Apprentices’ Resources at Work and School in Switzerland: A Person-Centred Approach

Abstract

Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices’ learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners’ apprenticeship satisfaction and occupational commitment varied according to the resource profiles.Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study "Transition from Education to Employment" (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship.Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles with higher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources.Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners’ core self-evaluations to empower them to shape their learning according to their needs.

Life Course in the Making

“…Satisfaction With the Learning and Working Environment Among many other things, TREE allows for a detailed study of the learning and working environment. Analyses on aspects of the learning environment such as quality of teaching, learning climate and learning opportunities, autonomy, and training requirements show that these affect learning development and, above all, satisfaction and hence well-being (F. Lüthi et al, 2021;Samuel & Burger, 2019;Schmid & Stalder, 2012;B. Stalder, 2013;B.…”

“…Another factor that proves to be important is critical (or significant; see below) life events. With respect to the workplace situation after the transition to the labor market, TREE analyses generally underpin the importance and interplay of personal and contextual resources for success (F. Lüthi et al, 2021;Samuel & Burger, 2019;Schmid & Stalder, 2012;B. Stalder, 2013;B.…”

Untitled

“…Å vaere aktør er en viktig GMR både i skole og laeretid og ser ut til å bidra til å fremme refleksivitet som deltakerne opplever er sentralt for å mestre og finne mening i laeretiden. Å gi laerlinger utfordrende, myndiggjørende og støttende laeringsmiljøer styrker laerlingers selvevalueringer da det gi dem mulighet til å forme laeringen i henhold til deres behov (Lüthi et al, 2021).…”

Successful Integration of Refugees in Vocational Education and Training: Experiences from a New Pre-vocational Programme

“…Providing learners with high-quality education and training is crucial for developing vocational competence, well-being, and positive career development (Lüthi et al, 2021;Stalder & Lüthi, 2020). High-quality learning environments are characterised by meaningful workplace tasks and lessons that stimulate learners' motivation and interest, sufficient guidance by trainers, teachers, and colleagues, and the possibility of becoming an appreciated member of the community of practice (Böhn & Deutscher, 2020;Lüthi et al, 2021).…”

“…Providing learners with high-quality education and training is crucial for developing vocational competence, well-being, and positive career development (Lüthi et al, 2021;Stalder & Lüthi, 2020). High-quality learning environments are characterised by meaningful workplace tasks and lessons that stimulate learners' motivation and interest, sufficient guidance by trainers, teachers, and colleagues, and the possibility of becoming an appreciated member of the community of practice (Böhn & Deutscher, 2020;Lüthi et al, 2021). Research with academically weaker apprentices shows that close guidance, support, and instructional approaches adapted to the learners' needs promote learning and a successful transition to higher-level VET programmes (Hofmann et al, 2014;Scharnhorst & Kammermann, 2020).…”