The need for career guidance in Vocational Education and Training · 2020-01-31 · The need for career guidance in Vocational Education and Training An international perspective

The need for career guidance in Vocational Education and Training

An international perspective on the system of apprenticeship

Gernot Dreisiebner1

1 University of Graz,

Department of Business Education and Development

89th SIEC-ISBE Conference

San Juan, Puerto Rico, July 23–July 29, 2017

The need for career guidance in

Vocational Education and Training

An international perspective on

the system of apprenticeship

The need for a

dual education

system

The dual education

system in Austria

Career decisions of

young adults

Career guidance in

VET

Possible structures of Vocational Education and Training (VET) systems

VET-systems

Full time apprenticeship

(Enterprise-based training)

Dual education system

Full time VET schools

= Key factor for low

youth unemployment

in Austria(Tritscher-Archan 2014)

How do students decide for one

specific apprenticeship

trade?

Range of apprenticeship trades

> 300apprenticeship

trades

~ 250 apprenticeship

trades

198apprenticeship

trades

?

Bundesinstitut für Berufsbildung [BIBB] (2017).

Staatssekretariat für Bildung, Forschung und Innovation SBFI (2017).

Institut für Bildungsforschung der Wirtschaft [ibw] (2017).

The need for a dual education system

Image: shutterstock.com, Stockfoto-ID: 247122394

Youth unemployment ratewithin the five OECD-members with largest share of dual education system

7,1%8,6%

10,8% 11,2%12,0%

13,0% 13,5%

15,3%

17,2%18,7%

19,9% 20,1%

22,2%

24,6%

27,9%

37,8%

44,5%

47,4%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Youth

unem

poly

ment

rate

Data: OEDC (2017).

% of youth labor force, 2016, Countries of the Euro Area.

Youth unemployment ratewithin countries with more than 10 % of students in Secondary Level II in dual education

7,1%8,6%

10,8% 11,2%12,0%

13,0% 13,5%

15,3%

17,2%18,7%

19,9% 20,1%

22,2%

24,6%

27,9%

37,8%

44,5%

47,4%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Youth

unem

poly

ment

rate

Data: OEDC (2017).

% of youth labor force, 2016, Countries of the Euro Area.

For employers:

+ highly skilled workforce

- expensive training

198 specific apprenticeship trades – why?

For apprentices:

+ mobility (nationwide accepted qualification)

- less flexibility through highly specialized training in a limited area

Choosing the right apprenticeship trade is of importance for both the individual student (who wants to receive a job matching his own interest profile) and community (which has to balance under- and excess demands for labor).

The dual education system in Austria


Ed

ucatio

n o

n S

eco

nd

ary L

evel I

I

Prim

ary Level

Secon

dary

Level I

Postseco

nd

aryan

dTertiary

Level

Excluding Special Needs/

Integrative Education.

(Source: Euroguidance Austria, 2014)

• Requirement:completion of nine years of compulsory schooling

• Duration: apprenticeship-specific (2-4 years)

• Part-time Vocational School:

1-1,5 days in school (3,5-4 days in training company)

Compulsory: Who chooses an apprenticeship has to visit a corresponding Part-time Vocational School

1/3 general education2/3 apprenticeship-specific content (practical training/workshops)

• Relatively new option: Apprenticeship with „Matura“ (entitles to university-access)

Part-time Vocational School and Apprenticeship Initial overview

Federal Ministry of Science, Research and Economy [BMWFW] (2014).

Dual vocational trainingTwo places of learning: school and training enterprise

Duration:

2-4 years

80 % enterprise-based training

20 % training at

Part-time Voc.

School• Enterprise-based

training takes up dominant timeshare of apprenticeship period

• 1-1,5 days per week in Part-time Voc. School (mostly seasonally blocked)

• After apprenticeship-period and final exam: skilled worker with widely accepted qualification

Most training takes place under practical working conditions.


