16 Vocational education and training and transitions into the labor market

Ludwig‐Mayerhofer, Wolfgang; Solga, Heike; Leuze, Kathrin; Dombrowski, Rosine; Künster, Ralf; Ebralidze, Ellen; Fehring, Gritt; Kühn, Susanne

doi:10.1007/s11618-011-0189-0

Cited by 16 publications

(7 citation statements)

References 38 publications

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“…Firstly, they shift the educational content more closely toward the actual competencies needed in the workplace (Ludwig-Mayerhofer et al 2011;Mayer and Solga 2008). For example, labelling the following themes "Ausbildung 4.0" (by which, in imitation of "Industry 4.0, " we mean "VET 4.0"; Frey and Osborne 2013), Zinn (2015) picked out digitization, industrial automation, and interconnectedness as central themes for a future reorganization of learning processes in VET.…”

Section: Introductionmentioning

confidence: 99%

Commercial competence: comparing test results of paper-and-pencil versus computer-based assessments

Sangmeister

2017

Empirical Res Voc Ed Train

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Background: Vocational education and training (VET) aims to enable young adults or trainees to participate in the workplace, and to promote their vocational capacities. In order to examine trainees' competencies at the end of VET, appropriate instruments are needed. This contribution aims: (1) to give an outline of such an instrument, one that has been designed to evaluate vocational competencies in the field of economics, and (2) to present the results of an empirical comparison of two possible test modes: computer-based assessment (CBA) versus paper-based assessment (PBA). The use of new technologies offers various opportunities for competence measurement: in particular, the computer as an assessment tool presents an authentic work tool drawn from professional life and promises novel ways of designing assessments. However, the current assessment practice in Germany is dominated by the use of traditional PBA, and there is less evidence about the possible effects of CBA. This study addresses the question of whether there are significant differences in the various ways of representing and measuring commercial competence with respect to specific content, item format, and, finally, motivational aspects. Methods:A sample of 387 trainees from the German VET system was used to compare these two kinds of assessment. The analyses were realized using Item Response Theory and, particularly, Differential Item Functioning to detect differences between PBA and CBA at the item level. In addition to the performance data, motivational aspects, such as emotional state and test attractiveness, were also taken into account by a pre-/post-questionnaire. Results:The study demonstrates that both test formats (CBA and PBA) can represent commercial competence in a valid and reliable way, but differences were found for certain items in the number of correct responses. The PBA shows a slight advantage in respect of overall item and model fit. Another key finding of our comparative study, at item level, is important from an instructive viewpoint: (domain) specific items are easier to solve in CBA than in PBA, whereas more general items are answered correctly more frequently in the latter. Contrary to expectations, we could not confirm the overall dominance of CBA against PBA on the basis of test takers' motivation, but values from CBA were more stable over time. Conclusions:The study facilitated making the strengths and weaknesses of both test formats evident, and this implies the possibility of identifying opportunities for further development in assessment practice and in designing tests. Selected design criteria and aspects of test administration are discussed, with the aim of seeking to optimize Open Access © The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the s...

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Section: Introductionmentioning

confidence: 99%

Commercial competence: comparing test results of paper-and-pencil versus computer-based assessments

Sangmeister

2017

Empirical Res Voc Ed Train

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“…Ensuring successful transition enables better retention and engagement with study as learners are making informed choices (DfES, 2007;WG, 2018a). As other studies have shown, continued schooling and vocational and professional training remain of primary importance for a skilled work force, careers and social integration (The Northern Powerhouse Partnership 2018;Maurice-Takerei 2017;Ludwig-Mayerhofer et al 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Transitions to further education: listening to voices of experience

Packer

Thomas

2021

Research in Post-Compulsory Education

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Transition has an impact upon the emotional and social development of the individual as well as academically. This paper argues that transition is not a one-off event but is an ongoing process that is repeated over time. In entering further education (FE) the impact of transition in the move from formal schooling to post-compulsory education is no less daunting. Emerging independence and exploration of self-identity are fundamental in adulthood; however, individuals often need guidance and support during this process. Using an interpretive methodology, the voices of key stakeholders in the transition to FE were sought and recorded to explore and inform good practice. Data was collected using online and paper questionnaires, interviews and focus groups. Findings concluded the value of active and supportive relationships between learners and practitioners and between learners and their peers during the transition process. Nurturing effective practitioner-learner relationships, with opportunities to visit the setting promoted increased engagement by learners and facilitated learner identification with the learning environment, thus ensuring smooth transition.

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“…The German education system is characterized by a distinction between academic general education on the one hand, and practical vocational training on the other hand (Ludwig-Mayerhofer et al 2011). Also characteristic is the so- (Daniel et al 2019).…”

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confidence: 99%

“…Also characteristic is the so- (Daniel et al 2019). It is quite common for health-related occupations like medical assistants and nurses, as well as for Kindergarten teachers and social workers (Ludwig-Mayerhofer et al 2011). Graduates from VET receive occupation-specific certificates, which are required in order to work as skilled labor in Germany (e.g., Bol et al 2019;Graf 2015;Hillmert et al 2017).…”

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confidence: 99%

“…The distribution of secondary school graduates across the nine occupational categories corresponds to the different skill requirements of these occupations. Ludwig-Mayerhofer et al (2011) differentiate between "comparatively simple manual and retail occupations (e.g., bricklayer, painter, or shop assistant)" and "rather complex whitecollar occupations in banking, insurance, and IT, or even personal service occupations (e.g., speech therapist or midwife)". While there are no "official eligibility criteria" for firm-based trainings, individuals with lower skills sort themselves into occupations with lower skill requirements (Heisig and Solga 2015;Levels et al 2014).…”

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confidence: 99%

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Vocational training choice from a regional perspective

Schuster

Margarian

2021

Empirical Res Voc Ed Train

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Motivated by discussions of skill mismatches on local German vocational educational and training (VET) markets, this paper analyses how occupational segments of VET entry of individuals with lower and intermediate secondary school degree relate to local labor market characteristics. The econometric analysis applies data from a survey conducted with 9th graders within the German National Educational Panel Study (NEPS). Considering opportunity structures and the local competition for training positions, we find that the match between occupations' skill demands and individuals' abilities tends to be specifically close in diverse and competitive urban labor markets. In non-competitive peripheral labor markets, in contrast, graduates with lower school certificates seem to have a higher likelihood of entering VET in segments that are specifically attractive for graduates with upper secondary school degree. The results on the allocation of abilities and the weight of preferences under different labor market conditions have different welfare implications from an individual, regional and general economic perspective.

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16 Vocational education and training and transitions into the labor market

Cited by 16 publications

References 38 publications

Commercial competence: comparing test results of paper-and-pencil versus computer-based assessments

Commercial competence: comparing test results of paper-and-pencil versus computer-based assessments

Transitions to further education: listening to voices of experience

Vocational training choice from a regional perspective

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