Zum Zusammenhang von Geschlechterungleichheiten in Bildung, Beruf und Karriere : ein Ausblick

Ziel der folgenden Ausführungen im abschliessenden Teil dieses Sammelbands zur Entwicklung und Genese von geschlechtsspezifischen Bildungsungleichheiten ist es, den Blick zu öffnen in Richtung Berufsleben. Wie sind die verbesserten Bildungsmöglichkeiten von Frauen zu interpretieren? Ist es in den letzten Jahrzehnten gelungen, eines der grundlegendsten gesellschaftlichen Ungleichheitsverhältnisse zu beseitigen? Oder beginnt sich dieses sogar zu verkehren in eine gesellschaftliche Benachteiligung der Männer? Wir gehen bei unseren Überlegungen von der These aus, dass ein Abbau von Benachteiligungen der Frauen im Bildungssystem für sich genommen noch wenig aussagekräftig ist, wenn wir uns mit der klassischen soziologischen Frage der Persistenz bzw. des Wandels von gesellschaftlichen Ungleichheiten befassen wollen. Erst wenn die ganze Verknüpfung von Bildung und gesellschaftlicher Ungleichheit in den Blick genommen wird und sich dabei zeigt, dass Frauen ihre Bildungsgewinne auch in entsprechende Chancen im Beschäftigungssystem umsetzen können, sind ihre verbesserten Bildungschancen ein Gewinn für die Individuen und ein Fortschritt für die Gesellschaft – und erst dann könnten mögliche Bildungsvorteile von Frauen, wie sie in den vorliegenden Aufsätzen z.T. diagnostiziert werden, gar als neue gesellschaftliche Benachteiligungen von Männern skandalisiert werden

Going across Europe for an apprenticeship? A factorial survey experiment on employers’ hiring preferences in Germany

Owing to the recent recession, the German apprenticeship model is once again praised for smoothing out school-to-work transitions. In line with the social policy shift of favouring education as a key means to combat youth unemployment, European Union (EU) recommendations and German national policies encourage young Southern and Eastern EU citizens to apply for apprenticeship training abroad. Yet, young people wanting to go abroad are not only mobile young people but also immigrants. Given the prevalence of ethnic disparities in the German apprenticeship system, the question arises whether employers would be willing to hire these newcomers. Using a factorial survey experiment, we investigate how employers rate applications from Spanish newcomers compared to those from young immigrant descendants of Spanish origin. The results indicate that newcomers are substantially less preferred than immigrant descendants born in Germany. Employers’ expectations about newcomers' language skills and employers' interest in training for their own skilled labour force are key barriers to policies promoting apprenticeships abroad

Early childhood educators’ competences for supporting children’s academic language skills in Germany

This study investigates early childhood educators’ language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we probed their ability to make relevant linguistic observations in videotaped child–educator interactions. Third, we asked them to select adequate language interventions for the observed child. The participants’ knowledge and observing ability scores were slightly above 50% but they scored low in selecting effective interventions. More detailed analyses indicate that those with a higher level of secondary education outperformed low-educated early-years-professionals. Only those with intensive specialist training were better equipped to choose appropriate intervention methods. We discuss the results in light of the current German and (inter-) national practice of early childhood educators’ professional training and suggest a greater emphasis on linguistics and language awareness in their education

Quality doubts as a driver for vocational education and training (VET) reforms : Switzerland’s way to a highly regarded apprenticeship system

Currently, vocational education is being reformed all over the world. On the one hand, this is supposed to provide young people with access to the world of work or at least to make access easier for them, on the other hand vocational education for young adults is also considered an alternative to purely academic education. The latter, it is said, does only prepare for certain professions or is too little specific or not sufficiently relevant for the labour market. Compared to university graduates, young people with workplace training are said to be advantaged when it comes to employability. Furthermore, it is said, vocational education is rather congruent with practical talents and motivations, or vice versa many young people are neither willing nor capable of finding their way through an educational system, which is primarily determined by rewarding performance at school. Another aspect is the clearly higher public expenses connected to rather academic education, and finally one states that there also is the question of over-qualification and wrong qualification. These arguments are well known, not new, and they have been stated for years to justify a selective access to the academic career path. However, also access to vocational education is not simply open for everybody, rather one may point out that also vocational education is of a selective nature. In contrast to school-oriented systems of vocational education, in case of workplace training it is the company, which decides about accepting young people for vocational training