s) of Data Collection: 08.10.2018 - 30.08.2019
Date(s) of Data Collection: 08.10.2018 - 01.02.2019, 15.05.2019 - 30.08.2019
Geographic coverage: Hesse (DE-HE)
Universe: Umfrage Adressaten: Erwachsene mit einer Blindheit und/oder Sehbeeinträchtigung. Umfrage Kursleitungen: Alle Kursleitungen der vier für die Fallanalyse ausgewählten hessischen Volkshochschulen.
Number of Units:
Adressaten: 115
Kursleitungen: 54
Sampling Procedure: • Non-probability: Purposive
• Probability: Simple random;
Temporal Research Design: Cross-section
Analysis Unit: Individual
Mode of Data Collection: • Self-administered questionnaire: Web-based (CAWI);
Analysis System(s): SPSS, Stata
Kind of Data: Numeric
Number of Variables:
Adressaten: 143
Kursleitungen: 98
Notes: Survey unit: adults; others###
The transcripts of the qualitative study can be retrieved from the FDZ Bildung (DIPF) at https://doi.org/10.7477/794:1:0.
Principal Investigator/ Authoring Entity, Institution: Lauber-Pohle, Sabine - Universität Marburg, Kahl, Ramona - Universität Marburg, Postigo Perez, Simone - Universität Marburg, Siegmund, Ramin - Universität Marburg
Publication year: 2023
DOI: 10.4232/1.14097
Study number: ZA6271
Contributor, Institution, Role: GESIS - Distributor, GESIS - HostingInstitution
Publisher: GESIS
External links: project website, Qualitative data (Itranscripts of interviews))
Current Version: 1.0.0, 2023-03-16, https://doi.org/10.4232/1.14097
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 1.0.0 | 2023-03-16 first archive edition (current version) https://doi.org/10.4232/1.14097 |
Publications: Hirschberg, M., Kahl, R., & Lauber-Pohle, S. (2020): „Professionalisierung für eine inklusive Erwachsenenbildung“. Vorwort der Herausgeber*innen. In: QfI - Qualifizierung für Inklusion, 2 (4). doi: 10.21248/qfi.63., Hirschberg, M., Kahl, R., Lauber-Pohle, S. & Buchhaupt, Felix (Hrsg.) (2020): Inklusive Erwachsenenbildung. Gastherausgeberschaft QfI - In: Qualifizierung für Inklusion, 2 (4)., Krähling, S. (2020): Professionalitätsentwicklung in der allgemeinen, öffentlichen Erwachsenenbildung für Inklusion – ein Systematisierungsversuch der Fortbildungspraxis an Volkshochschulen. In: QfI - Qualifizierung für Inklusion, 2 (4)., Lauber-Pohle, S. (2019): Dimensionen einer inklusiven, allgemeinen Erwachsenenbildung. In: Hessische Blätter für Volksbildung, 69, 7-17. doi:10.3278/HBV1901W007., Lauber-Pohle, S., Kahl, R., Krähling, S., Siegmund, R. & Braun, M. (2018): Qualifizierung für eine inklusive, allgemeine Erwachsenenbildung am Beispiel von Blindheit und Sehbeeinträchtigung – iQ_EB (2017-2020). (Manuskript). , Lauber-Pohle, S., Kahl, R., Krähling, S. & Siegmund, R. (2020). Fortbildungsreihe. Inklusive, allgemeine Erwachsenenbildung mit Schwerpunkt auf Blindheit und Sehbeeinträchtigung. (Manuskript)., Lauber-Pohle, S., Langer, A. & Rink, J. (2020): Qualifizierung für eine inklusive Erwachsenenbildung. In: tactuel (2) 2020. , Lauber-Pohle, S., Seitter, W. (2020). Erwachsenenpädagogische Fachlichkeit für eine inklusive allgemeine Erwachsenenbildung. Eine kooperative Mehrebenenherausforderung am Beispiel von Blindheit und Sehbeeinträchtigung. QfI – Qualifizierung für Inklusion, 2 (1). doi:10.21248/QFI.29 [Titel anhand dieser DOI in Citavi-Projekt übernehmen] . , Seitter, W. & Franz, J. (2019). Inklusive Erwachsenenbildung. Hessische Blätter Für Volksbildung, 1 (2019) 3–7. , Siegmund, R. (2021). Optimierung inklusionsbedingter Passungsfähigkeit durch Qualifizierung. In: Hessische Blätter für Volksbildung, 1 (2021), 33-44. doi: 10.3278/HBV2101W004 [Titel anhand dieser DOI in Citavi-Projekt übernehmen] . , Siegmund, R. & Zimmermann, S. (2019). Erfahrungen blinder und sehbeeinträchtigter Menschen mit Bildungsangeboten an Volkshochschulen. Erste Ergebnisse des BMBF-Projektes iQ_EB. In: Horus - Marburger Beiträge zur Integration Blinder und Sehbehinderter 04 (2019).
