Preite, Luca
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- PublikationTransitional education and the vulnerable actors between expulsion risks, promises and chances of salvation(27.06.2017) Preite, LucaBridge-year courses, motivation semesters (SEMO), case management approaches, and internships are but a few examples of transitional education programs that are gaining ground in Switzerland. At the end of compulsory education, every fourth/fifth student is currently following such a program. Conceived in the late 1990s as a temporary, exceptional measure to mitigate unemployment among young people and/or the lack of vocational training possibilities, these programs seem set to stay, irrespective of any positive changes in the country’s economic circumstances. Some school-leavers apparently figure them in as part of their “career paths”. So far, the scientific community and public authorities have been focusing mainly on explaining the reasons why some students need such measures, whereas others do not (Bayard Walpen, 2013; Landert & Eberli, 2015; Sacchi & Meyer, 2016). However, little is known about the activities deployed by the actors themselves within the framework of transitional education programs (Heinimann, 2006; Scherrer & Künzli, 2013). Based on the grounded theory methods and on an actor-centered-approach and including over 60 interviews with students, teachers, principals, public authorities, employers and other actors, my dissertation addresses the following questions: 1. How do the actors experience and describe these transitional education programs? 2. How do the educational and professional trajectories of students evolve afterwards? 3. How to understand transitional education from a superordinate perspective? First findings suggest that the vulnerable participants in such transitional education programs might have a scapegoat function. As marginalized and marginalizing program, transitional education has to guarantee exclusions as well as to promise salvation through education. Both students, teaching and public authorities have to handle this paradoxical situation of an expected and de facto obligated but no equally guaranteed post-compulsory education in their own ways. Some students engage with the measure while others fail to thrive. All actors, however, need to constantly reassure themselves as to the reasons for their success or failure and thus to exculpate themselves. In this sense chances, promises and risks are close to each other and mutually dependent. We furthermore notice that state-school-based programs are facing increasing pressure to justify their very existence, while lobbying efforts for (semi-)private vocational programs (SEMO, private apprenticeship, internships) intensify. Apparently, transitional education – the weakest and vulnerable link of the Swiss educational system – is overly susceptible to (publicly subsidized) privatization, although there is no certainty as to who will profit from this the most.06 - Präsentation
- PublikationBridge-Year Courses as Expectable Exceptions: Transition into Post-Compulsory Education in the City of Basel(30.06.2016) Preite, LucaTransitional 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
- PublikationContrasting the Glorification of the Swiss Vocational Education System: an Actor-Centered Approach(29.01.2016) Preite, LucaThe political and scientific interest for vocational education has grown remarkably during the last years. National policy makers and (educational) scientists are often referring to Middle-European school-systems (Germany and Switzerland) as models of best-practice in responding to the challenges of youth unemployment (compare for example Harvard Graduate School of Education, Askwith Forum “Schooling at the Workplace”). Typically, such glorification takes into account only on particular perspectives. It remains remarkable, how researchers are analyzing an educational system without even talking to the main actors: the young adults. In my PhD project I am focusing on educational and professional trajectories of young adults in Switzerland. I analyze the perspectives of teenagers who were schooled at the workplace in vocational educational programs. The study bases on a longitudinal survey of all students attending compulsory schooling 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 and professional trajectories. The study lays particular emphasis on the one third of young adults who struggle to find an apprenticeship position and who end up in so-called semi-private “bridging-classes”. Relying on Mary C. Briton's (2010) analyzes of youth, work and instability in postindustrial Japan the dissertation project asks, whether in Switzerland these young adults are comparably getting "lost in transition"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