Der Wandel typischer Hauptschülerberufe

Mohr, Sabine; Weis, Kathrin

doi:10.25162/zbw-2019-0012

zbw

2019

DOI: 10.25162/zbw-2019-0012

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Der Wandel typischer Hauptschülerberufe

Sabine Mohr¹,

Kathrin Weis²

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Task composition and vocational education and training – a firm level perspective

Friedrich

2021

Journal of Vocational Education & Training

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In Germany, about half of the school-leavers -irrespective of their school-leaving certificate -start an apprenticeship instead of entering the labour market or university. Firms act as gatekeepers who influence which school-leavers start an apprenticeship. Previous studies have provided important information on the reasons firms train. By analysing tasks, I consider an additional characteristic that probably influences firms' training decisions. The aim of my study is twofold: I examine whether tasks performed in a firm first correlate with the decision to provide apprenticeship training and second with the school-leaving certificate of newly hired apprentices. I use the BIBB Establishment Panel on Training and Competence Development to estimate hybrid models with the task shares of firms as the main independent variables. The results suggest that firms' task composition affects their decisions concerning vocational education and training (VET). Firms with a high share of routine or manual tasks are more likely to be involved in VET. Moreover, high shares of manual and routine tasks are accompanied by a higher demand for apprentices with lower secondary certificates, and high shares of interactive tasks by a high demand for apprentices with the highest secondary school-leaving certificate (i.e. the Abitur).

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Task composition and vocational education and training – a firm level perspective

Friedrich

2021

Journal of Vocational Education & Training

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Why Do High‐Performing School Leavers Aspire to Occupations Atypical of Their Qualification?

Eberhard

Schnitzler

Mentges

2022

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In Germany, the dual system of vocational education and training is an attractive alternative to tertiary programmes for school leavers with a higher education entrance certificate (HEEC). Most adolescents with this qualification opt for training occupations where the majority of apprentices hold an HEEC (e.g., bank clerk). This decision seems sensible considering that such training occupations are difficult for people with lower school‐leaving certificates to access and promise better career outcomes. Nevertheless, some adolescents with an HEEC enter occupations that are not typical of their school‐leaving qualification. This article examines under which circumstances adolescents with an HEEC aspire to training occupations atypical of their level of education and thus accept lower career outcomes. Following the rational choice paradigm, we expect differences in perceived benefit and probability of success between school leavers with an HEEC opting for HEEC occupations as opposed to non‐HEEC occupations. Using data from the 2018 DZHW Panel Study of German School Leavers With an HEEC, our logistic regression models show that the individuals’ self‐assessed strengths and their occupational goals explain why they aspire to training occupations atypical of their qualification. Contrary to our assumption, adolescents from academic families are not less likely to aspire to non‐HEEC occupations.

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Der Wandel typischer Hauptschülerberufe

Cited by 2 publications

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Task composition and vocational education and training – a firm level perspective

Task composition and vocational education and training – a firm level perspective

Why Do High‐Performing School Leavers Aspire to Occupations Atypical of Their Qualification?

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