In Australia, as in many other countries, initiatives are constantly being developed which aim to assist school students’ transition into work. One such initiative, which was…
Abstract
In Australia, as in many other countries, initiatives are constantly being developed which aim to assist school students’ transition into work. One such initiative, which was introduced towards the end of the 1990s, was the introduction of school‐based apprenticeships and traineeships, often referred to by the umbrella term “school‐based new apprenticeships” (SBNAs). Students taking part in these programs, normally in the final two years of schooling (Years 11 and 12), combine part‐time work, study towards a vocational education and training (VET) qualification, and normal attendance at school. This paper reports on the first large‐scale research study of school‐based apprentices and trainees, which was carried out in late 2001 through a survey of students involved in the programs. The survey was carried out in the three Australian States with the highest numbers of school‐based apprentices and trainees, Queensland, Victoria and South Australia. The paper commences with a description of the nature of school‐based apprenticeships and a description of their introduction and rapid growth. It then gives an overview of the young people’s jobs, their learning and training, and concludes by discussing four problematic areas.
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Due to recent bottlenecks in the apprenticeship market the transition from general schooling into the German employment system has become more and more problematic for many pupils…
Abstract
Purpose
Due to recent bottlenecks in the apprenticeship market the transition from general schooling into the German employment system has become more and more problematic for many pupils over the past years. In particular, young persons with migrant backgrounds, low academic achievement or missing school graduations need special help from “Managing transition” projects. The purpose of this paper is to present some findings from a formative evaluation of a mentoring project.
Design/methodology/approach
The evaluation of the mentoring programme was done in a case study manner. A formative evaluation design with a three‐part survey was chosen. The survey also used standardised questionnaires as oral interviews.
Findings
In the survey, it could be found that the mentoring programme had many problems to overcome. For example, it did not succeed in building a continuous and trustworthy communication between mentors and pupils. Moreover, the pupils were unsuccessful in getting an apprenticeship training position despite overcoming lethargy in order to start applying. Furthermore, the mentors felt insufficiently prepared with regards to content and methodological design of the mentoring.
Research limitations/implications
Considering the small sample (six students and eight mentors), it was quite clear that the evaluation study could not generate a representative analysis. The research should be regarded as an explorative case study only.
Practical implications
As a result of the formative evaluation, some recommendations are given that should optimise the continuation and extension of the mentoring programme.
Originality/value
The findings of this mentoring programme are useful for people planning to start similar projects because practical problems and possible solutions are mentioned.
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In Germany structural change and aggravated international competition have been accompanied by a declining willingness of enterprises to offer apprenticeships. Young people with…
Abstract
Purpose
In Germany structural change and aggravated international competition have been accompanied by a declining willingness of enterprises to offer apprenticeships. Young people with low levels of qualification increasingly end up in courses at vocational schools that offer few transitions to regular VET or the labour market. This paper aims to show how the German VET (vocational education and training) system turned from an inclusive scheme to a selective scheme regarding young people with low levels of qualifications from basic schooling.
Design/methodology/approach
The paper presents empirical results of an evaluation study on the background of the structural changes in German VET.
Findings
The empirical results show exemplarily the low connection between these courses and the apprenticeships in companies.
Research limitations/implications
The results are exemplary for one type of course at vocational schools. The results cannot empirically illustrate causalities between the structure of German VET system and the diminishing possibilities of youth with low levels of qualification but secondary data presented in this paper support the assumption of an increasingly selective German VET system.
Social implications
The article provides information about social selectivity in contemporary German VET.
Originality/value
The article not only recapitulates the current German discussions about structural problems and reforms concerning the VET‐system, but also draws conclusions from the German situation about possibilities of apprenticeship‐based pathways for youths with low levels of qualifications in other countries.
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The two‐year basic training course leading to the Basic Federal Certificate was established in Switzerland by the new Vocational Training Act in 2002 with the intention of…
Abstract
Purpose
The two‐year basic training course leading to the Basic Federal Certificate was established in Switzerland by the new Vocational Training Act in 2002 with the intention of ensuring upper secondary education and training for disadvantaged young people. The purpose of this paper is to discuss the findings of a longitudinal study of youths who participated in a two‐year vocational education and training (VET) programme. The main objective is the evaluation of intentions regarding the two‐year training course.
Design/methodology/approach
A sample of 319 trainees on a two‐year training course in the retail sales and hotel sectors were questioned at the end of their training about their educational and family background, their occupational and personal situation as well as their prospects. Their integration into the labour market was recorded 14 months later. These results are compared with the results of a sample of 183 graduates of an Elementary traineeship in the same occupational fields.
