The effect of structures and forms of knowledge in dual vocational education on occupational and employment stability

双元制职业教育知识结构和形式对职业和就业稳定性的影响

• 批准号: 512767487
• 负责人: Dr. Franziska Ganesch
• 金额: --
• 依托单位: Lehrstuhl für Arbeitswissenschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/512767487?language=en
• 关键词: effect; structures; forms; knowledge; dual

Technological, digital change and the competition of a global economy are accompanied by changing job requirements and employment conditions. Demands on qualifications have increased for a large number of workers and they will continue to change and increase in the future. Accordingly, phases of non- and informal education have increased (Bilger, et al. 2017). And the proportion of employees who switch between individual activities within companies, between companies or between occupations has also increased (Giesecke, Heisig 2010; Dütsch, Liebig, Struck 2013; Dütsch, Struck 2014). Thus, employees will have to face more frequently new job requirements.Vocationally trained people are differently well prepared for changing professional requirements and flexibility in the course of life. Here, already the approaches to vocational training differ (Buchholz, Prater 2017; Hillmert, 2017; Konietzka, Hensel 2017). And the passages from vocational training to work are also characterized by inequality (Brzinsky-Fay, Ebner, Seibert 2016; Dietrich, Abraham 2018; Dorau 2020).Very little research has been done on the possible significance of the structures and forms of knowledge in the curricula of vocational training. The regulations differ significantly in terms of their professional broadness and their varying degrees of focus either on a few manual skills or on extensive technical and process know-how and the learning times set for this.The aim of the project is to investigate the question: How significant is the explanatory content of learning times (time benchmarks) in vocational training curricula, including more abstract and process-oriented learning contents, for job-specific technical and material knowledge, activity-specific manual skills and learning opportunities for practicing language and IT skills on the occupational and employment stability of young adults?In the analyses, selection processes of access to training occupations or profiles, competence characteristics of the labour force, and company and economic regional factors are included or controlled, partly as mediators and partly as moderators. The data basis is the trajectory data of apprentices (SC4) of the National Educational Panel Study. Their survey content makes it possible to test the thesis in a unique way that, with intensive control of further influences, the structures and forms of knowledge of the curricula, among other things, should be attributed to a positive or negative influence on employment trajectories. For this purpose, the panel data are linked to time benchmarks of the categories "process knowledge", "occupation-specific technical and material knowledge" and "activity-specific manual skills", which are obtained through content analysis from the approx. 320 vocational training regulations as well as the presence of language skills and IT-knowledge.

技术、数字变革和全球经济的竞争伴随着工作要求和就业条件的变化。对大量工人的资格要求有所增加，而且今后还将继续变化和增加。相应地，非正规教育和非正规教育阶段有所增加（Bilger等人，2017年）。在公司内部、公司之间或职业之间转换个人活动的员工比例也有所增加（Giesecke，Heisig 2010; Dütsch，Liebig，Struck 2013; Dütsch，Struck 2014）。因此，雇员将不得不更频繁地面对新的工作要求。受过职业培训的人对不断变化的职业要求和生活中的灵活性有着不同的准备。在这里，职业培训的方法已经不同（布赫霍尔茨，普拉特2017;希尔默特，2017;科涅茨卡，亨泽尔2017）。从职业培训到工作的过程也具有不平等的特征（Brzinsky-Fay，Ebner，Seibert 2016; Dietrich，Abraham 2018; Dorau 2020）。关于职业培训课程中知识结构和形式的可能意义的研究很少。这些条例在专业范围和对少数手工技能或广泛的技术和工艺知识的不同程度以及为此规定的学习时间方面有很大的不同。学习时代的解释性内容有多重要（时间基准），包括更抽象和面向过程的学习内容，具体活动的手工技能和学习机会，练习语言和信息技术技能的职业和就业稳定性的年轻人？在分析中，选择过程中获得培训的职业或配置文件，劳动力的能力特点，公司和经济区域的因素包括或控制，部分作为调解人，部分作为主持人。数据基础是国家教育小组研究的学徒轨迹数据（SC 4）。他们的调查内容使得以一种独特的方式来测试论文成为可能，即通过对进一步影响的严格控制，课程的知识结构和形式等应归因于对就业轨迹的积极或消极影响。为此目的，将面板数据与“工艺知识”、“特定职业的技术和材料知识”和“特定活动的手工技能”等类别的时间基准联系起来，这些时间基准是通过内容分析从大约2000年12月至2005年12月期间获得的。320职业培训法规以及语言技能和IT知识的存在。