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  • There are much less studies about gender differences in participation in more specific type of adult education and training, such as ICT-related training (see for example Jannsen and Wölfel 2017). Drawing on the most recent data from the Eurostat Adult Education Survey 2016, this report aims to fill this gap, by addressing the following research questions: first, do men and women with comparative characteristics differ in participation in ICT-related training? If so, how does this gendered training participation varies between countries? Second, how household characteristic (e.g., presence of children) as well as workplace-related (occupational and sectoral) characteristics interact with the gender training gap? Third, can country-specific characteristic contribute to explaining this country variation in gendered training participation? More specifically, we focus on four institutional characteristics: relative power of women in labour force, family policies, gender culture and overall gender inequality index. (xsd:string)
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  • (AES) (xsd:string)
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  • GESIS-Literaturpool (xsd:string)
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  • 2023 (xsd:gyear)
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  • 2023 (xsd:gyear)
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  • 22 (xsd:string)
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  • english (xsd:string)
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  • 35 (xsd:string)
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  • Gender difference in ICT training participation in international comparison (xsd:string)
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  • techreport (xsd:string)
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  • (35), 22, 2023 (xsd:string)
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  • 2023 (xsd:string)
  • AES (xsd:string)
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  • english (xsd:string)
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  • 22 (xsd:string)
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  • December 12, 2023 (xsd:gyear)
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