• Both apprentices and training enterprises undergo a selection process:

Apprentices need to apply at a training enterprise for a position within the desired apprenticeship trade

Companies need to apply to become a training enterprise(company size not relevant, but availability of qualified trainers)

• Apprenticeship contract

between apprentice and training enterprise

signed for a limited period of time

• Apprentices are fully integrated into the working process at the training enterprise

Enterprise-based Training

Enterprise-based

Training


Education at Part-time

Vocational School

Education at Part-time Vocational School

Enterprise-based

Training

Education at Part-time

Vocational School

• Part-time Vocational Schools specialize on certain apprenticeship trades (no free choice of school)

• Cooperation between schools and business sector:

Registration at Part-time Vocational School

Time schedule (weekly, blocked or seasonal classes)

• Teachers’ qualifications:

Subject-specific secondary education

> 3 years of business practice

Pedagogical education: University Colleges of Teacher Education


Career decisions of young adults


• Trait and Factor-Approach (Parsons 1909)

• Theory of Occupational Choice (Ginzberg 1952)

• Life-Span-Life-Space Theory (Super 1953)

• Social Position Theory (Keller & Zavalloni 1964)

• Theory of Vocational Choice and Adjustment (Holland 1973)

• Theory of Circumscription and Compromise (Gottfredson 1981)

• Social Cognitive Theory (Bandura 1986)

• Social Cognitive Career Theory (Lent et al. 1994)

• …

How do students decide for an specific

apprenticeship trade?

Endogenous factors: Interests, self-efficacy expectations, age, gender, …

Exogenous factors: School, parents and peers, general job situation, …

Career decision as processrather than a single decision at a specific moment in time

Concept of Vocational

Life Stages(Super et al. 1965)

Growth Stage

(Birth–14 years)Development of self-concept,

fantasy is important, at the end:

reality testing

Exploration Stage

(Age 15–24)Provisionally decision for a job,

job is tried our in reality

Establishment Stage

(Age 25–44)Establishment of one‘s own

position, stabilization

Maintenance Stage

(Age 45–64)Development within the chosen

field of work

Decline Stage

(Age 65+)Drawback from working life,

retirement

1 2

345



Selected issues:

(1)Gender-stereotypic career choices

(2) Drop-Outs from apprenticeship

Top 3 among female apprentices

Retail trade services 24,0 %

Office assistant 11,9 %

Hairdresser 9,9 %

46,7%

Top 3 apprenticeship trades

among the 198 possible apprenticeship trades

Top 3 among male apprentices

Metal technology 14,1 %

Electrical engineering 11,8 %

Motor vehicle engineering 9,5 %

35,7 %% among female apprentices

% among female apprentices

Data per 31.12.2016, Wirtschaftskammer Österreich [WKO], 2017.Images: shutterstock.com, Stockfoto-ID: 164533187; 247122394; 221841379; 127857011

Wages in the Top 10 most commonly chosen apprenticeship trades

-

500

1.000

1.500

2.000

2.500

Wa

ge

ac

co

rdin

g t

oc

oll

ec

tive

ag

ree

me

nt

in €

finished

4th year

3rd year

2nd year

1st year

Year of

training:

Data source: Arbeiterkammer Steiermark (2015)

and Collective Agreements for the year 2015.

(1) Collective agreement for metal-, electro technology, motor vehicle engineering, technical designer specializing in installations- and building technology, mechatronics

(2) Restaurant specialist, hotel and catering assistant, gastronomy expert (with the last skilled trade not being stereotypic for one gender)

(3) Collective agreement for general retail trade

(4) According to general collective agreement for trade and commerce

(5) According to collective agreement for travel agencies

male-dominated

vocational fields

female-dominated

vocational fields



Selected issues:

(1) Gender-stereotypic career choices

(2)Drop-Outs from apprenticeship

16,2 % drop-outs from apprenticeship

79,8%

81,5%

93,3%

96,2%

95,6%

93,7%

0% 20% 40% 60% 80% 100%

Electrical engineering

Mechanical engineering/metal

Construction/building technology

Body care/beauty

Law/administration

Healthcare/nursing

Top 3 branches with highest gender imbalances

female male

17,3%

17,5%

20,7%

16,4%

9,3%

21,6%

9,9%

9,6%

17,4%

19,8%

10,5%

38,3%

0% 10% 20% 30% 40%

Electrical engineering

Mechanical engineering/metal

Construction/building technology

Body care/beauty

Law/administration

Healthcare/nursing

Share of drop-outs

male female

Factors influencing the drop-out from apprenticeship (Dornmayr 2016):

• Age (higher age = higher risk of drop-out)

• Gender (underrepresented gender = higher risk of dropout)

• Branch/industry sector, nationality, …

2008-2013, data source: Dornmayr (2016).

