Suchergebnisse

Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis. Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age - from younger to older - between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education. Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual's value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.

The dissolution of apprenticeship contracts or apprenticeship breaks represent an economic and human loss for the state and companies and pose risks for their further professional and personal development (Neuenschwander, Gerber, Frank & Rottermann, in prep.). In order to learn more about the conditions for a successful integration of school leavers into host companies, the socialization processes in the project "SoLe" are to be examined during the first six months in host companies. Emphasis is placed on social processes and their impact on job satisfaction.

The basis for this research project is a further developed model of occupational socialisation among newcomers, which refers to work done by Kammeyer-Mueller und Wanberg (2003). From an interactional perspective, both the personal characteristics of adolescents before the transition and the socialisation tactics of the workplace have an impact on job satisfaction and the intention to complete apprenticeship. We assume that these distal outcomes of occupational socialization are due to social factors such as social integration in the workplace and conflict management on one hand, and cognitive factors such as the accomplishment of tasks or training goals on the other hand (so-called proximal outcomes of occupational socialization).

In a quasi-experimental longitudinal design, around 1800 young people who committed to an apprenticeship at the end of the 9th school year will be randomly selected in a multistage process and will be supervised during a six-month apprenticeship. The sampling procedure randomly selects classes (cluster sample) of five Swiss German cantons (AG, BE, BL, BS, SO). At the end of elementary school, online questionnaires for adolescents and printed short questionnaires for their parents and teachers are used to analyze the conditions for a successful occupational socialisation. After the transition, the adolescents are interviewed monthly online to analyze the course of the socialisation process. In the final survey, the concepts are again recorded in a multi-perspective (young people, parents, vocational educators) using online and postal questionnaires.

The expected results show how social integration processes take place after the transition to a host company. This provides information on how the elementary school prepares young people for the transition to apprenticeship and how host companies can support their professional socialization processes. This increases the chances that young people will successfully complete their apprenticeship. Literature: Kammeyer-Mueller, J.D., & Wanberg, C.R. (2003). Unwrapping the organizational entry process: Disentangling multiple antecedents and their pathways to adjustment. Journal of Applied Psychology, 88 (5), 779-794. Neuenschwander, M.P., Gerber, M., Frank, N. & Rottermann, B. (in Vorb.). School and work. Pathways to gainful employment.

Dieses Buch ist eine Open-Access-Publikation unter einer CC BY 4.0 Lizenz. Expertinnen und Experten zeigen in Originalbeiträgen, wie an verschiedenen Stellen von der Grundschule bis zur Wahl einer weiteren Ausbildung nach der Grundausbildung Bildungsverläufe beeinflusst werden, beispielsweise durch die Förderung von verhaltensauffälligen Kindern in der Grundstufe, durch die Gestaltung von Selektionsverfahren in die Sekundarstufe I oder durch die Organisation der Berufsorientierung vor der Sekundarstufe II. Der Sammelband vereint neue theoretische Ansätze und empirische Befunde, die auf aktuellen, längsschnittlichen Datensätzen beruhen. Der Inhalt Diachrone Bildungsverläufe Übergänge in der Schule Übergänge in der Berufsbildung Die Zielgruppen Forschende, Dozierende und Studierende der Erziehungswissenschaften, Lehrkraftbildung, Psychologie, Soziologie und Ökonomie Mitarbeitende von Bildungsverwaltungen, Berufsberaterinnen und Berufsberater, Coaches, Schulleitungen, Lehrpersonen an Grund- und Berufsfachschulen, Bildungsverantwortliche Die Herausgeber Prof. Dr. Markus P. Neuenschwander ist Professor für Pädagogische Psychologie und leitet das Zentrum Lernen und Sozialisation der Pädagogischen Hochschule der Fachhochschule Nordwestschweiz und ist Mitglied des Instituts für Bildungswissenschaften der Universität Basel. Dr. Christof Nägele ist Projektleiter und wissenschaftlicher Mitarbeiter am Zentrum Lernen und Sozialisation der Pädagogischen Hochschule der Fachhochschule Nordwestschweiz

