TIDES  Transition In Different Educational Systems

TIDES Transition In Different Educational Systems

DOI der Originalpublikation

URI

https://irf.fhnw.ch/handle/11654/28683

Projekttyp

angewandte Forschung

Projektbeginn

01.09.2012

Projektende

31.08.2016

Projektstatus

abgeschlossen

Lambert, Katharina

Beschreibung

Zusammenfassung

Das Forschungsprojekt untersucht den Übergang in postobligatorische Ausbildungswege bezüglich des Öffnungsgrades einzelner Schulsysteme, hinsichtlich allfälliger Effekte sozialer Disparitäten sowie unter dem Aspekt der Bedeutung der von den Lernenden eingebrachten Anstrengungsinvestitionen bzw. Interessenprofile. Die Studie basiert auf drei Stichproben der neunten Klassenstufe: zwei in der Schweiz (Kanton Basel-Stadt und Deutschfreiburg) und eine in Deutschland (Baden-Württemberg). Die zu erwartenden Befunde ermöglichen, aktuelles Steuerungswissen zur strukturellen Gestaltung des Übergangs von obligatorischen in postobligatorische Ausbildungsgänge zu erweitern. Ebenfalls eröffnen sie die Möglichkeit, allfällig bestehende Nutzungsprofile von Heranwachsenden zu entdecken und deren bildungsbiografischen Bedeutung zu analysieren.

Link

Während FHNW Zugehörigkeit erstellt

Zukunftsfelder FHNW

Hochschule

Pädagogische Hochschule

Institut

Institut Sekundarstufe I und II

Finanziert durch

Schweizerischer Nationalfonds (SNF), Abteilung I Geistes- und Sozialwissenschaften

Projektpartner

Baeriswyl, Franz
Maaz, Kai
Trautwein, Ulrich

Auftraggeberschaft

SAP Referenz

T999-0422

Schlagwörter

Fachgebiet (DDC)

370 - Erziehung, Schul- und Bildungswesen

Publikationen

Publikation

Bridge-Year Courses as Expectable Exceptions: Transition into Post-Compulsory Education in the City of Basel

(30.06.2016) Preite, Luca

Transitional education programs as for example bridge-year courses are becoming important institutions in the transition from compulsory to post-compulsory education and later on working environments. In Switzerland one out of five students is using such an option to progress to institutions of vocational education training (VET). Expanded in the late nineties as temporary exception to face problems of youth unemployment bridge-year courses are becoming more and more an expectable, additional school year for some youngsters. In the City of Basel three out of four students of the basic ability stream group directly proceed into such programs. Nevertheless, the interest of the scientific community remains relatively low. In fact, we still do not know much about the perceptions of these students, and how their transition from education to employment proceeds in a long-term perspective. In my PhD project I am focusing on educational and professional trajectories of young adults in Switzerland. The study bases on a longitudinal survey of all students attending compulsory schooling and bridge-year courses in the city of Basel. In a mixed-method approach of quantitative (descriptive statistic) and qualitative data-collection (guided interviews) the dissertation first analyzes the future paths of these students (post-compulsory education, jobs, unemployment, other solutions) in relation to gender, migratory background and social class, and secondly, discusses the experience and meaning-making of the selected informants during their educational, professional or welfare trajectories. The study lays particular emphasis on the one third of young adults who are expected to do some extra-work to find an apprenticeship. There the paper argues, that in fact, especially for students with a low socio-economical background compulsory school is expected to last at least ten instead of nine years. Compared to students with a high socio-economical background they have a three time higher expectation to attend a Bridge-Year-Courses after compulsory school, as well as a three time higher expectation to precede to a two-year VET-program instead of a three or four-year VET-program.

06 - Präsentation

Publikation

"Lost in Transition": Bridge-Schools, Jobs and Unemployment. A longitudinal Analyze of Trajectories from School to Work in Basel

(04.06.2015) Preite, Luca; Düggeli, Albert

“Bridge-Schools” are becoming important institutions in the transition from compulsory to post-compulsory education and later on working environments. In Switzerland one out of five pupils is using such an option to progress to institutions of vocational education training (VET). Installed in the late nineties as temporary exceptions to face problems of youth unemployment “Bridge-Schools” are becoming more and more an expectable, additional school year for some youngsters (more men than women, more Swiss-born foreigners that Swiss and foreign-born foreigner). Nevertheless, the interest of the scientific community remains low. In fact, we still do not know much about the aspiration and perspective of the young students, and what they do after. Based on a longitudinal survey of all pupils in the City of Basel (ADDISCO ) as a mixed-method approach between quantitative (descriptive statistic) and qualitative data-collection (guided interview) the paper first summarizes the future path (secondary school, jobs, unemployment, other solutions) in relation to gender, migration and social class, and secondly, discusses the experience and meaning makings of the youngsters in transition from school to work. The focus lies on the 30% of the youngster in Basel (n 270) who remains unemployed or shift from school to work without any professional diploma. Relying on Mary C. Briton's (2010) analyze of youth, work and instability in postindustrial Japan the paper focus on youngsters in Switzerland who get "Lost in Transition". In doing so it tries to set up a less particular view of transition from school to work including social-historical processes as educational expansion, tertiarization, migration policies and labour markets changes from the nineteens to the present.

06 - Präsentation

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