Findings
The results of the study confirm some assumptions made about the effects of the training with Basic Federal VET Certificate. However, the findings also point to crucial aspects that require further investigation.
Originality/value
The findings of the investigation provide insight into initial experiences with the new standardised VET programme. In addition, the presented research is the first longitudinal study focusing on the occupational perspectives of underachieving youths in Switzerland.
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The aim of this paper is to consider the role played by vocational education and training (VET) for young people in Australia.
Abstract
Purpose
The aim of this paper is to consider the role played by vocational education and training (VET) for young people in Australia.
Design/methodology/approach
The paper is based on an analysis and synthesis of the existing research and literature, including the author's own body of research in the field, regarding VET delivered in schools and in adult sector institutions.
Findings
This research presents evidence that VET in Schools (VETiS) constitutes an important and significant curriculum reform in upper secondary schooling, but that it is usually offered at the most basic qualification levels within the subject model paradigm of senior secondary certificates. Its heavy use by young people from disadvantaged backgrounds raises concerns regarding social selection and it suffers from problems of low esteem and variable quality, with its place often questioned within the traditional academic culture of secondary schooling. With respect to adult VET providers, the article argues that the role of TAFE across Australia for 15‐19 year‐olds is relatively limited, with questions raised regarding the quality of programs for younger clients, and that low SES students are more likely to enter post‐school VET destinations.
Practical implications
This article argues that an integrated approach to VET provision, both during and after school, is needed to create quality pathways for students of all backgrounds.
Originality/value
The article presents an integrated view of the role played by VET across different sectors for young people. It is designed to be of value to policy makers and practitioners seeking coordinated policy responses designed to offer curriculum, diversity, and strong pathways into further education and quality full‐time employment.
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The aim of the paper is to locate and understand VET provision for young people in England and Scotland as a set of policies and practices that can also be located within a…
Abstract
Purpose
The aim of the paper is to locate and understand VET provision for young people in England and Scotland as a set of policies and practices that can also be located within a broader Europe‐wide discourse.
Design/methodology/approach
The research drew upon findings from a longitudinal study that comprised interviews with young people who were in JWT at the outset of the research. The work was conducted in the South West of England in 2007 and 2008 and comprised in‐depth interviews with 13 young people, supported with 155 telephone interviews, a focus group session with three young people, and a participative research seminar with 25 key stakeholders.
Findings
The research showed that although there are nuanced differences in approach, the fundamental basis of the policy rhetorics is the same. Whilst the issues and questions in this paper have been informed by the position in the UK and in particular England, it would seem that the same or similar issues and concerns have become part of the mainstream discourse, certainly within the OECD countries and beyond.
Research limitations/implications
The methodology brings a narrative approach (focused upon individual young people), to bear upon a set of policy discourses within the education and skills agenda. Whilst the approach of the paper does not allow for generalisation, it does highlight the problem with a policy focus that fails to take account of what those most affected by the policies actually value and believe.
Originality/value
This paper draws together policy narratives and the experiences of young people.
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Jonas Masdonati, Nadia Lamamra and Marine Jordan
The purpose of this paper is to explore the issue of dual vocational education and training (VET) attritions as indicating difficulties in the transition from school to work.
Abstract
Purpose
The purpose of this paper is to explore the issue of dual vocational education and training (VET) attritions as indicating difficulties in the transition from school to work.
Design/methodology/approach
The methodology consists of a content analysis of semi‐structured interviews with 46 young people who interrupted their dual VET during the first year.
Findings
The findings showed that VET “dropouts” experience transitional problems. These can be one of two sorts: diachronic or synchronic. Diachronic problems are related to difficulties with the shift from a standard school system to VET. Synchronic problems are due to difficulties in learning, relational or working environments.
Research limitations/implications
The results stress the need to widen the definition of transition and to consider the context in which the transition takes place. Further research could compare these results with employers' and trainers' points‐of‐view.
Practical implications
Accordingly, interventions should be taken before and after the precise moment of the shift from school to VET and should include all stakeholders of VET.
Originality/value
The paper encompasses three original aspects: it considers school‐to‐work transition as a process beginning before and ending after the concrete shift to VET, suggesting that a transition is achieved only when the person reaches a relatively stable situation on the workplace; consequently, it conceives VET attrition as an indicator of a failure of the school‐to‐work transition process; and it stresses the influence of the social and the learning environment on the quality of VET.