Two-year apprenticeships – a successful model of training?

Kammermann, Marlise; Stalder, Barbara E.; Hättich, Achim

doi:10.1080/13636820.2011.586130

Cited by 24 publications

(16 citation statements)

References 15 publications

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“…This questionnaire is based on the job diagnostic survey (Hackman & Oldham, 1975), an instrument to assess social support (Frese & Zapf, 1987) and an instrument for stress-related work analyses (Semmer, 1984). These sub-scales are relevant for learning at work (Kammermann, Stalder, & Hättich, 2011;Keller, Meier, Gross, & Semmer, 2015;Nägele, 2013;Stalder & Carigiet Reinhard, 2014).…”

Section: Workplace Factorsmentioning

confidence: 99%

Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors

Nägele

Neuenschwander

Rodcharoen

2018

IJRVET

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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). * Higher Education in Switzerland 265Methods: 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.

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Section: Workplace Factorsmentioning

confidence: 99%

Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors

Nägele

Neuenschwander

Rodcharoen

2018

IJRVET

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“…In 2004, Switzerland introduced an adapted training program as part of the dual system to help young adults with learning difficulties to complete a postcompulsory qualification (Kammermann, 2010;Kammermann, Amos, Hofmann and Hättich, 2009;Kammermann, Stalder and Hättich, 2011). This two-year program for young people with more practical skills combines part-time classroom instructions with part-time apprenticeship in a VET-company as regular VETprograms do (Stalder and Nägele, 2011).…”

Section: Introductionmentioning

confidence: 99%

Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development

Hofmann

Stalder²,

Tschan

et al. 2014

IJRVET

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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.

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“…A review of the scientific literature shows us that more instruments need to be developed to measure WL efficacy in the area of VET (Fuller and Unwin 2011;Kammermann, Stalder and Hättich, 2011). However, the evaluation of its efficacy has been developed in other types of vocational education and training, as is the case of continuous training.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

How to measure the efficacy of VET workplace learning: the FET-WL model

Pineda-Herrero

Quesada-Pallarès

Espona-Barcons

et al. 2015

Education + Training

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Purpose – Workplace learning (WL) is a key part of vocational education and training (VET) because it allows students to develop their skills in a work environment, and provides important information about how well VET studies prepare skilled workers. Therefore, the purpose of this paper is to develop and validate an instrument to evaluate WL efficacy in VET. Design/methodology/approach – The research presented in this paper was based on a quantitative design, after having identified factors that influence training efficacy. The factors to evaluate transfer in WL (FET-WL) questionnaire was formed of 57 items (five-point Likert scale) and applied to a stratified probabilistic sample of 1,026 VET students in the Barcelona area (Spain). Findings – After conducting an exploratory factor analysis, the model explained 48.42 per cent of the variance and six factors merged: coherence of the training of the school with the WL, school tutor’s sole, host company tutor’s role, the possibilities of developing the WL, integration into the company and student’s motivation. Originality/value – Results show that the FET-WL may be a useful tool for the various agents involved in WL since it may improve the organization and management of VET and thereby increase its efficacy.

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Two-year apprenticeships – a successful model of training?

Cited by 24 publications

References 15 publications

Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors

Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors

Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development

How to measure the efficacy of VET workplace learning: the FET-WL model

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