Suchergebnisse

Hauptbeschreibung Die duale Berufsausbildung gilt als Garant für einen reibungslosen Erwerbseinstieg. Christian Ebner vergleicht erstmals in einer Studie die dualen Ausbildungssysteme und deren Verzahnung mit dem Arbeitsmarkt in Deutschland, Österreich, der Schweiz und Dänemark. Es wird deutlich, dass die institutionelle Ausgestaltung zu wesentlichen Unterschieden der Arbeitsmarktperspektiven in den jeweiligen Ländern führt. Mit einem Vorwort von Jutta Allmendinger, Präsidentin am Wissenschaftszentrum Berlin für Sozialforschung. Inhaltsverzeichnis Inhal.

Die duale Berufsausbildung gilt als Garant für einen reibungslosen Erwerbseinstieg. Christian Ebner vergleicht erstmals in einer Studie die dualen Ausbildungssysteme und deren Verzahnung mit dem Arbeitsmarkt in Deutschland, Österreich, der Schweiz und Dänemark. Es wird deutlich, dass die institutionelle Ausgestaltung zu wesentlichen Unterschieden der Arbeitsmarktperspektiven in den jeweiligen Ländern führt. Mit einem Vorwort von Jutta Allmendinger, Präsidentin am Wissenschaftszentrum Berlin für Sozialforschung.

AbstractPeople's occupations are strongly related to multiple dimensions of inequality, such as inequalities in wages, health, autonomy, or risk of temporary employment. The theories and mechanisms linking occupations to these inequalities are subject to debate. We review the recent evidence on the relationship between occupations and inequality and discuss the following four overarching theoretical perspectives: occupations and skills, occupations and tasks, occupations and institutions, and occupations and culture. We show that each perspective has strong implications for how scholars conceptualize occupations and which occupational characteristics are seen as relevant when explaining inequalities. Building on this, we review and critically examine the relevant theories related to and the mechanisms of the relationship between occupation and wage inequality, as an example. We conclude that there is sound empirical knowledge available on the relationships between occupations and inequality; however, some of the mechanisms are still unclear.

Politik und Wirtschaft weisen regelmäßig auf die Bedeutung von (Weiter‑)Bildung für individuelle Lebenschancen hin. Ob non-formale berufliche Weiterbildung, also Kurse und Lehrgänge, welche den Großteil der Weiterbildungsanstrengungen in Deutschland darstellen, zu sozialem Aufstieg führen, ist in der Literatur nicht abschließend geklärt. In dieser Studie untersuchen wir den Einfluss von non-formaler Weiterbildung auf Arbeitsmarktmobilität mit Daten des Nationalen Bildungspanels (NEPS) über den Zeitraum von 2009 bis 2016. Die Event-History-Modelle für diskrete Zeitintervalle zeigen, dass betriebliche Weiterbildung entgegen gängiger theoretischer Annahmen, insbesondere der Humankapitaltheorie, eher Mobilität reduziert und somit individuelle Karrierestabilität erzeugt: Konkret wird Abstiegen vorgebeugt (Sicherheitsnetzfunktion); es werden aber auch Aufstiege und Betriebswechsel verringert. Die Befunde legen für die zukünftige Weiterbildungs- und Mobilitätsforschung nahe, Transaktionskostentheorien sowie den Betriebskontext stärker ins Kalkül zu ziehen und betriebliche sowie nicht-betriebliche non-formale Weiterbildung zu differenzieren. ; Politicians and the business leaders regularly stress the importance of (further) education for individual life chances. Still, it is far from clear whether non-formal further training, i. e. short training courses, which are the most common forms of further education in Germany, lead to career advancement. In this study, we analyze the impact of non-formal further training on labor market mobility using data from the German National Educational Panel Study (NEPS) over the period from 2009 to 2016. Event history models for discrete time intervals show that employer-provided courses reduce mobility and promote career stability, which contradicts hypotheses derived from human capital theory, which is commonly used in the literature. More concretely, employer-provided courses prevent downward mobility (safety net function), but also reduce upward mobility and firm changes. Based on these findings, we suggest that future research should consider transaction costs and the firm context as well as the distinction between employer-provided and non-employer-provided training.

This study investigates the impact of the social distance between immigrants and Swiss natives on wage inequalities. Social distance is assumed to be high when immigrants come from a different culture, a different education system and speak a different language. By combining these three aspects, this article goes beyond existing studies that only focus on cultural differences. The empirical findings indicate that, net of education, immigrants with a high or very high social distance from the receiving society are strongly disadvantaged in terms of their salaries. Additional analyses show that the impact of typical explanatory factors for labour market success such as education, citizenship and length of stay also vary by the degree of social distance between immigrants and their destination country. The analyses are based on data from the Swiss Labour Force Survey for the years 2010 and 2011, which allow for detailed analyses on individual immigrant groups due to oversampling.

Eine international vergleichende Betrachtung nehmen die Autoren vor, die drei Länder, welche sie einem "kollektivistischen Ausbildungsregime" zurechnen: Deutschland, Österreich und die Schweiz, mit Blick auf die jeweiligen Verknüpfungen von Berufsbildung und Hochschulbildung untersuchen. Diese Frage ist mit Blick auf die traditionelle Spannung und Spaltung zwischen beiden Bereichen hoch interessant und illustriert eindrücklich die aktuellen Rekalibrierungsprozesse. (DIPF/Orig.).

In the field of political economy, vocational education is becoming more and more popular -- especially since the emergence of the Varieties of Capitalism literature. Germany, Austria and Switzerland are considered to be countries which educate their work force within the overall framework of corporatist controlled dual vocational training. However, our article shows that the relative number of attendance for educational programmes in upper secondary education has developed quite differently among these countries since the mid 1970s: To date in Austria, state-controlled, full time school-based vocational education has been established alongside the dual vocational training system. In Germany and Switzerland dual vocational training is still predominant and the proportion of school based vocational education is comparatively smaller. We identify three main factors which contribute to the expansion of full-time vocational schools in Austria. First, the dominance of the Austrian Social Democrats and their informal cooperation with the Christian Democratic Party. Second, the governance of the Austrian education system by the central state, and third, the broad support of reforms in the area of vocational education by employers and trade unions. The 1970's can be characterised as a period of time where critical junctions took place. Adapted from the source document.