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The effects of regional and neighbourhood contexts on young people's aspirations and access to vocational education and training in Germany

德国地区和邻里环境对年轻人的愿望和接受职业教育和培训的影响

基本信息

批准号：
215728746
负责人：
Professor Dr. Wolfgang Ludwig-Mayerhofer
金额：
--
依托单位：
Bereich Soziologie
依托单位国家：
德国
项目类别：
Infrastructure Priority Programmes
财政年份：
2012
资助国家：
德国
起止时间：
2011-12-31 至 2014-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/215728746?language=en
关键词：
effects regional neighbourhood contexts young

项目摘要

The research project aims at examining the effects of spatial contexts on the transition of young people from school into the vocational education and training system in Germany. Problems in the transition process, which can have serious consequences on a person’s entire occupational career, have been on the rise in recent decades. This process, however, is defined not only by time but also by space. We start from the assumption that opportunity structures for young people are not simply objective, but also subjective, and we understand access to the vocational education and training market to be the result of selection processes on the part of training institutions (firms, schools) as they interact with socio-culturally mediated self-selection processes. Spatial structures can affect these mechanisms on different levels. Regional labour market characteristics as well as neighbourhood socio-cultural milieux can be assumed to influence vocational educational aspirations, occupational interests and access to and positioning in the vocational education and training system. Matching life course data on the starting cohort 4 of the National Educational Panel (NEPS), ‘School and Vocational Training – Educational Pathways of Students in 9th Grade and Higher’, with space-related aggregate data will allow us to conduct a detailed analysis of this transition process, combining the micro and the macro level in a multi-level design.

该研究项目旨在研究空间背景对德国青年从学校过渡到职业教育和培训系统的影响。近几十年来，过渡过程中的问题不断增加，可能对一个人的整个职业生涯产生严重影响。然而，这一过程不仅由时间决定，而且由空间决定。我们的出发点是这样一个假设，即青年人的机会结构不仅是客观的，而且也是主观的，我们认为进入职业教育和培训市场是培训机构（公司、学校）的选择过程的结果，因为它们与社会文化中介的自我选择过程相互作用。空间结构可以在不同层面上影响这些机制。区域劳动力市场的特点以及邻近地区的社会文化环境可以被认为会影响职业教育的愿望、职业兴趣以及进入职业教育和培训系统的机会和在其中的定位。将国家教育小组（NEPS）第4组起始队列的生命历程数据，“学校和职业培训----九年级及以上学生的教育途径”与空间相关的汇总数据相匹配，将使我们能够在多层次设计中结合微观和宏观层面，对这一过渡过程进行详细分析。