The influence of social and cultural constructs on the institutionalisation of good behaviour and skill formation in Germany and Britain

我比较了英国和德国(DE)的技能形成系统，特别关注在社会和文化背景下对目标群体“青年”的概念化。英国社会认为技能形成很重要，而针对大学以外的集中化职业技能形成的政策很难被接受。学者们用制度化理论解释了这一点，追溯了蓝领培训技能形成系统的演变，将DE称为榜样。这项研究缺乏对目标群体的社会和文化概念化，其他分支暗示了社会背景和技能形成的制度化之间的强烈联系，以及职业技能形成的演变与英国和DE关于教育(可就业、可培训)青年和青少年的公众讨论之间的强烈联系。这些概念推动了进一步的教育措施/政策，而DE和英国不同的系统性方法导致了不同的发展轨迹。以下问题指导了我的研究：各国对青少年的社会和文化理解、国家的作用以及他们技能形成体系的发展之间是否存在关系？在20世纪初，国家解决工人阶级行为的意愿如何影响了非认知技能的制度化，以及此后DE和英国的技能形成？一种混合方法的方法集中在行为和非认知技能的制度化，作为DE和英国技能形成系统的一部分，使用对主要来源和学术文章的精确审查。在简要的两步文献回顾中，我首先扩展了我的研究的理论基础，分析了关于社会和文化影响的理论和实证结果。然后，我分析文献，通过分析政策成果以及当代社会和文化信仰和声明，找出社会群体青年在社会中的作用，以及针对从1900年到今天的NEET青年的政策。我使用横截面数据和纵向数据来比较政策结果。预计DE的联邦结构以及英国的地区差异将产生足够的差异，以便在区域层面上进行量化分析。为了测试历史制度化、青年的社会结构和政策执行过程之间可能存在的关系，我确定了制度化的关键事件和决定及其影响。我使用多变量分析，运行各种线性回归，其中包括社会和区域控制。预期地理信息系统的使用对于可视化和数据分析都是足够的。我从历史统计、法律术语、当代文件(如政策文本、手册、地图和报告)、传记以及国家和欧洲政策指南中收集基本数据，并收集自己的数据集。我将这些数据与二手资料来源和各种现有的数据集相结合，如欧洲社会调查和欧洲价值调查、国家社会报告、教育指南、国家就业报告或欧盟统计局，以创建一个关于青年护理、就业支持和职业教育发展的新数据集。在第一年，我回顾了文献，并(重新)建立了在英国和DE进行研究的联系，例如地区或国家档案馆。在第二年，我收集数据，这些数据将被汇编成数据集，用于统计和定性分析。我将数据与提供区域控制的现有数据联系起来，从那里进行分析。在第三年，我会把成绩写出来。我的研究是针对由于技能形成系统而导致的青少年NEET被社会排斥的问题。我的目标是更深入地了解为青年教育设立的机构是如何形成和改变的。

I compare skill formation systems of the UK and Germany (DE) with special attention to the conceptualisation of the target group "youth" within social and cultural context. UK society considers skill formation as important, while policies towards centralised vocational skill formation beyond uni struggle to be accepted. Scholars explain this with institutionalisation theories, tracing back the evolution of skill formation systems for blue-collar training, referring to DE as role model. This research lacks social and cultural conceptualisation of the target group, other branches hint to a strong link between social context and institutionalisation of skill formation as well as between the evolution of vocational skill formation and the public discussion in UK and DE about educational (employable, trainable) youth, and adolescents. These concepts motivated further educational measure/policies, while different systemic approaches in DE and UK led to different trajectories. Following questions guide my research: Is there a relationship between countries' social and cultural understanding of youth and adolescents, the role of the state, and the development of their skill formation system over time? How did states' will to address the behaviour of the working class in the beginning of the 20th century shape the institutionalisation of non-cognitive skills, and skill formation in DE and the UK thereafter? A mixed-method approach focusses on the institutionalisation of behaviour and non-cognitive skills as part of the skill formation system in DE and the UK, using a precise review of primary sources and academic articles. In a concise two step literature review, I first extend the theoretical basis for my research, analysing theories and empirical findings about the influence of social and cultural influences. I then analyse the literature to spot the role of the social group youth within the society, and policies, targeting youth who are NEET from 1900 until today by analysing policy outcomes, as well as contemporary social and cultural beliefs and statements. I compare policy outcomes using cross-sectional and longitudinal data. The federal structure of DE as well as the regional disparities in the UK are expected to yield sufficient variation for quantitative analysis on regional level. To test for possible relationships between historical institutionalisation, social constructs of youth, and the process of policy implementation, I identify crucial events and decisions of institutionalisation and their influence. I use multivariate analysis, running various linear regressions that include social and regional controls. The use of Geographic Information Systems is expected to be adequate both for visualization and for data analysis. I collect primary data from historical statistics, law terms, contemporary documents (e.g. policy texts, handbooks, maps, and reports), biographies, and national and European policy guidelines, and assemble an own data set. I combine these data with secondary sources, and a variety of existing data sets, such as the European Social Survey and European Value Surveys, national social reports, education guidelines, national employment reports, or Eurostat, to create a novel data set on the development of youth care, employment support, and vocational education. In year one I review the literature and (re-) establish contacts for research in the UK and DE, e.g. regional or national archives. In the second year, I collect data, which will be compiled into dataset for statistical and qualitative analysis. I connect the data to existing data providing regional controls, from there to be analysed. In year three, I will write up the results. My research tackles the issue of social exclusion of youth NEET due to the skill formation system. I aim to provide a deeper understanding of how institutions, established for youth education, are formed, and changed.