Job or further training?

Kammermann, Marlise

doi:10.1108/00400911011058334

Cited by 13 publications

(5 citation statements)

References 4 publications

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“…Both low-threshold programmes aim to improve employability and to ensure that young professionals meet the demands of the labour market in their learned professions. The results of a previous longitudinal study (Kammermann, 2010) confirmed that the chances of finding jobs in firms other than the training firms have increased; permeability for further training has also improved. Nevertheless, 12% of the young people in this study were unemployed after completing their apprenticeships-a higher figure than the average unemployment rate of 6% for those aged 15-24 years in Switzerland (BFS, 2019).…”

Section: Transition From Low-threshold Vet To Work In Switzerlandmentioning

confidence: 71%

“…This highlights the importance of knowing more about other important influencing factors related to the transition from VET to employment. Besides social background and individual resources, support and counselling are important for promoting a smooth transition for this special group of young people, according to previous studies (Kammermann, 2010). In this paper, we refer to a socio-ecological model in which dimensions of agency, as well as social resources in the proximal settings of the social context (family, migration), are considered (Schoon & Lyons-Amos, 2017).…”

Section: Transition From Low-threshold Vet To Work In Switzerlandmentioning

confidence: 99%

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Transition From Low-Threshold Vocational Education and Training to Work in Switzerland: Factors Influencing Objective and Subjective Career Success

Hofmann

Häfeli

Müller

et al. 2021

IJRVET

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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.

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Section: Transition From Low-threshold Vet To Work In Switzerlandmentioning

confidence: 71%

Section: Transition From Low-threshold Vet To Work In Switzerlandmentioning

confidence: 99%

Transition From Low-Threshold Vocational Education and Training to Work in Switzerland: Factors Influencing Objective and Subjective Career Success

Hofmann

Häfeli

Müller

et al. 2021

IJRVET

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“…Sur la question de « l'entrée en apprentissage », plusieurs de nos résultats déjà publiés (Jacques, 2013 ; 2016) confirment, à l'échelle micro, des travaux français ou européens (Moreau, 2003 ;Kammermann, 2010 ;Granato, 2014) : entrer en apprentissage relève d'une sélection âpre et reste une étape épineuse qui nécessite les ressources d'une « socialisation apprentitielle ». Ces ressources ne faisant l'objet d'aucun enseignement explicite au collège, elles constituent un curriculum caché défavorable aux jeunes qui cherchent un apprentissage sans en être dotés (Ruiz et Goastellec, 2016) et s'avèrent, au contraire, déterminantes pour ceux qui les mobilisent.…”

Section: Discussionunclassified

Four years after middle school : feedback on apprenticeship aspirants courses

Jacques¹

2016

formationemploi

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Revue française de sciences sociales 136 | octobre-décembre 2016 Pêle-mêle Quatre ans après le collège : retour sur les parcours d'aspirants apprentis Four years after middle school : feedback on apprenticeship aspirants courses Vier Jahre später : Rückblick auf den Werdegang der Schulabgänger der 10. Klasse Cuatro años después del colegio : retorno sobre los itinerarios de aspirantes a aprendices

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“…The professional standards also can be used in the selection and employment of workers in enterprises, and their responsibilities and functions and relationships with other workers. And contribute to professional standards in the design of wage policies and requirements of the transition from one job to another (Jawabreh, 2017b&c;Jeremy et al, 1999;Kenneth, 1976;Lenita and Taina, 2015;Liza et al, 2015;Marlise, 2010;Martin, 1997;Martinus, 1997;Mike, 1999;Mike and Dimitrios, 2004).…”

Section: Background Studymentioning

confidence: 99%

Impendent of the study of vocational education in vocational secondary schools in the city of Aqaba from the point of view of students

-Kderat

2019

COES&RJ-JSS

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The study aims to explore the impendent of the study of vocational education in vocational secondary schools in the city of Aqaba from the point of view of students know how positive and an overview of the local community of the city of Aqaba. This study is an exploratory, analytical study and follows the approach of collecting and analyzing data to draw conclusions. The researcher used the arithmetic mean, standard deviation, T-test and ANOVA test to measure the level of importance for the study questions.The study targeted a sample of members of a community of (94) students Survey, distributed to the members of the sample, the study founded the gap between secondary technical and technological campus within the comprehensive reform processors in the context of the educational system, including the correction of both educational tracks through specific training for students.

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Job or further training?

Cited by 13 publications

References 4 publications

Transition From Low-Threshold Vocational Education and Training to Work in Switzerland: Factors Influencing Objective and Subjective Career Success

Transition From Low-Threshold Vocational Education and Training to Work in Switzerland: Factors Influencing Objective and Subjective Career Success

Four years after middle school : feedback on apprenticeship aspirants courses

Impendent of the study of vocational education in vocational secondary schools in the city of Aqaba from the point of view of students

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