Technological and economic changes alter the demands on working processes and occupational activities. Product and process innovations alter job profiles of employees and demands on qualifications.

infas surveys trace such alterations of industrial relations and occupational demands since the eighties. Particular attention is paid to the achievement of qualifications resp. the development of qualifications through vocational training. infas evaluates individual and in-house factors for attending vocational training by means of panel studies and impact analyses.

The traditional differentiation of (primary) education and vocational training gives even methodologically more and more way to the perspective of life-long learning. Biographical education research, which hits its current peak with the National Educational Panel Study (NEPS), reflect this change of concept. infas is involved in several NEPS modules.

The subjects of regular infas research concerning education and life-long learning are:

• Costs and benefits of industrial training
• Costs and benefits of advanced education of individuals
• Advanced education as part of life-long learning
• Evaluating advanced education on offer
• Reintegration prospects of the unemployed through advanced professional skills' programmes
• Evaluation and analysis of educational histories