Dieses Buch ist eine Open-Access-Publikation unter einer CC BY 4.0 Lizenz. Expertinnen und Experten zeigen in Originalbeiträgen, wie an verschiedenen Stellen von der Grundschule bis zur Wahl einer weiteren Ausbildung nach der Grundausbildung Bildungsverläufe beeinflusst werden, beispielsweise durch die Förderung von verhaltensauffälligen Kindern in der Grundstufe, durch die Gestaltung von Selektionsverfahren in die Sekundarstufe I oder durch die Organisation der Berufsorientierung vor der Sekundarstufe II. Der Sammelband vereint neue theoretische Ansätze und empirische Befunde, die auf aktuellen, längsschnittlichen Datensätzen beruhen. Der Inhalt Diachrone Bildungsverläufe Übergänge in der Schule Übergänge in der Berufsbildung Die Zielgruppen Forschende, Dozierende und Studierende der Erziehungswissenschaften, Lehrkraftbildung, Psychologie, Soziologie und Ökonomie Mitarbeitende von Bildungsverwaltungen, Berufsberaterinnen und Berufsberater, Coaches, Schulleitungen, Lehrpersonen an Grund- und Berufsfachschulen, Bildungsverantwortliche Die Herausgeber Prof. Dr. Markus P. Neuenschwander ist Professor für Pädagogische Psychologie und leitet das Zentrum Lernen und Sozialisation der Pädagogischen Hochschule der Fachhochschule Nordwestschweiz und ist Mitglied des Instituts für Bildungswissenschaften der Universität Basel. Dr. Christof Nägele ist Projektleiter und wissenschaftlicher Mitarbeiter am Zentrum Lernen und Sozialisation der Pädagogischen Hochschule der Fachhochschule Nordwestschweiz

During lower secondary education young adults deal more and more with the upcoming career choice. Studies have shown that career choice is not implemented only by adolescents themselves but interacts with persons of reference and further social environment. However, the extent of fit between a person's characteristics (interests, skills) and the job requirements in the apprenticeship generally manifests after the transition to vocational education and training (VET). With that in mind, the key questions focus on two important research topics:

1) To what extent do personal characteristics and contextual factors influence and predict choice actions and corresponding outcomes in lower secondary school as well as educational decisions and the choice of the apprenticeship's professions at the end of lower secondary school?

2) To what extent do characteristics of choice actions, characteristics of persons of reference in school and family and the companies' socialization tactics after transition influence performance indicators at the end of the first year of post-compulsory education?

Primary theoretical starting point is the social-cognitive career model (Lent, Brown and Hackett, 1994). The planned study is based on the Swiss National Science Foundation (SNSF) project "Institutional Determinants of Tracking during the Transition in Lower Secondary Education (Effects of Tracking)". It longitudinally extends the project with two additional waves of measurement. The ninth grade adolescents that have participated in previous waves of measurement are surveyed one more time. The sample is enhanced with supplementary ninth graders. In ninth grade, data on aspects of choice actions, choice attitudes and associated contextual factors are collected. In the first year of post-compulsory education, the experienced socialization tactics employed by the company and the performance indicators are measured. Additionally, teachers are asked about the post-compulsory education of their students at the end of ninth grade in order to validate the adolescents' information. For the first time in the Swiss educational context, this study examines, on a longitudinal basis and starting from the end of primary school, how educational and career decision-making processes interact with one another resulting in more or less successful performances after transition to post-compulsory education. In a theoretical perspective, this project enables further development of models on career choice and on transition to post-compulsory education. In practical term (valorization), this project provides schools, career counseling and teacher education administrations helpful basics to support adolescents in the process of career decision-making (optimization of school-to-work transition). Finally, this project provides insights on how companies may introduce and support newcomers.

