02 SES 07 A, Transitions from VET to Higher Education
In Switzerland, about 70% of the young people enter the (mostly dual organized) vocational education and training system after compulsory school. Most of them graduate after three or four years of training and enter the labour market. About 25% of the youth enter a general education track (Gymnasium) that leads to university entrance qualification. The advantage of this system is a very low youth unemployment rate. However, the early selection of children (after six years of primary school) in schools with different academic requirements produces social disparities in educational participation and achievement of degrees. The correlation between highly selective systems (like Switzerland, Germany or Austria) and social inequality was shown amongst others by PISA results.
Since two decades, educational policymakers are discussing how to respond on the social selectivity of educational systems. In this context, they often highlight the potential of promoting permeability not only but also in vocational education and training systems, with the goal of decreasing the effect of the social background on the educational success (e.g. Frommberger 2009) and reducing the "skilled workers shortage" (e.g. Kost, 2015). Plausible assumptions indicates this correlation, however, empirical evidence for this relationship is nearly inexistent (c.f. Bellenberg et al. 2004; Barabasch & Deitmer 2011). Systematic overviews or meta-analysis are lacking.
For Switzerland, the permeability between the VET-System on the secondary II level and Universities of Applied Sciences are largely unexplored. The Federal Vocational Baccalaureate (FVB) is the key for entering a University of Applied Sciences (UAS). The FVB can be achieved in two ways: parallel to the apprenticeship or after the VET Diploma in a one-year full time school. It is apparent that there are different paths to achieve a degree on a tertiary level; however, it is unknown which variables (or combination of variables) influence the choice for a certain path.
In Europe, permeability in VET is currently discussed with the focus on validation of non-formal or informal learning for higher education studies (this is part of the discussion on national and European qualification frameworks) (e.g. Bohlinger 2012). Current studies in VET show, that gender, family background and socioeconomic status are still highly influential predictors for career decisions (e.g. Cedefop 2012; Kost, 2015).
With respect to the structure of the Swiss education system and the state of research I aimed to answer three questions: How can the achievement of a FVB be predicted, as a first step to realize a permeable path?, second, how can the entry on a UAS after the achievement of an FVB be predicted? and third, decreases this kind auf structural permeability the “skilled workers shortage”.
In the first two questions I am particularly interested in effects of gender, socioeconomic status, educational aspirations, reading skills and the secondary I school type.
Archan, S. & Schlögel, P. (2007). Von der Lehre zur postsekundären Bildung. Eine Studie und Modelle zur Durchlässigkeit im Österreichischen Ausbildungssystem. Wien: ibw & öibf. Barabasch, A. & Deitmer, L. (2011). Die Gestlatung der Durchlässigkeit zwischen beruflicher Bildung und hochschulischer Bildung: Übergangsansätze aus vier Ländern. In bwpat Spezial 5. Bellenberg, G., Hovestadt, G. & Klemm, K. (2004). Selektivität und Durchlässigkeit im allgemein bildenden Schulsystem. Rechtliche Regelungen und Daten unter besonderer Berücksichtigung der Gleichwertigkeit von Abschlüssen. Essen: Arbeitsgruppe Bildungsforschung/Bildungsplanung. Bohlinger, S. (2012). Qualifications frameworks and learning outcomes : challenges for Europ’s lifelong leraning area. Journal of Education and Work 25(3), 279–297. Breen, R. & Jonsson, J. O. (2000). Analyzing Educational Careers: A Multinomial Transition Model. In American Sociological Review 65(5), 754–772. Cedefop (2012). Form education to working life. URL: www.cedefop.europa.eu/EN/pblications/20448/aspx Federal Office for Professional Education and Technology (OPET) (2012). Vocational and Professional Education and Training in Switzerland. Facts and Figures. Bern: OPET. Federal Office of Statistics (FOS) (2014). Sekundarstufe II – Allgemein- und Berufsbildung. Frommberger, D. (2009). „Durchlässigkeit“ in Bildung und Berufsbildung: Begriff, Begründung, Modelle und Kritik. In bwpat Kost, J. (2015). Vertikale Durchlässigkeit im System beruflicher Grund- und Weiterbildung – Effekte auf soziale Disparitäten und den Fachkräftemangel. In M. Stock, P. Schlögl, K. Schmid & D. Moser (Hrsg.), Kompetent – wofür? Life Skills–Beruflichkeit–Persönlichkeitsbildung (S. 338–353). Innsbruck: StudienVerlag.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.