Continuing professional education (CPE) is viewed as the main strategy to tackle unemployment and to improve the weak position of jobseekers with few qualifications on the labour market. However, the mandatory nature of these programmes raises questions regarding jobseekers’ motivation to enrol for and engage in training and – by extension – the effectiveness of the programmes. Moreover, until now, researchers have failed to address the different personal goals that unemployed people bring to CPE. Yet goals are viewed as a central determinant of motivation and behaviour. To overcome these limitations, the purpose of this present paper is to investigate the content of the multiple goals that jobseekers with few qualifications pursue in CPE programmes and to examine the dynamics of multiple goal pursuit. Based on the taxonomy developed by Carré (1998, 2001), jobseekers were asked to rank a list of goals in order of importance when enrolling for the training. Next, an explorative multidimensional unfolding method was used to identify several subgroups of jobseekers, depending on the combination of salient goals that they strive for simultaneously. Particular attention is paid in this study to the impact of the mandatory context on the goals pursued by jobseekers (i.e. the dictated goal). Self-report data was collected from a sample of 112 jobseekers from seventeen social-professional education training centres. Results indicated that few participants attribute importance to the dictated goal, and that they pursue multiple goals, oriented primarily towards learning and to a lesser extent towards participation. In addition, four subgroups of jobseekers were distinguished, based on their different combinations of goals. Only one subgroup explicitly reported external pressure as a factor that motivated them to enrol in training. The implications of applying an approach whereby multiple goal pursuit by jobseekers is considered, and the impact of this multiple goal pursuit on their motivation in mandatory CPE programmes are discussed.

中文翻译：

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求职者在强制性继续职业教育中追求的多个显着目标

继续职业教育（CPE）被视为解决失业和改善在劳动力市场上学历不高的求职者的劣势的主要策略。但是，这些方案的强制性使人们对求职者注册和参加培训的动机以及（通过扩展）方案的有效性提出了疑问。而且，直到现在，研究人员仍未能解决失业​​人员带给CPE的不同个人目标。然而，目标被视为动机和行为的中心决定因素。为了克服这些限制，本文的目的是调查在CPE计划中几乎没有资格的求职者追求的多个目标的内容，并研究多目标追求的动态。根据Carré（1998，2001）制定的分类法，要求求职者在报名参加培训时按重要性顺序排列目标清单。接下来，根据探索性多维展开方法，根据求职者同时追求的重要目标的组合，确定求职者的几个子组。在这项研究中，特别注意强制性背景对求职者追求的目标（即规定的目标）的影响。自我报告数据来自17个社会专业教育培训中心的112个求职者样本。结果表明，很少有参与者将重要性归功于所指定的目标，他们追求多个目标，这些目标主要面向学习，而次要则针对参与。此外，根据求职者的不同目标组合，将求职者分为四个亚组。只有一个小组明确报告外部压力是促使他们参加培训的一个因素。讨论了使用一种方法来考虑求职者的多目标追求的意义，并讨论了这种多目标追求对其在强制性CPE计划中动机的影响。