Based on an explorative study at four fulltime business schools, the interest developed to evaluate the factors involved in deciding whether to continue school at secondary level or go to a vocational school (vgl. Aff, Rechberger 2008a, 2000b). As in many countries in Europe, for instance Germany and Switzerland, the problems for young people changing from school (secondary level I) to vocational education (mainly apprenticeships) are increasing, therefore solutions must be found for those who don’t have the chance to start an apprenticeship straight away (vgl. Pelzelmayr 2008). In Germany, for instance, new courses, which last for one year, were created to offer a place, for those young people, who hadn’t found an apprenticeship. In a way these courses end up being a “waiting room” for the youths, who haven’t managed to find an apprenticeship. In Austria the situation is different, as the school system isn’t the same as in Germany. In Germany vocational training is located to 90% within the dual system (vgl. Frommberger 2007), while in Austria vocational education can either be attained in full time vocational schools or in an apprenticeship. In Germany many studies have already researched, which factors complicate the change over from school to an apprenticeship for young people. For instance, young female migrants have more difficulties finding an apprenticeship than other young people at this age (vgl. Birkelbach 2006). In Austria there has been research done on this theme (vgl. Lachmayr, Schlögl, Schmidt), but there are still many questions unanswered. This study deals with the following questions: • Which influence do socioeconomic factors have on pupils in secondary schools (14 years) and polytechnic schools (15 years) in their decision whether to go to a vocational school (apprenticeship) or to continue with education at secondary level? • Do pupils’ intentions change during a school year and if so what are the reasons for the change? • How are fulltime vocational schools positioned in comparison to the dual system? The study considers mainly the socio economic theories of vocational choice (vgl. Seifert 1977, Schedler 1982) which mainly deals with the affection of vocational choice by socio factors. Furthermore theories about the difficulties involved in the change over from school to apprenticeship or further education and empirical studies from Germany and Switzerland are also taken into account (vgl. Niemeyer 2007, vgl. Birkelbach 2006 etc.).

The study is based on an online-questionnaire, which was created on the platform Global Park. Referring to a German research the choice of this examination method can be justified because young people were questioned in three different ways – by an ordinary paper and pencil questionnaire, a telephone interview and an online questionnaire. The results show that youths had the highest affinity and motivation for the online-research questionnaire. (vgl.Gaupp N.,Kuhnke R., Schweigard E. 2006). The sample for the study was generated in secondary schools (Hauptschule, KMS) and pre-vocational schools / polytechnic schools (Poly) in Vienna and Lower Austria, so both urban and rural areas are represented. The first data collection was finished by December 2008. 874 pupils completed the questionnaire. The next data collection will take place between May and June 2009. The design of the study is a short longitudinal, therefore in spring the same cohort will be asked again.

The study evaluates different influential aspects on vocational and school choice but mainly socio economic factors. First results, analyzing the data with a logistic regression analysis, find that the following factors provide an explanatory contribution to explain the choice of pupils at the age of 14/15 for schools leading to an a-level graduation: - education of the mother (Exp(B) = 1,164); - grades in German (Exp(B)=0,673), English (Exp(B)=0,673), Maths (Exp(B)=0,673), - sex (Exp(B)=0,546), - region (Exp(B)=0,513). This kind of analysis is also done for apprenticeships and all other further education possibilities at secondary level II. Furthermore there is a significant difference between the image of apprenticeship and vocational fulltime schools in urban and rural areas (p=0.000). The survey in spring 09 will evaluate the change of decisions and the reasons for them. These results will also be presented at the conference. *** continues in References