Vocational Education and Training Attrition and the School-to-Work Transition

Autor/inn/en	Masdonati, Jonas; Lamamra, Nadia; Jordan, Marine
Titel	Vocational Education and Training Attrition and the School-to-Work Transition
Quelle	In: Education & Training, 52 (2010) 5, S.404-414 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/00400911011058343
Schlagwörter	Vocational Education; Student Attrition; Dropouts; Education Work Relationship; Foreign Countries; Problems; Interpersonal Relationship; Educational Environment; Work Environment; Career Choice; Switzerland + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Schülerbeurlaubung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Problemsituation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeitsmilieu; Schweiz
Abstract	Purpose: The purpose of this paper is to explore the issue of dual vocational education and training (VET) attritions as indicating difficulties in the transition from school to work. Design/methodology/approach: The methodology consists of a content analysis of semi-structured interviews with 46 young people who interrupted their dual VET during the first year. Findings: The findings showed that VET "dropouts" experience transitional problems. These can be one of two sorts: diachronic or synchronic. Diachronic problems are related to difficulties with the shift from a standard school system to VET. Synchronic problems are due to difficulties in learning, relational or working environments. Research limitations/implications: The results stress the need to widen the definition of transition and to consider the context in which the transition takes place. Further research could compare these results with employers' and trainers' points-of-view. Practical implications: Accordingly, interventions should be taken before and after the precise moment of the shift from school to VET and should include all stakeholders of VET. Originality/value: The paper encompasses three original aspects: it considers school-to-work transition as a process beginning before and ending after the concrete shift to VET, suggesting that a transition is achieved only when the person reaches a relatively stable situation on the workplace; consequently, it conceives VET attrition as an indicator of a failure of the school-to-work transition process; and it stresses the influence of the social and the learning environment on the quality of VET. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10