Study group: Studies of "Verbund Forschungsdaten Bildung", GESIS Community Data
Linked
information:Variables (98)
information:Variables (98)
Date(s) of Data Collection: 2018 - 2019
GESIS, Cologne. ZA6276 Data file Version 1.0.0, https://doi.org/10.4232/1.13953
GESIS, Cologne. ZA6276 Data file Version 1.0.0, https://doi.org/10.4232/1.13953
Abstract: The statistics of the German Volkshochschulen have been compiled annually by the German Institute for Adult Education (DIE), Leibniz Centre for Lifelong Learning e.V. sin ... more
Abstract: The statistics of the German Volkshochschulen have been compiled annually by the German Institute for Adult Education (DIE), Leibniz Centre for Lifelong Learning e.V. sin ... more
Topics: Life-long/continuing education, Vocational education and training, Business/industrial management and organisation, EDUCATION
Date(s) of Data Collection: 2018 - 2019
Geographic coverage: Germany (DE)
Universe: German adult education centres, that are members in one of the 16 German Volkshochschul-Landesverbände; except for "Heimvolkshochschulen"
Number of Units:
VHS-Statistik 2018: 873
VHS-Statistik 2019: 879
Sampling Procedure: • Total universe/Complete enumeration;
Temporal Research Design: Longitudinal: Panel
Analysis Unit: Organization/Institution
Mode of Data Collection: • Self-administered questionnaire: Web-based (CAWI);
Data Collector: Deutschen Institut für Erwachsenenbildung (DIE), Leibniz-Zentrum für Lebenslanges Lernen e.V.
Analysis System(s): Excel
Kind of Data: Numeric
Number of Variables:
VHS-Statistik 2018: 2206
VHS-Statistik 2019: 2209
Notes: Survey unit: schools; other###
Macro data aggregated at national and federal level are available for download from the DIE.
For special research purposes, a data set with additional information on spatial delineation and area types of settlement structure is also available. Corresponding official data from the Federal Institute for Research on Building, Urban Affairs and Spatial Development (BBSR) are assigned to the microdata. Special contractual conditions from the DIE apply to a scientific use file with area types.
Principal Investigator/ Authoring Entity, Institution: Huntemann, Hella - Deutschen Institut für Erwachsenenbildung (DIE), Leibniz-Zentrum für Lebenslanges Lernen e.V., Lux, Thomas - Deutschen Institut für Erwachsenenbildung (DIE), Leibniz-Zentrum für Lebenslanges Lernen e.V., Bachem, Andreas - Deutschen Institut für Erwachsenenbildung (DIE), Leibniz-Zentrum für Lebenslanges Lernen e.V., Horn, Heike - Deutschen Institut für Erwachsenenbildung (DIE), Leibniz-Zentrum für Lebenslanges Lernen e.V.
Publication year: 2022
DOI: 10.4232/1.13953
Study number: ZA6276
Contributor, Institution, Role: GESIS - Distributor, GESIS - HostingInstitution
Publisher: GESIS
External links: Project website, Archive of print publications and excel files aggregated at the level of the federal states for the reporting years from 2018 onwards, Information and Evaluation Service
Current Version: 1.0.0, 2022-09-02, https://doi.org/10.4232/1.13953
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 1.0.0 | 2022-09-02 first archive edition (current version) https://doi.org/10.4232/1.13953 |
Publications: Nicolas Echarti, Hella Huntemann, Thomas Lux und Elisabeth Reichart. Volkshochschul-Statistik 59. Folge, Berichtsjahr 2020 (DIE Survey. Daten und Berichte zur Weiterbildung, Band 12). Deutsches Institut für Erwachsenenbildung (DIE) (Hg.), Bielefeld.
