Informal learning activities are attributed an increasing importance for coping with prospective employment related and social changes within Europe. One basic assumption regarding informal learning activities is little social selectivity in participation, even though some empirical results indicate the contrary. This mismatch might be explained by a lack of a homogeneous definition of informal learning. Accordingly, available data are diverse, too. The German monitoring concept "Continuing Education Reporting System" (CERS) has collected information on learning activities in job related contexts (in the following understood as informal vocational learning activities) since 1994 on a cross-sectional basis. Public-use-files of the CERS (1994, 1997, 2000, 2003, 2007) are used to analyse, whether correlative relations can be identified for different informal vocational learning activities. For this, factor analyses are carried out comparatively in all waves. Following, logistic regressions are used to examine if the identified factors of informal vocational learning forms show different patterns of participation. It is assumed, that different combinations of individual and job related characteristics influence participation of different informal learning forms.