The impacts of the »Ausbildungsduldung« (Tolerated Stay for the Purpose of Vocational Education and Training) on the Educational Integration of Young Refugees: A Participatory and Longitudinal Study

在“公民分层”的（国际）国家研究中有一个广泛的共识，即居住身份在难民的社会和职业定位中起着至关重要的作用。目前，所谓的“Ausbildungsduldung”（为了职业教育和培训的目的而容忍居留）进一步强调了作为社会不平等的一个方面的居留地位。根据最近的法律修改，难民有可能在接受合格职业培训期间获得“Ausbildungsduldung”。对于许多未确定居留身份的难民来说，为了确保他们留在德国，他们面临着明显的时间压力，必须尽快找到一个培训职位。因此，“Ausbildungsduldung”的观点对他们的职业选择有着直接的影响。因此，他们的职业选择往往更多是出于对被驱逐的恐惧，而不是出于他们的兴趣或职业抱负。此外，由于法律条件，年轻难民往往过早地接受职业教育和培训，因此往往缺乏开始培训职位的语言或专业准备。虽然很少有证据表明难民放弃职业教育和培训，但有一些迹象表明，即使是积极性很高的人也可能放弃培训，因为他们（尚未）达到培训要求。对于那些拥有“Ausbildungsduldung”的年轻人来说，辍学甚至可能导致他们失去居留身份。基于目前的研究状况，这些他律影响如何影响年轻人的训练轨迹还有待观察。以前的研究观点主要集中在向职业教育和培训的过渡上。目前拟进行的研究集中于青年难民的后续教育途径：职业教育和培训课程。因此，将调查“Ausbildungsduldung”对难民的培训轨迹有多大影响的问题。由于对新建的“Ausbildungsduldung”的研究很少，因此本研究采用了定性的探索性设计，即参与性、纵向性和主题导向。这项研究的目的是收集青年难民的真实观点，因为在社会上和科学上经常有关于青年难民职业融合的论述，而不涉及他们。本研究遵循扎根理论的研究风格。数据收集是通过对下萨克森州和巴伐利亚州培训岗位上的难民进行以问题为中心的访谈来进行的。为了强调研究的纵向和参与性，研究设计中采用了创新的视频语音方法。为了收集他们自己的观点，年轻的难民被要求在五个月的时间里用智能手机记录他们日常训练经历的各个方面。

There is a broad consensus in (inter-)national research on »civic stratification« that the residence status plays a crucial role in the social and vocational positioning of refugees. At the moment, the residence status as a dimension of social inequality is further stressed by the so called »Ausbildungsduldung« (Tolerated stay for the purpose of vocational education and training). According to recent changes in law, it is possible for refugees to receive an »Ausbildungsduldung« for the duration of a qualified vocational training. For many refugees with unresolved residence status, there is a pronounced pressure of time to find a training position as fast as possible in order to secure their stay in Germany. Therefore, the perspective of the »Ausbildungsduldung« has a direct impact on their career choice. Thus, their career choice is often guided more by the fear of being deported and less by their interests or career aspirations. In addition, due to the legal conditions young refugees often enter into vocational education and training too early and therefore often show a lack of linguistic or professional preparation for starting a training position. Although there is yet little evidence of refugees dropping out of vocational education and training, there are some indications that even the highly motivated may drop out of training, because they do not (yet) meet the training requirements. For young people with an »Ausbildungsduldung«, a dropout could even lead to a loss of their residence status. Based on the current state of research, it remains to be seen how these heteronomous influences affect young people's training trajectories. The previous research perspective has been focused primarily on the transition to vocational education and training. The intended study now focuses on the subsequent educational path of young refugees: the course of vocational education and training. Thus, the question will be investigated to what extent the »Ausbildungsduldung« has an impact on the training trajectories of refugees. Since little research has been done on the newly constructed »Ausbildungsduldung«, the study follows a qualitative explorative design, that is participatory, longitudinal, and subject-oriented. The study aims at gathering the authentic perspectives of young refugees, since there is socially and scientifically often a discourse about the vocational integration of young refugees without involving them. The study follows the research style of grounded theory. The data gathering is conducted by problem-centred interviews with refugees in training positions in Lower Saxony and Bavaria. In order to emphasize the longitudinal and participatory character of the study, the research design is complemented by an innovative videovoice approach. In order to gather their own perspectives, the young refugees are asked to record aspects of their everyday training experiences in short videos over a period of five months by using their smartphones.