Study group: Adult Education Statistics, Studies of "Verbund Forschungsdaten Bildung", GESIS Community Data
Date(s) of Data Collection: 16.07.2018 - 02.12.2018
GESIS Data Archive, Cologne. ZA7573 Data file Version 1.0.0, https://doi.org/10.4232/1.13461
GESIS Data Archive, Cologne. ZA7573 Data file Version 1.0.0, https://doi.org/10.4232/1.13461
Abstract: The further education behaviour of the adult population is a topic that has gained high priority within the framework of educational policy objectives. It is generally ag ... more
Abstract: The further education behaviour of the adult population is a topic that has gained high priority within the framework of educational policy objectives. It is generally ag ... more
Topics: Employee training, Employment, EDUCATION, Life-long/continuing education, Vocational education and training, Higher and further education, Compulsory and pre-school education
Date(s) of Data Collection: 16.07.2018 - 02.12.2018
Geographic coverage: Germany (DE)
Universe: German resident population aged 18 to 69 years in private households
Number of Units:
5836 (Personendatensatz),
4774 (NFE-Datensatz),
3244 (INF-Datensatz)
Sampling Procedure: • Probability: Multistage;
Temporal Research Design: Cross-section
Analysis Unit: Individual
Mode of Data Collection: • Face-to-face interview: Computer-assisted (CAPI/CAMI);
Data Collector: Kantar Public, München
Analysis System(s): SPSS, Stata
Kind of Data: Numeric
Number of Variables:
2094 (Personendatensatz),
1060 (NFE-Datensatz),
1412 (INF-Datensatz)
Notes: Survey unit: Adults###
Three data sets are available: a data set based on the respondents (AES personal data set), a data set based on the continuing education activities named by the respondents (event-related AES data set, non-formal education/NFE) and a data set of the informal learning activities named by the respondents Informal Learning (INF data set).
Principal Investigator/ Authoring Entity, Institution: - Bundesministerium für Bildung und Forschung (BMBF), Berlin
Publication year: 2020
DOI: 10.4232/1.13461
Study number: ZA7573
Contributor, Institution, Role: GESIS - Distributor, GESIS - HostingInstitution
Publisher: GESIS Data Archive
Current Version: 1.0.0, 2020-03-11, https://doi.org/10.4232/1.13461
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 1.0.0 | 2020-03-11 first archive edition (current version) https://doi.org/10.4232/1.13461 |
Publications: Bundesministerium für Bildung und Forschung (2019): Weiterbildungsverhalten in Deutschland 2018. Ergebnisse des Adult Education Survey AES-Trendbericht. Bonn, Berlin: Bundesministerium für Bildung und Forschung.
https://www.bmbf.de/pub/Weiterbildungsverhalten_in_Deutschland_2018.pdf , Kantar Public: Erhebung zum Weiterbildungsverhalten in Deutschland 2018 (AES 2018): Handbuch zur Datennutzung.
München: 2020
Study group: Report System for Further Education; Adult Education Survey, GESIS Community Data
Linked
information:Variables (4566)
information:Variables (4566)
Date(s) of Data Collection: 02.10.2017 - 05.04.2018
GESIS Data Archive, Cologne. ZA7574 Data file Version 1.0.0, https://doi.org/10.7803/501.18.1.1.10
GESIS Data Archive, Cologne. ZA7574 Data file Version 1.0.0, https://doi.org/10.7803/501.18.1.1.10
Abstract: The BIBB/BAuA Employment Survey 2018, conducted in cooperation with the Federal Institute for Occupational Safety and Health (BAuA), on the topics of "Work and Occupation ... more
Abstract: The BIBB/BAuA Employment Survey 2018, conducted in cooperation with the Federal Institute for Occupational Safety and Health (BAuA), on the topics of "Work and Occupation ... more
Content: The data set includes information on the following topics:
1. Current occupation
2. Working hours and place of work
3. Activities performed (19 indicators), key qualifications (6 indicators)
4. Occupational requirements (level of demands, over-demand, under-demand, professional skills (9 indicators), work requirements (13 indicators))
5. Employment relationship (company characteristics)
6. Physical working conditions and stresses (12 indicators)
7. Psychological working conditions and stresses (11 indicators)
8. Career and life goals (in ETB 2018: career orientation)
9. Changes in the work environment in the last two years
10. Highest general school leaving certificate
11. Vocational training (in up to 5 loops)
12. Connection between (last) education and current job
13. Further training in the last 2 years
14. First job held, career history (periods of interruption, unemployment, career advancement)
15. Job satisfaction (11 indicators)
16. Health complaints related to current work (24 indicators)
Demography: sex; age (month and year of birth); highest general school-leaving qualification; German school-leaving qualification equivalent to foreign school-leaving qualification; marital status; living with a partner; partner´s occupation; children; number of children; children under 18 in the household; number of children under 18 in the household; age of the youngest child and the oldest child in the household if there are several children; trade-offs in reconciling family and work due to the children; trade-offs mainly in the occupational or private sphere; extent of trade-offs made; language(s) learned as mother tongue in childhood; nationality (migration background); living with father until age 15; occupation and occupational position of father and mother as respondents. Language(s) learned as mother tongue in childhood; nationality (migration background); living with father until age 15; occupation and occupational position of father and mother when respondent was 15 years old (social origin); number of employees for whom father or mother had a supervisory function; household size; number of employed persons aged 15 and over in the household; willingness to be interviewed again.
