| Acknowledgements | 5 |
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| Contents | 6 |
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| 1 Introduction | 7 |
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| 1.1 Outline | 10 |
| 2 Strengthening further training | 12 |
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| 2.1 Do policy instruments matter? | 12 |
| 2.2 The specific situation of Lifelong Learning in Germany | 17 |
| 2.3 Literature Review | 23 |
| 2.4 Theoretical overview | 27 |
| 3 Further training – Subjective factors matter | 31 |
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| 3.1 Introduction | 31 |
| 3.2 Explaining educational inequalities | 33 |
| 3.3 Operationalization of theoretical constructs | 37 |
| 3.4 Imputation of missing values | 39 |
| 3.5 Method of analysis | 42 |
| 3.6 Results and discussion | 44 |
| 3.7 Conclusion | 55 |
| 4 Influencing confidence in training competenceThe impact of employees, team, and supervisors | 57 |
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| 4.1 Introduction | 57 |
| 4.2 Confidence in one's own training competence | 59 |
| 4.3 Frame-Selection Theory | 60 |
| 4.4 Operationalization of theoretical constructs | 63 |
| 4.5 Method of analysis | 65 |
| 4.6 Results and discussion | 67 |
| 4.7 Conclusion | 80 |
| 5 The role of supervisors and educational credentialsin further trainingBringing the boss back in! | 82 |
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| 5.1 Introduction | 82 |
| 5.2 Screening and signalling in internal labour markets | 85 |
| 5.3 Operationalization of theoretical constructs | 89 |
| 5.4 Method of analysis | 91 |
| 5.5 Results and discussion | 93 |
| 5.6 Conclusion | 99 |
| 6 Concluding remarks | 100 |
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| Appendix | 109 |
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| Overview of Survey Items | 109 |
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| References | 115 |
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