What Matters in the Transition From School to Vocational Training in Germany

Protsch, Paula; Dieckhoff, Martina

doi:10.1080/14616696.2010.540352

Cited by 44 publications

(27 citation statements)

References 21 publications

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“…Borghans et al 2007;Protsch and Dieckhoff 2011). Empirical research based on appropriate data-like NEPS-could arbitrate this ongoing theoretical and highly policy-relevant debate on the importance of certificates and competencies.…”

Section: Determinants Of Youth's Placement Within the Vet Systemmentioning

confidence: 97%

16 Vocational education and training and transitions into the labor market

et al. 2011

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Stage 6 of the German National Educational Panel Study is devoted to youth's transitions from school into the labor market. In all Western societies, vocational education and training (VET) systems face a number of challenges, including the need to adapt to increasing skill requirements across the economy and handle the danger of producing an "underclass" of low-skilled youth. This chapter presents the life-course approach for investigating school-leavers' pathways from school into the labor market within the National Educational Panel Study. Several factors shape young people's school-to-work transitions: their motivation and competence endowment, their decisions concerning further course of education, the constraints they face both concerning opportunities for VET and gatekeepers' recruitment behavior, the information and support youths may or may not receive from social networks, and the learning environments they 252 W. Ludwig-Mayerhofer et al.encounter in firms and schools. We shall outline the basic theories that will guide our research concerning these influences and discuss how they are taken into account within stage 6 of the National Educational Panel Study. Thus, we will give a picture of the study's research potential in the area of VET.

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Section: Determinants Of Youth's Placement Within the Vet Systemmentioning

confidence: 97%

16 Vocational education and training and transitions into the labor market

et al. 2011

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“…Studies consistently find negative effects of extraversion and neuroticism on educational outcomes, including years of education, earning an Abitur or university degree, or quickly transitioning to the vocational system (neuroticism only; Almlund, Duckworth, Heckman, & Kautz, 2011a; Anger, 2013; Protsch & Dieckhoff, 2011). Openness to experience may be positively related to educational outcomes along the university track, including earning an Abitur and university degree (Anger, 2013; Uhlig, Solga, & Schupp, 2009), but negatively related to other outcomes including years of education (Almlund et al, 2011a) and timely transitions to vocational training (Protsch & Dieckhoff, 2011). Conscientiousness also has mixed relationships to educational outcomes and may be more positively related to outcomes along the vocational track (Almlund et al, 2011a; Anger, 2013; Protsch & Dieckhoff, 2011; Uhlig et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Openness to experience may be positively related to educational outcomes along the university track, including earning an Abitur and university degree (Anger, 2013; Uhlig, Solga, & Schupp, 2009), but negatively related to other outcomes including years of education (Almlund et al, 2011a) and timely transitions to vocational training (Protsch & Dieckhoff, 2011). Conscientiousness also has mixed relationships to educational outcomes and may be more positively related to outcomes along the vocational track (Almlund et al, 2011a; Anger, 2013; Protsch & Dieckhoff, 2011; Uhlig et al, 2009). A major caveat of the extant studies, however, is that personality was measured after education was likely completed.…”

Section: Introductionmentioning

confidence: 99%

“…The opportunities for personality’s influence to manifest may be at key turning points in the German educational system: transitions from primary to secondary school, and from secondary school to vocational school or university. Protsch and Dieckhoff (2011) argue that personality is especially important during the transition from secondary school to vocational school. In particular, they hypothesized that personality may be especially important for students with intermediate secondary degrees as they have more opportunity to put it to use in applying for positions than students with lower secondary degrees whose positions rely more on grades.…”

Section: Introductionmentioning

confidence: 99%

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Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany

Ryberg

Bauldry

Schultz

et al. 2017

J Youth Adolescence

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Research based in the United States, with its relatively open educational system, has found that personality mediates the relationship between parents’ and child’s educational attainment and this meditational pattern is especially beneficial to students from less-educated households. Yet in highly structured, competitive educational systems, personal characteristics may not predict attainment or may be more or less consequential at different points in the educational career. We examine the salience of personality in the educational attainment process in the German educational system. Data come from a longitudinal sample of 682 seventeen to twenty-five year-olds (54% female) from the 2005 and 2015 German Socio-Economic Panel (SOEP). Results show that adolescent personality traits — openness, neuroticism, and conscientiousness — are associated with educational attainment, but personality plays a negligible role in the intergenerational transmission of education. Personality is influential before the decision about the type of secondary degree that a student will pursue (during adolescence). After that turning point, when students have entered different pathways through the system, personality is less salient. Cross-national comparisons in a life course framework broaden the scope of current research on non-cognitive skills and processes of socioeconomic attainment, alerting the analyst to the importance of both institutional structures and the changing importance of these skills at different points in the life course.

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“…() and Schupp and Herrmann () for a general description. Studies using this measure include Uhlig, Solga, and Schupp () and Protsch and Dieckhoff ().…”

mentioning

confidence: 99%

Kick it like Özil? Decomposing the Native-Migrant Education Gap

Krause

Rinne

Schüller

2015

International Migration Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. One part of the gap can be attributed to differences in socioeconomic background and another part remains unexplained. Faced with this decomposition problem, we apply linear and matching decomposition methods. Accounting for differences in socioeconomic background, we find that migrant pupils are just as likely to receive recommendations for or to enroll at any secondary school type as native children. Comparable natives, in terms of family background, thus face similar difficulties as migrant children. Our results point at more general inequalities in secondary schooling in Germany which are not migrant-specific. JEL Classification:J15, J24, I21

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What Matters in the Transition From School to Vocational Training in Germany

Cited by 44 publications

References 21 publications

16 Vocational education and training and transitions into the labor market

16 Vocational education and training and transitions into the labor market

Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany

Kick it like Özil? Decomposing the Native-Migrant Education Gap

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