In Germany the group of young people with the most extended transition are those young people achieving higher education entrance qualifications (Abitur), then vocational qualification which eventually is followed by a course in higher education. To describe this phenomenon in this research-study the term "cumulative double qualification" (CDQ) will be used.In 1999 about 25% of all students with higher education entrance qualification chose to enter the dual system at this point of their career which means that of all new apprentices in the dual system 101.000 persons (15%) were students with higher education entrance qualification (BMBF 2001). This emphasises the general development over the last decade of a significant number of school leavers with Abitur entering the dual system. Commonly students with higher education entrance qualification chose from a limited number of occupations, i.e. they prefer clerical jobs in industry or the financial service sector. 'Bank clerk' is by numbers the most frequent apprenticeship chosen. As a consequence in 1999 68,4% of all apprentices in banks were students with higher education entrance qualification. A similar development can be seen in insurance companies where in 1999 61,9% of all trainees had Abitur (BMBF 2001). Out of this cumulative double qualified group one third progress into higher education after gaining formal qualification in the dual system. In 1998 the ratio of students with cumulative qualification of all higher education entrances was 15% compared to 17% in 1989/90 (BMBF 2001).From an international point of view this specific German phenomenon seems to be not rational. Why do young people with higher education entrance qualification do not enter university right away? Jansen (1997) points out that these young people are faced with lower lifetime earnings as they are being paid reduced incomes during their apprenticeship. Nevertheless, more than three quarters of the CDQ-group stated 'yes' when asked if they would take same decision again (Lewin, Cordier, Sommer 1992).Two questions are crucial in the context of this contradiction:· First, who are the young people choosing to enter the dual system rather than higher education at this stage of their career?· Second, what are the reasons for this decision?METHODOLOGYSince research findings with regard to this topic are very rare in Germany (Lewin, Minks, Uhde 1996) in 2002/2003 the author of the proposal accomplished a survey at one College in Hanover (Germany) and questioned approximate 200 apprentices in banks and 200 trainees in insurance companies in the second and third year of their apprenticeship with regard to this two questions. The standardised questionnaire involved 40 different items including the apprentice personal data (performance in school, kind of training provider etc.), the reasons for starting an apprenticeship, about future occupational plans and also their personal appreciation if the apprenticeship is helpful to reach their expectations.A number of hypothesis were the basis for the development of the questionnaire:· CDQ-students have marks fare below the average in the Abitur- examinations.· CDQ-students want to earn some money first.· CDQ-students do not know what to study and need further orientation by doing an apprenticeship first.· CDQ-students value practical experience in the labour market before starting theoretical studying at university.· CDQ-students wish to link the occupation and the subject of study.· CDQ-students believe to get an occupation after leaving university more easy with an apprenticeship made before.· CDQ-students fear to fail at university without doing an apprenticeship before.RESULTSConcurrently the data get processed, statistical edited and analysed.The results of the survey will be published on the poster at the conference. Literature:BMBF [Bundesministerium für Bildung und Forschung] (2001) Grund- und Strukturdaten 2000/2001. Bonn.Deissinger, T (1997). The German Dual System - A Model for Europe? Education and Training, Vol. 39, No. 8, pp. 297-302Jansen R (1997) Eine Modellrechnung über das Lebenseinkommen bei unterschiedlichen Berufsbildungsabschlüssen. Zeitschrift für Berufs- und Wirtschaftspädagogik, Vol. 26, No. 5, pp. 17?21.Lewin K, Cordier H, Sommer D (1992) Studienberechtigte 78 im Erwerbsleben nach Studium und Berufsausbildung -Trend zur Doppelqualifikation. HIS Kurzinformation A14/92, Hannover, pp. 13-23.Lewin K, Minks K-H, Uhde S (1996) Abitur - Berufsausbildung - Studium: Zur Strategie der Doppelqualifizierung von Abiturienten. Mitteilungen aus der Arbeitsmarkt- und Berufsforschung, Vol. 29, No. 3, pp. 431?454.The Federal Minister for Education and Science (1992), Vocational Training in the Dual System in the Federal Republic of Germany, Bonn