Barbara E. Stalder University of Basel/Institute of Sociology INNOVATIVE APPRENTICESHIPS: Promoting...
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Transcript of Barbara E. Stalder University of Basel/Institute of Sociology INNOVATIVE APPRENTICESHIPS: Promoting...
Barbara E. Stalder
University of Basel/Institute of Sociology
INNOVATIVE APPRENTICESHIPS:
Promoting Successful School-to-Work Transitions
17 – 18 September 2009, Turin
Low Achievers’ Risky Pathways: PISA literacy Scores as Predictors of Upper Secondary Enrolment and Graduation
19.04.23 ECER 2002 - B. E. Stalder
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PISA: results 2000
More than 20% of the 15 year old in Switzerland with literacy level smaller than or equal to 1...
Literacy according to PISA captures students’ “ability to apply knowledge and skills in key subject areas and to communicate effectively in problem analysis and problem solving”.
Reading literacy is defined as “the ability to understand, use and reflect on written texts in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate effectively in society” (OECD/PISA 2001, p. 21).
19.04.23 ECER 2002 - B. E. Stalder
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PISA: results 2000
More than 20% of the 15 year old in Switzerland with literacy level smaller than or equal to 1...
Level 1: At best, young people who attain competence level 1 have rudimentary reading skill. While they can retrieve individual items of information from texts and combine them with their existing knowledge, they cannot use this reading for learning to any satisfactory extent.
Below level 1: Young people who do not attain level 1 have serious problems retrieving items of information from a very simple text. They are unable to identify the main topic of the text or to link what they have read to aspects of their day-to-day knowledge.
(Press release Federal Statistical Office, December 2001)
Research questions
Assumption: Successful transition from compulsory school to upper secondary education seems endangered
Objective and subjective criteria of successful transition: Success is “as a state in which individuals are employed after
leaving school, perform at levels acceptable to their employers, and have positive attitudes towards their work environments and job requirements” (Ng & Feldman, 2007, p. 116).
Objective: Enrolment in and graduation from certifying upper secondary education (=VET-diploma)?
Subjective: Enrolled in apprenticeship, which corresponds to interests and skills?
VET in Switzerland - Brisbane 2008 4
Dual VET: Levels of certification
3-4 year apprenticeship Low, medium and high academic requirements and prestige Federal diploma of vocational education and training Possibility to combine with vocational ‘matura’ (prof. bacc.)
Vocational ‘matura’ Always in addition to apprenticeship (parallel or afterwards) Admittance to universities of applied science
2 year apprenticeship (new!) New programme, 20 occupations, more to come “More practically gifted” young people Possibility for special support if needed Basic federal certificate of vocational education and training
Findings from the Swiss longitudinal Youth Study TREE
Research objective: Description and explanation of pathways from school to work
Focus: Critical, non-linear pathways, at-risk youth Longitudinal design, annual surveys, 7 additional
waves until 2007 Based on first PISA-study 2000 Sample: 5500 school-leavers from all language
regions
Not so smooth TRansitions from Education to Work
Objective success: enrolment in education
Not reached upper secondary certification in 2006:
Level ≤1: 38% Level 2: 21% Level 3: 8% Level ≥4: 3%Source: TREE
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Literacy level <=1 Literacy level >=4
not in education
tertiary education
other education
academic matura
VET high requirements
VET low requirements
Risk factors of early dropout (no certificate until 2006)
Multinomial logistic regression:
Educational situation in 2001 [in cert. education] in gap year/intermediate solution (odds ratio: 3.26)
Not participating in any kind of education (odds ratio 9.43)
Migrant background [Swiss] First generation (odds ratio 2.21)
Reading literacy [level 2] Level 1 or below (odds ratio 1.8)
VET in Switzerland - Brisbane 2008 9
19.04.23 ECER 2002 - B. E. Stalder
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Subjective success: Work related attitudes
Is there a difference between youths with different levels of literacy and
in educations/occupations with different academic requirements
as regards learning opportunities/variability of work
work overload at school
satisfaction with education
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Learning opportunities/variability of work; levels of literacy (L) and educational status (E)
3
3.2
3.4
3.6
3.8
4
4.2
4.4
level <=1 level 2 level 3
vocationaltraining; lowdemands
vocationaltraining; averagedemands
vocationaltraining; highdemands
L: n.s.; E: *, L by E: n.s.
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1.5
1.7
1.9
2.1
2.3
2.5
2.7
2.9
level <=1 level 2 level 3
indermediatesolutions
vocationaleducation; lowdemands
vocationaleducation; averagedemands
vocationaleducation; highdemands
Work overload at school; levels of literacy (L) and educational status (E)
L: ***; E: ***, L by E: *
19.04.2313
3.6
3.8
4
4.2
4.4
4.6
4.8
5
Level =<1 Level 2 Level 3
Intermediatesolution
Vocationaleducation, lowdemands
Vocationaleducation,averagedemands
Vocationaleducation, highdemands
Satisfaction with education; levels of literacy (L) and educational status (E)
L: n.s.; E: ***; L by E: *
19.04.2314
Conclusion
School leavers with (very) low literacy skills: Majority enrols in upper secondary education and graduates succesfully Apprenticeships with good opportunities for learning most important -> educational
satisfaction high
But:
Low-achievers in short educational programmes -> disadvantaged in the labour market later on?
Importance to find direct access to upper secondary; literacy skills do less matter -> unequal opportunities during transition from lower to upper secondary education.
Only small differences between VET graduates and persons without post-compulsory certificate whatsoever -> Quality of VET diploma?
Outlook: Life-long learning focus!!
Stalder, B. E., Meyer, T., & Hupka-Brunner, S. (2008). Leistungsschwach - Bildungsarm? Ergebnisse der TREE-Studie zu den PISA-Kompetenzen als Prädiktoren für Bildungschancen in der Sekundarstufe II (Are low achievers necessarily dropouts? PISA scores as predictors of upper secondary graduation. Findings from the Swiss PISA follow-up TREE). Die Deutsche Schule, 100(4), 436-448.
VET in Switzerland - Brisbane 2008 15