The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

Preferential trade agreements are an important feature of the global trade system. Several questions, ranging from the rationale for preferential arrangements to their impact on members, non-members and the broader multilateral trade system, are at the forefront of academic and policy debates in trade policy. This paper presents a new database that offers a detailed assessment of the content of preferential arrangements, examining the coverage and legal enforceability of provisions regulating a large set of policy areas. The database provides information on 279 agreements signed by 189 countries between 1958 and 2015. The analysis of the data confirms one of the key insights in the literature: preferential trade agreements are becoming deeper over time. A growing number of these treaties regulate an extended set of policies, frequently with legally enforceable provisions, in areas under the current World Trade Organization mandate and in areas outside the current World Trade Organization mandate, especially competition policy, investment, movements of capital, and intellectual property rights protection. Accounting for the changing scope of preferential trade agreements is essential to gain a more complete and accurate understanding of where the global trading system is going and how its governance can be improved.

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His research focuses on international conflict management, state-building and peace-building, and non-state armed actors. AbstractArmed actors dominate contemporary conflict environments dramatically. Their degree of dispersion, influence, and effect on international politics make it necessary to establish strategies for interaction with them. This article makes a contribution by assessing particular strategies and their suitability and applicability with regard to specific actors. First, it delineates options for dealing with armed actors based on three perspectives from international relations theory: realist, institutionalist, and constructivist. Second, it matches these perspectives to the capabilities of international

Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VETcompanies, provide important support. We were interested in the different pathways from this support to apprentice's career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.

Context: There are currently two low-threshold vocational education and training (VET) options in Switzerland for young people at risk: A two-year programme for a Federal VET certificate and a practical training programme designed for young people with special needs. In the present study, we looked at transitions from these programmes to the labour market. Possible influences on objective and subjective indicators of career success, such as social background, personal disposition, and training, were considered.Methods: Data were collected from 418 apprentices in the French- and German-speaking parts of Switzerland at three measurement points: t1, at the beginning of training; t2, upon completion of training; and t3, 10 months later. Participants responded to a written questionnaire.Findings: Ten months after completing their apprenticeships, the majority of participating young people were either employed or continuing their education. Results of the multinomial logistic and linear regressions showed a differentiated, rather than uniform, picture depending on the criteria for career success. The background factors of gender and school (9th grade) were associated with objective success after the apprenticeship ended but not with subjective career success (hypothesis 1). For the variables concerning person disposition and agency (hypothesis 2), we found two plausible associations: A positive attitude towards life helped with unemployment avoidance and a highly self-rated school performance was associated with later satisfaction. As predicted in hypothesis 3, situational factors related to the VET company and school showed a number of significant but sometimes weak associations with objective and subjective career success. Additionally, competencies and support of VET trainers related to continuance in the learned profession.Conclusions: The career development paths of young people are influenced by various background and personality factors, as well as the training situation. VET trainers should be aware of their crucial role and understand how their interventions affect apprentices’ self-perceptions and perceptions of their learned professions, which consequently influence their motivations and career aspirations. The situation at the VET school (as a learning and social place) is equally important, especially because of the aim to increase permeability for further training. Young people not in employment, education or training (NEET) are of particular concern. Even though this group is smaller in Switzerland than in most other countries, a number of problematic symptoms can be detected during apprenticeship that point to the need for the prevention of a later NEET status.

Formal actors are faced with vast shortcomings in articulating a legal foundation for engaging non-state armed groups. This essay addresses the difficulties, differences and commonalities for state and non-state actors in engaging with non-state armed groups. It demonstrates how non-governmental organizations offer the potential to fill the gap in the international legal regime by employing lower-key initiatives that avoid political issues such as the legitimization or recognition of non-state armed groups. The essay concludes that 'small agreements' in the humanitarian field bear the capacity to contribute enormously to prospective peace processes.

ZusammenfassungMit der Einführung der zweijährigen Grundbildung mit eidgenössischem Berufsattest (EBA) AbstractWith the introduction of the two-year apprenticeship with Federal VET Certifi cate, the labor market ability of the graduates and the permeability to continuing education ought to be improved. In the period of time from 2006 to 2012, the University of Applied Science in Special Needs Education Zurich (HfH) carried out a longitudinal study with three measuring times in four economic sectors (gastronomy, retail sales, home economics, joinery). One important question was if the new type of apprenticeship is suitable for both the learners from regular classes and from special needs classes and how the respective careers will develop aft er leaving school. Th e results show that the learners from special needs classes are somewhat more satisfi ed with their training situation and do not feel too much burdened whether in their school nor in their working environment. Th ey do, however, have a more diffi cult start immediately aft er leaving school (higher unemployment, more frequently temporary jobs), but their situation is improving towards the third questioning point of time. Besides the school background, further factors are important for the vocational integration such as for instance mental health, the situation in the training companies, values with regard to work, and performances and stress at VET-school.