The project implements the project "Institutional conditions of selection in the transition to lower secondary education". (Effects of selection WiSel I, No. 11063). The two datasets can be linked: https://forsbase.unil.ch/dataset/dataset-detail/16266/1473/

The research on school effectivity has worked out a complex variety of proximal and distal determinants of achievement. Beside school and classroom the family essentially contributes to explain students achievement disparities. Subsequent to the international comparisons of achievement studies (TIMSS, PISA, IGLU), evidence showed that distal institutional factors (educational system, school level) add to these differences. The question gets relevance in educational politics, because the transition regimes and school structures in Switzerland differ between the cantons. Until now the influence of educational structure on the change of students' achievement during the transition from the primary school to the lower secondary school as well as the individual coping of academic demands in school transitions have not yet been compared between the cantons.

Out of that three main questions result for this research project:
(1) How strongly do cantonal and institutional determinants influence the domain specific and general educational expectations and values as well as the students' achievement in German and Mathematics of adolescents during the transition to lower secondary education?
(2) How strongly does the class composition affect the domain specific and general educational expectations and values as well as the students' achievement in German and Mathematics at the end of primary school and after the transition to lower secondary education?
(3) How strongly does the individual's coping of school challenges at the end of primary school and after transition to lower secondary education influence the educational expectations and values as well as student achievement?

The five cantons vary in the time point of transition and in the transition regime. Thus, they form a quasi-experimental design. While students in the cantons of Basel-Landschaft and Aargau enter lower secondary education after the 5th grade, students in the cantons Bern and Lucerne move on to lower secondary education after the 6th grade and students in the canton of Basel-Stadt move on after the 7th grade. For the first time, the varying situations of transition allow us to analyze the changes with regard to characteristics of students, parents and classes (education expectations and values, academic self-concept, classroom climate) as well as the achievement in German and Mathematics under varying cantonal conditions.

Approximately 1,800 5th grade students and their parents and teachers in the cantons of Basel-Stadt, Basel-Landschaft, Aargau, Bern and Lucerne filled out standardized questionnaires. The students also filled out achievement tests in the subjects German and Mathematics. In 6th and 7th grade, surveys were carried out with instruments adapted to the respective transfer situation (longitudinal sample with three main examinations). In addition, the classroom teachers of the selected classes were consulted by a short standardized questionnaire at the end of the 5th and 6th grade (two follow-up teacher surveys).

Context: Following the social cognitive career theory of Lent, Brown, and Hackett (1994), the current study examines the effect of role models' professions and practical internship experiences on the choice of professional environment independent of professional interests. Embedded in the Swiss context with its strong vocational training system, the paper outlines to what extent the desired professional environment is realized in the chosen apprenticeship two years later and how this realization can be predicted. The theoretical model proposes that students form direct professional experiences during their first internship(s). If those experiences are positive, students choose an apprenticeship in the same professional environment. Students have indirect (vicarious) professional experiences through their role models. If those experiences are positive, students choose an apprenticeship in the role model's professional environment. The study examined whether, independent of professional interests, direct experiences in internships and indirect experiences through role models' professions predict the realization of a desired professional environment in an apprenticeship.

Method: The longitudinal sample consists of N = 348 seventh- and ninth-grade students from four German-speaking Swiss cantons. Professional interests and environments were measured using standardized questionnaires. The professional environments of the desired professions, the chosen apprenticeships, the role model's professions, and the internship's professions were coded using Holland's (1997) interest types: realistic, investigative, artistic, social, enterprising, and conventional (RIASEC).

Results: In 53% of the cases, students chose an apprenticeship in the professional environment they desired. In 53% of the cases, the chosen professional environment corresponded with the professional environment of the student's two most important role models. In 39% of the cases, those role models were their parents. By means of logistic regression analyses, we can show that role models' professional environments and the professional environment of the first internship influenced the realization of the desired professional environment at the end of lower secondary school, independent of the effect of the individuals' interests.

Conclusions: Results show that direct professional experiences in internships and indirect experiences of role models influence the realization of the desired professional environment, independent of professional interests. In a contextual approach, career counselling should include the role model's profession and how it corresponds with the client's interests and professional desires. Moreover, role models, especially parents, have a responsibility to reflect on how their goals influence students' career choice processes.