Chair: Beatrix Niemeyer, University of Flensburg

Description:

School-to-VET-transition is a decisive process for social inclusion from the society's as well as from the individual's perspective. In the past two decades various EU projects and reports have focused on the outcomes and approaches of the "system of schemes", which has been established to bridge the gap between general and vocational education and the labour market - however the multilayered relationship between VET and the further dimensions of social inclusion so far have not systematically been elaborated. The round table therefore will sum up recent research projects, reports and publications on school-to-VET-transition and critically examine them against the question: how is VET related to social inclusion?

VET research on school-to-VET-transition seemingly concentrates on the question, how structural or individual deficits in competence building could effectively be compensated by enhancing the individual employability. By concentrating on this perspective research on transition appears as a problem of VET. The complexity of transition processes however would require a wider and multidisciplinary approach. Otherwise research reproduces the general tendency to individualise structural problems like lacking training places and mismatching qualification and training programmes.

The round table aims

• to link the two reigning discourses of transition into employment (activating labour market policy) and social inclusion together;
• to give an overview and insight in recently completed comparative European studies, - to critically discuss pitfalls and shortcomings with reference to methodological approaches and content and
• to line out desiderata for further research while highlighting the interdependent multifaceted relationship of VET and social inclusion.

Selected recent readings and research reports on transition research shall be discussed with reference to their a) content, research results, b) method, research approaches and methodologies, c1) evaluation of research, where do we need research and c-2) evaluation of research, which questions have not been or could not be answered in the past.

The presentations will look at two levels of relations between VET and social inclusion, one being the macro or political one, the other being the micro or the pedagogical one.

The following presentations are planned:

• Lorenz Lassnigg: "Transitions from education and training to employment - what do we know about policies and institutions?"
• Fernando Marhuenda: " VET research and social inclusion - unavoidable contradictions?"
• Beatrix Niemeyer: "Comparative European research on school-to-VET-transition - limits and possibilities"
• Karen Evans: " Engaging to learn? - Whose problem is it?"

Methodology or methods/research instruments or sources used:

The round table will draw on recent publications and research reports and projects concerning comparative European research on school-to-VET-transition. Amongst others Socrates and Leonardo projects, which have been co-ordinated by the presenters. These recent findings will be critically revised against the questions:

1. a) content and research results
2. b) methods, research approaches and methodologies
3. c) evaluation of research: what has been the focus of VET research on school-to-VET transition so far?Which questions have been asked? Which have been left out?

There will be two coupled presentations: 1. focusing on the macro level of policy making, 2. focusing on the micro level of ecudational practices - both however will reflect on content and methods of research as lined out in a)-c).

Conclusions or expected outcomes or findings:

It is expected to identify strengths and weaknesses of VET research on school-to-VET-transition with the specific focus on the interdependent relationship of VET and social inclusion. Since all of the presenters are highly experienced in this field of research a distinct set of desiderata for further research can be expected as an outcome of this session.

References:

• Evans, Karen, Niemeyer, Beatrix (eds.) 2004, Reconnection. Countering Social Exclusion through situated Learning. Dordrecht: Kluwer Adacemic Publishers
• Niemeyer, Beatrix (2004), Situated learning for social and vocational integration in Germany, in: Evans, Karen / Niemeyer, Beatrix (eds.): Reconnection: Countering social Exclusion Through Situated Learning. Dordrecht, NL, p. 47 - 62
• Niemeyer, Beatrix (2004), Informelles Lernen als Chance auf soziale Teilhabe, in Dehnbostel, Peter / Gonon, Philipp (Hrsg.), Informelles Lernen
• Vranken, Jan, Frans, Mieke: Selection, social exclusion and training offers for target groups", in: Cedefop, Training in Europe. Second report on vocational training research in Europe 2000: background report, Vol. 3, Luxemburg 2001, S. 137 - 172
• Thematic Network funded by the European Commission under the programme Targeted Socio-Economic Research (TSER) (2001), Misleading trajectories? An Evaluation of the Unintended Effects of Labour Market Integration Policies for Young Adults in Europe, Executive summary
• McNeish, W. /Loncle, P. (2003), State policies and youth unemployment in the European Union: rights, responsibilities and life-long learning, in: López
• Blasco, A. / McNeish, W. / Walther; A. (eds.): Young people and Contradictions of Inclusion: Towards Integrated Transition Policies in Europe. Bristol: Policy Press
• Kronauer, Martin, Social exclusion and underclass - new concepts for the analysis of poverty, in: Hans-Jürgen Andreß (Hrsg.), Empirical poverty research in a comparative perspective, Aldershot 1998
• Kieselbach, Thomas/Beelmann, Gert: "Arbeitslosigkeit als Risiko sozialer Ausgrenzung bei Jugendlichen in Europa", in: aus Politik und Zeitgeschichte B 6-7/2003, S. 32 - 39
• Gallie, D., 1999, "Unemployment and social exclusion in the European Union", European Societies, vol 1, Nr. 2, S. 139 - 167
• Hannan, Damian F. et al: The effect of national insittuutional differences on education/training to work transitions in Europe: a comparative research project (CATEWE) under the TSER programm", in: Cedefop, Training in Europe. Second report on vocational training research in Europe 2000: background report, Vol. 3, Luxemburg 2001, S. 43 - 90
• Hannan, Damian F., Werquin, Patrick: "Education and labour market change: The dynamics of education to work transitions in Europe. A review of the TSER Programme, in: Cedefop, Training in Europe. Second report on vocational training research in Europe 2000: background report, Vol. 3, Luxemburg 2001, S. 91 - 136
• Hammer, Torild (Hrsg.): Youth unemployment and social exclusion in Europe. A comparative study. Bristol 2003
• Furlong, Andy, Cartmel, Fred, 2003, "Unemployment, integration and marginalisation: a comparative perspective on 18 - to - 24 - year olds in Finland, Sweden, Scotland and Spain", in: Hammer, Torild /Hrsg.) 2003, S. 29 - 44
• Europische Kommission 1996, Die Integration benachteiligter Gruppen in den Arbeitsmarkt. Länderbericht der Mitgliedsstaaten der EU, Beschäftigungsobservatorium Trends Nr. 27
• Dietrich, Hans, 2003, "Scheme participation and employment outcome of young unemployed people; empirical findings from nine European countries", in: Hammer 2003, S. 83 - 108
• Descy, Pascaline, Tessaring, Manfred, Kompetent für die Zukunft - Ausbildung und Lernen in Europa. Zweiter Bericht zur Berufsbildungsforschung in Europa: Zusammenfassung. Cedefop, Luxemburg 2001
• Brandsma, Jittie: Training and employment persepectives for lower qualified people", in: Cedefop, Training in Europe. Second report on vocational training research in Europe 2000: background report, Vol. 3, Luxemburg 2001, S. 137 - 172