Female-dominated braches:

Male dominated branches:

Female-dominated braches:

Male-dominated braches:

Career guidance in vocational education and training

• Client-centered counselling

Aim: encouragement and clarification of self-concept

No diagnosis (= avoidance of counselor's responsibility)

Focus on relationship between client and counselor

• Development-related counselling (e.g. Super 1980)

Aim: determination of vocational life stage

Life stage (growth, exploration, …) determines counselling process

• Trait-and-Factor-Counselling

Aim: matching of individuals with jobs (Parsons 1909)

Selected approaches to career counselling(Mosberger, Schneeweiß, Steiner 2012)

Example: Trait-and-Factor-Counsellingutilizing the RIASEC-Model (Holland 1973)

Realistic Investigative

Artistic

SocialEnterprising

Conventional

Interest profile(expressed by3-letter-code)

e.g.

RIC ESC

Image: shutterstock.com, Stockfoto-ID: 247122394; 280286597

Why career guidance:

• Large number of apprenticeship trades

• Challenges such as

overcoming gender stereotypes

reducing the number of drop-outs from apprenticeship

How can career guidance be structured on a…

• … curricular level in schoole.g. Subject Career guidance and life-skills, 2 lessons per week (Curriculum Polytechnical School 2014)

• … extracurricular levele.g. Austrian Camber of Commerce (WKO), Camber of Labour (AK), Public Employment Service (AMS)

The need for career guidancein Vocational Education and TrainingAn international perspective on the system of apprenticeship

The need for career guidance in Vocational Education and Training

An international perspective

Gernot Dreisiebner1

1 University of Graz,

Department of Business Education and Development

89th SIEC-ISBE Conference

San Juan, Puerto Rico, July 23–July 29, 2017

Arbeiterkammer Steiermark (AK Stmk). (2015). Lehrlingsentschädigungssätze im Bundesland Steiermark. Retrieved from https://media.arbeiterkammer.at/stmk/bildung/Lehrlingsentscha_digung_Mai_2015.pdf

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J.: Prentice-Hall.

Bliem, Wolfgang/Schmid, Kurt/Petanovitsch, Alexander (2014): Erfolgsfaktoren der dualen Ausbildung, Transfermöglichkeiten, herausgegeben vom Institut für Bildungsforschung der Wirtschaft, Wien. Retrieved from: http://www.ibw.at/components/com_redshop/assets/document/product/1392296354_fb177.pdf

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Dornmayr, H. (2016). Nach der Lehre: Ausbildungserfolg und Erwerbskarrieren der LehrabgängerInnen 2008-2013 in Österreich: Teilbericht im Rahmen der ibw-öibf-Studie „Hintergrundanalyse zur Wirksamkeit der betrieblichen Lehrstellenförderung (gemäß §19c BAG). Retrieved from Institut für Bildungsforschung der Wirtschaft (ibw) website: http://www.ibw.at/components/com_redshop/assets/document/product/1461832233_lehrabsolventinnenmonitoring_endbericht_ibw.pdf

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Federal Ministry of Science, Research and Economy (BMWFW). (2014). Apprenticeship: Dual Vocational Education and Training in Austria Modern Training with a Future. Retrieved from http://www.en.bmwfw.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Documents/NEU_HP_Apprenticeship.pdf

Ginzberg, E. (1952). Toward a Theory of Occupational Choice. Occupations: The Vocational Guidance Journal, 30(7), 491–494. https://doi.org/10.1002/j.2164-5892.1952.tb02708.x

Gottfredson, L. S. (1981). Circumscription and Compromise: A Developmental Theory of Occupatoinal Aspirations. Journal of Counseling Psychology Monograph, 28(8), 545–579.

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Photos: shutterstock.com, Standard License, Shutterstock-IDs: 164533187, 280286597, 221024512, 221841379, 247122394, 89737369, 127857011, 303928028

References