Transition from School-Based Training in VET

Autor/in	Daehlen, Marianne
Titel	Transition from School-Based Training in VET
Quelle	In: Education & Training, 59 (2017) 1, S.47-60 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-10-2015-0096
Schlagwörter	Vocational Education; Dropout Rate; Disadvantaged Youth; At Risk Students; Probability; Child Welfare; Comparative Analysis; Regression (Statistics); Databases; Student Characteristics; Employer Attitudes; Foreign Countries; Secondary Education; Postsecondary Education; Grades (Scholastic); Parent Background; Educational Attainment; Gender Differences; Norway + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Benachteiligter Jugendlicher; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Kindeswohl; Regression; Regressionsanalyse; Datenbank; Arbeitgeberinteresse; Ausland; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Notenspiegel; Elternhaus; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Norwegen
Abstract	Purpose: This paper assesses the drop-out rate among disadvantaged students within vocational education and training. The purpose of this paper is to examine the probability of dropping out after school-based training for child welfare clients--a particularly disadvantaged group of youth. Child welfare clients' drop-out rate is compared with students from a representative sample of their peers. Design/Methodology/Approach: Average marginal effects were calculated from multinomial logistic regression models. Data were from public registries (n = 10,535). Findings: The results show that differences in observed characteristics cannot explain differences in drop-out rates between child welfare clients and the majority peers. It is argued that this drop-out rate is likely a result of employers favoring apprenticeship applicants who are similar to them or that child welfare clients lack networks, which previous research has identified as crucial in finding an apprenticeship. Practical Implications: The results suggest a need for action targeting disadvantaged youths in the transition that follows school-based training. Originality/Value: The paper adds to the very scarce literature on transition from school-based learning to apprenticeships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01