In addition to the directly collected variables, a number of variables were additionally generated. These include automatically generated variables and weighting variables (Unique identification number (internally generated); year and month of interview (internally generated); mobile phone interview; occupational status; actual hours worked; secondary job; age of target person; state of residence (generated on the basis of telephone number, in mobile phone: by postcode, for this and other regional information); municipality code residence (generated on the basis of the telephone number, in mobile telephony: by postcode); district code residence (generated on the basis of the telephone number, in mobile telephony: by postcode); BIK municipality type 10 system; municipality code political; federal state establishment (postcode or place/ municipality code)), coding of open occupational and sectoral information in occupational and/or (The current occupation, the first occupation, the training occupations and the parents´ occupations were each coded with occupation codes for the two current classification systems and, in order to be able to conduct trend analyses with older employment surveys, also for the two old classification systems: Classification of Occupations 2010 (KldB 2010), Classification of Occupations 1992 (KldB 1992), International Standard Classification of Occupations 2008 (ISCO 08), International Standard Classification of Occupations 1988 (ISCO 88)), processed variables based on plausibility checks (adjusted variables on educational attainment, training loops and economic sector) and processed variables on income and regional information. In addition, a number of social science classifications were created using standardised syntax routines.
Topics: Higher and further education, Vocational education and training, Occupational health, Employee training, Employment, Labour relations/conflict, Working conditions
Date(s) of Data Collection: 02.10.2017 - 05.04.2018
Geographic coverage: Germany (DE)
Universe: Employed persons aged 15 and over with a paid job of at least ten hours per week in Germany
Number of Units: 20012
Sampling Procedure: • Probability: Multistage;
Combined landline and mobile phone sample (dual-frame approach in the ratio landline 70% : mobile 30%)
Temporal Research Design: Cross-section
Analysis Unit: Individual
Mode of Data Collection: • Telephone interview: Computer-assisted (CATI);
Data Collector: Kantar Public, München
Analysis System(s): SPSS, Stata
Kind of Data: Numeric
Number of Variables: 683
Notes: This study is one in a series of six other studies by BIBB/BAuA and BIBB/IAB. These are archived under ZA study numbers ZA1243 (1979), ZA1790 (1985/86), ZA2565 (1991/92), ZA1790 (1998/99), ZA1243 (2006) and ZA5657 (2012).
Principal Investigator/ Authoring Entity, Institution: Hall, Anja - Bundesinstitut für Berufsbildung Bonn (BIBB), Bonn, Hünefeld, Lena - Bundesanstalt für Arbeitsschutz und Arbeitsmedizin (BAuA), Rohrbach-Schmidt, Daniela - Bundesinstitut für Berufsbildung Bonn (BIBB), Bonn
Publication year: 2020
DOI: 10.4232/1.13433
Alternate IDs: doi:10.7803/501.18.1.1.10
Study number: ZA7574
Publisher: GESIS Data Archive
Research data center: FDZ BIBB
External links: BIBB Research Data Center
Current Version: 1.0.0, 2020-02-12, https://doi.org/10.4232/1.13433
Version history:
| Version number | Date, Name, DOI |
|---|---|
| 1.0.0 | 2020-02-12 first archive edition (current version) https://doi.org/10.4232/1.13433 |
Publications: Rohrbach-Schmidt, Daniela; Hall, Anja: BIBB/BAuA-Erwerbstätigenbefragung 2018.
Bonn: BIBB-FDZ Daten- und Methodenbericht 1/2020, Kantar Public: BIBB/BAuA-Erwerbstätigenbefragung 2018 - Methodenbericht.
Forschungsprobjekt im Auftrag des Bundesinstituts für Berufsbildung (BIBB) und der Bundesanstalt für Arbeitsschutz und Arbeitsmedizin (BAuA)
München: Kantar Public 2018
Study group: Employment Surveys / Qualification and Course of Employment (BIBB/IAB- and BIBB/BAuA-surveys), GESIS Community Data
Linked
information:Publications (2)
information:Publications (2)
