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，特别注意在社会和文化背景下的目标群体“青年”的概念化。英国社会认为技能形成是重要的，而对集中的职业技能形成超越大学的政策努力被接受。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作为榜样。这项研究缺乏目标群体的社会和文化概念化，其他分支暗示社会背景和技能形成的制度化之间以及职业技能形成的演变与英国和德国关于教育（可就业，可培训）青年和青少年的公众讨论之间存在密切联系。这些概念促使进一步的教育措施/政策，而在DE和英国不同的系统方法导致不同的轨迹。以下问题指导了我的研究：国家对青少年的社会和文化理解、国家的作用以及随着时间的推移其技能形成体系的发展之间是否存在关系？在世纪初，国家解决工人阶级行为的意愿如何塑造了非认知技能的制度化，以及此后在德国和英国的技能形成？混合方法的方法侧重于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，使用主要来源和学术文章的精确审查。在一个简明的两步文献综述中，我首先扩展了我的研究的理论基础，分析了社会和文化影响的理论和实证研究结果。然后，我分析了文献，以发现社会群体青年在社会中的作用，政策，针对青年谁是NEET从1900年到今天，通过分析政策的结果，以及当代社会和文化的信仰和声明。我使用横截面和纵向数据比较政策结果。DE的联邦结构以及在英国的区域差异预计将产生足够的变化，在区域层面上的定量分析。为了测试历史制度化，青年的社会结构和政策实施过程之间可能存在的关系，我确定了制度化及其影响的关键事件和决定。我使用多变量分析，运行各种线性回归，包括社会和区域控制。预计地理信息系统的使用将足以进行可视化和数据分析。我从历史统计数据，法律术语，当代文件（例如政策文本，手册，地图和报告），传记以及国家和欧洲政策指南中收集原始数据，并组装自己的数据集。我联合收割机结合这些数据与二手来源，以及各种现有的数据集，如欧洲社会调查和欧洲价值调查，国家社会报告，教育指导方针，国家就业报告，或欧盟统计局，创造一个新的数据集的发展青年护理，就业支持，职业教育。在第一年，我回顾文献，并（重新）建立联系，在英国和DE的研究，例如区域或国家档案。在第二年，我收集数据，这些数据将被汇编成数据集进行统计和定性分析。我将数据与提供区域控制的现有数据连接起来，从那里进行分析。在第三年，我会把结果写出来。我的研究解决了由于技能培养制度而导致的青少年NEET的社会排斥问题。我的目标是提供一个更深入的了解机构，建立青年教育，形成和改变。

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.