With reference to the transformation of a competitive knowledge society in Europe lifelong learning is gaining importance: National (referring to Germany) and European educational policy programs hold precise benchmark figures regarding participation rates in continuing education (EU 2002: 4; EU 2003; BMBF 2008): Continuing education is regarded to fulfil the function to optimize the fit between labour market requests and the skills of the working population. Furthermore, referring to substantial transitions in occupational activities different learning activities come to the fore (EU 2006; see BMBF 2006: 187): Especially learning forms that are not institutionalised or formally arranged like learning in job related contexts (in the following understood as informal vocational learning activities) are regarded to gain immense relevance within prospective employment related and social changes within Europe (EU 2006; Overwien 2005; Kuwan/Seidel 2008: 97; BMBF 2006). Empirically this is proved by the huge amounts of persons taking part in such informal vocational learning activities (Rosenbladt/Bilger 2008: 43); however only few analyses examine the relationship between different learning activities of adults in more detail (Baethge/Wieck 2008: 197). Available results for Germany indicate that usage of informal vocational learning activities are similarly influenced – as is participation in formally arranged continuing education – by sociodemographic and especially by employment related factors (see BMBF 2006: 195; Rosenbladt/Bilger 2008: 163-171). Besides, the relationship between these different learning activities seems complementary, meaning that those participating in formally arranged continuing education use informal learning activities, too (BMBF 2006: 218f.; Konsortium Bildungs-berichterstattung 2006: 132). However, 27% of the German population in 2003 participated only in informal vocational learning activities and referring to the proposed fundamental changes in occupational activities the question arises, whether informal vocational learning activities are able to fulfil the same function as formally arranged continuing education – accounting for required qualification levels or diverse job characteristics (Rosenbladt/Bilger 2008: 41). Directly speaking: Do people, who do not participate in formally arranged vocational learning contexts, use other forms of learning activities in order to gain the same results – namely adjusting to changes in occupational requirements? And if so, are such differences mainly attributable to employment related aspects like required qualification levels or teamwork structures or change of job positions or to sociodemographic factors like age, formal qualification or attitudes towards learning?

The analysis is based on data of the German national reporting system “Berichtssystem Weiterbildung” (BSW) from 2003 and 2007. The BSW provides the most profound statistical information on adult learning activities on an individual cross sectional basis in Germany (BMBF 2006: I). Since 1988 especially work related learning activities are included (BMBF 2006: 187; Rosenbladt/Bilger 2008: 16). First, participation in informal vocational learning activities are analysed for separate groups which are differentiated by occupational activities respectively required job qualification levels. Following, logistic regressions are used to detect main influencing factors on participation in informal vocational learning activities for the different groups. Thereby, reasons for participation like e.g. career advancement or adjusting to fundamental job related changes are accounted as well as sociodemographic and stable employment related factors. Additionally, the influence of attitudes towards learning is controlled for the different groups.

Differences between persons with heterogeneous occupational activities are expected regarding a) the proportion of participation in informal vocational learning activities: It is assumed that persons in job positions that require high formal qualification levels use job related learning activities to a much more extend than persons in job positions with required low or middle formal qualification levels b) the occasions for usage of informal learning activities: Whilst persons with high qualification levels are expected to use informal learning forms to adjust to fundamental employment related changes like a strong rise in job requirements, persons with low or middle required qualification job positions are expected to use such learning forms only for adjusting to little changes whilst formally arranged learning contexts are used in order to adjust to fundamental job related changes. The results can lead to differentiated concepts to promote participation in continuing educa-tion for different groups with heterogeneous requirements.