Drop-out in Literacy and Basic Education (DRAG), Quantitative Partial Studies

The aim of the project is to use a multi-perspective analysis to determine the individual and structural causes of drop-out in literacy and basic education and to derive possible preventative measures. In the extension phase, the focus will be on drop-outs among lecturers in literacy and basic education. The survey data (sub-study 1 and sub-study 2) from the two project phases are available for subsequent use. Quantitative sub-study 1: The data set is a standardized before-and-after survey of participants in literacy and basic education courses (AuG) in Germany. The focus is on the question of motives for participation, experiences in the course and tendencies to drop out. The survey was conducted at 14 institutions and in 26 courses. A key challenge here was to keep the instrument in appropriately “simple language” in order to ensure that the participants were able to respond. Contact with the participant sample was established via educational planners and lecturers from cooperating further education institutions. The aim of the AuG courses was to increase the basic education level of the learners. The questionnaires were presented in networking meetings with educational planners and lecturers and discussed in terms of design, wording and language. As many participants as possible in literacy and basic education courses in the participating adult education institutions were included in the survey. In order to ensure the highest possible level of participation, members of the research team went to the courses themselves and carried out the surveys. In order to avoid bias due to interviewer effects and at the same time to support the interviewees in answering the questions, it was precisely defined in advance which forms of support were permissible and which were not. Permissible forms included reading out questions and answer guidelines and allowing longer processing times. A detailed explanation of the background to the survey to the participants was mandatory (an introductory video was sent to lecturers in advance). However, further explanations of the individual questions that could influence response behavior were to be avoided. The data was transferred to SPSS and processed. Several corrections were made during data preparation. These included the correction of input errors identified by plausibility checks in order to ensure a consistent data basis. In addition, open response fields were subsequently coded where possible to enable systematic evaluation. The validity of the data was ensured by comparing it with external data sources such as the LEO study. This comparison made it possible to check the reliability of the sample and its consistency with known demographic patterns. Comprehensive anonymization measures were taken to protect the respondents in the data set. For this purpose, personal data that could enable identification was either removed or its information content was changed in such a way that it could not be traced back to the individual respondents (the name of the institution was replaced by the federal state of the institution, the course name was replaced by the course format, a code was assigned to the respondents). Quantitative sub-study 2: The study focuses on three central questions: Firstly, the nature of the supply, organizational and funding structures in which lecturers´ activities are embedded will be analysed. Secondly, it examines which working conditions influence lecturers´ decisions to remain in or leave their professional field. Thirdly, the financial, social and family conditions that promote long-term activity in this field are identified. By answering these questions, it will be possible to identify the conditions that are necessary to enable lecturers to work successfully on a long-term basis. Methodologically, the extension phase of the project is based on two approaches: a secondary analytical evaluation of existing data and targeted follow-up surveys in the field. The existing quantitative data set originates from an online survey of former and active lecturers in literacy and basic education. Demographic and work-related characteristics, job satisfaction, workload, intentions to change jobs and perceived employment prospects were recorded. The supplementary surveys are intended to deepen this data and provide further insights into the working reality of lecturers.本项目旨在通过多视角分析，识别扫盲与基础教育领域辍学现象的个体成因与结构性成因，并推导可行的预防措施。在扩展研究阶段，研究重点将转向扫盲与基础教育领域讲师的流失问题。本项目两个阶段所产生的调研数据（子研究1与子研究2）均可用于后续研究。 定量子研究1： 本数据集为针对德国扫盲与基础教育课程（AuG）参与者的标准化前后调研数据，调研核心围绕参与动机、课程体验及辍学倾向展开。本次调研覆盖14家机构的26门课程。本次调研的核心挑战在于将调研工具调整为适配的"简易语言"版本，以确保参与者能够顺利作答。调研团队通过合作继续教育机构的教育规划人员与讲师触达目标参与者样本。AuG课程的目标在于提升学习者的基础教育水平。调研团队曾与教育规划人员及讲师召开沟通会议，就问卷的设计、措辞与语言表达进行研讨。本次调研尽可能覆盖合作成人教育机构中扫盲与基础教育课程的全体参与者。为尽可能提升参与率，调研团队成员亲自前往各课程现场开展调研。为避免访员效应带来的偏差，同时为受访者提供必要的作答支持，调研团队提前明确界定了允许提供的支持形式与禁止提供的支持形式。允许的支持形式包括朗读题目与作答指南，以及允许更长的作答时长。向参与者详细说明调研背景为强制要求（调研团队提前向讲师发送了介绍视频）。但需避免针对单个题目进行可能影响作答行为的额外解释。调研数据已导入SPSS软件进行处理。在数据预处理阶段，团队开展了多项修正工作：包括修正通过合理性检验发现的录入错误，以保障数据基础的一致性。此外，团队对开放式作答题目尽可能进行了编码处理，以支持系统化评估。通过与LEO研究等外部数据源进行比对，确保了数据的有效性。通过该比对，调研团队得以验证样本的可靠性，以及其与已知人口统计特征分布的一致性。数据集采取了全面的匿名化措施以保护受访者隐私：具体而言，所有可用于识别受访者的个人数据均已删除或修改，使其无法追溯至单个受访者（例如：机构名称替换为机构所属联邦州，课程名称替换为课程类型，为受访者分配唯一编码）。 定量子研究2： 本研究聚焦三大核心问题：其一，分析讲师从业所处的供给、组织与资助结构的特征；其二，探究哪些工作条件会影响讲师留在或离开该专业领域的决策；其三，识别有助于讲师长期从事该领域工作的经济、社会与家庭条件。通过解答上述问题，本研究将明确讲师实现长期稳定从业所需的必要条件。在方法论层面，本项目扩展阶段采用两种研究方法：一是对现有数据进行二次分析评估，二是针对实地场景开展定向追踪调研。现有定量数据集源自针对扫盲与基础教育领域前任及在职讲师的线上调研，调研内容涵盖人口统计与工作相关特征、工作满意度、工作负荷、离职意向及感知就业前景。补充调研旨在深化现有数据，并进一步揭示讲师的实际工作状况。