National Education Panel
The National Educational Panel Study (NEPS), also known under the title NEPS Study “Educational Trajectories in Germany” , is a panel study to research educational processes in the Federal Republic of Germany . The aim of the National Education Panel is to collect longitudinal data on skills development, educational processes, educational decisions and educational returns in formal, non-formal and informal contexts over the entire lifespan.
history
The project was financed by the Federal Ministry of Education and Research from 2009 to 2013. Since January 1, 2014, the National Educational Panel Study has been run by the Leibniz Institute for Educational Trajectories. V. (LIfBi) at the Otto-Friedrich-Universität Bamberg.
Participating institutes
- German Institute for International Educational Research (DIPF) in Frankfurt,
- German Center for University and Science Research (DZHW) in Hanover,
- Eberhard Karls University of Tübingen ,
- Friedrich-Alexander University Erlangen-Nuremberg ,
- Humboldt University of Berlin , Institute for Quality Development in Education
- Institute for Employment Research (IAB) in Nuremberg,
- Institute for School Development Research (IFS) at TU Dortmund University,
- Justus Liebig University Giessen ,
- Leibniz Institute for Science and Mathematics Education (IPN) in Kiel,
- Ludwig Maximilians University Munich ,
- Otto Friedrich University Bamberg ,
- University of Leipzig ,
- University of Mannheim , Mannheim Center for European Social Research
- University of Siegen
- Science Center Berlin for Social Research (WZB) in Berlin
In addition to the contractually bound partner institutions, the following institutions are involved in the implementation of the study (in alphabetical order):
- German Institute for Adult Education - Leibniz Center for Lifelong Learning e. V. (DIE) in Bonn
- German Youth Institute (DJI) in Munich
- European Forum for Migration Studies V. (efms) in Bamberg
- Ifo Institute - Leibniz Institute for Economic Research at the University of Munich eV
- Max Planck Institute for Human Development (MPIB) in Berlin
- Ruhr-University Bochum
- State Institute for Family Research (ifb) in Bamberg
- State Institute for Early Education (IFP) in Munich
- Technical University of Munich
- University of Kassel
construction
The national educational panel distinguishes between eight educational stages, so-called stages, the integration of which is achieved through the theoretical concentration on six interconnected dimensions. The six dimensions are:
- Competence development in the résumé
- Educational processes in life course-specific learning environments
- Social inequality and educational choices in the life course
- Educational acquisition with a migration background in the curriculum vitae
- Returns to Education in the CV
- Motivational variables and personality aspects in the curriculum vitae
These dimensions represent the central pillars of the National Education Panel. The main focus areas are followed over the life span. The life span is divided into the following eight educational stages:
- Stage 1 - newborns and entry into early childhood care facilities
- Stage 2 - Kindergarten and school enrollment
- Stage 3 - Primary school and transfer to a school type of lower secondary level
- Stage 4 - Paths through secondary level I and transition to secondary level II
- Stage 5 - Upper secondary school and transitions to (technical) university, training or the job market
- Stage 6 - Start of vocational training and later entry into the labor market
- Stage 7 - (technical) university studies and transition to the labor market
- Stage 8 - General and professional training
Conception
The methodological structure of the National Education Panel can be described as a multi-cohort sequence design. In the years 2009 to 2012, six starting cohorts (newborns, kindergarten children, grade 5, grade 9, students and adults) with a total of more than 60,000 people were drawn. The sampling is based both on the transitions in the education system and on the transitions between the education system and the labor market. The panel participants are questioned regularly over a longer period of time; Competence surveys also take place at fixed intervals. In order to be able to document and analyze historical changes in the completion of the various educationally relevant transitions, new samples will be drawn in later years (cohort succession) and included in the study. The data collected are subject to strict quality control and are processed and documented in a user-friendly manner. Researchers from Germany and abroad are then given the opportunity to scientifically analyze this data in order to make the most of the data and thus achieve the greatest possible progress in educational research .
The National Education Panel should answer u. a. contribute to the following questions:
- How do competencies develop in the CV?
- How do competencies influence decision-making processes at various critical transitions in the educational career (and vice versa)?
- How and to what extent are competencies influenced by learning opportunities in the family, in the peer group and the learning environments of kindergarten, school, university and vocational training and further education?
- Which competencies are essential for the achievement of educational qualifications, which for lifelong learning and which for a successful individual and social life?