Challenges in School-To-Work Transition in Germany and Austria: Perspectives on Individual, Institutional, and Structural Inequalities.

Autor/inn/en	Schels, Brigitte; Wöhrer, Veronika
Titel	Challenges in School-To-Work Transition in Germany and Austria: Perspectives on Individual, Institutional, and Structural Inequalities.
Quelle	In: Social Inclusion, 10 (2022) 2, S. 221-225 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2803
DOI	10.17645/si.v10i2.5770
Schlagwörter	Ausbildung; Berufsbildung; Berufsorientierung; Junger Erwachsener
Abstract	Transitions between schools, vocational education and training (VET), and work pose important challenges for young people that influence their well-being and social positioning now and in the future. The young people themselves experience the transition phase as the formation stage of their aspirations and goals. In this process, young people are confronted with the expectations and assessments of relevant others - such as parents, teachers, employers, and career counsellors - and by the requirements that are defined in sociopolitical and institutional contexts. In these contexts, criteria of successful transitions and risky transitions worthy of special support are made relevant. German and Austrian employment-centred transition regimes are characterised by relatively high standardisation and segregation as well as a strong VET system linked to the labour market. This thematic issue brings together contributions that examine challenges in these transitions from different perspectives and related facets of social inequality. The articles address different transitions (mostly school-to-VET, but also school-to-school or unemployment to work) and their different phases: aspiration formation, changing aspirations, challenges in transitions, and concrete problems in transition processes like disconnectedness or unemployment. The articles on social inequalities are related to class, ethnicity, gender, and (dis)ability. We also place importance on balancing different methods to bring together findings from quantitative surveys, qualitative interviews, and participatory research.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2023/1