Abstract

After PISA, not only the school system but also the VET-system has to be evaluated to enhance its effectiveness and quality. If the VET-system quality is high, apprentices enlarge their academic competences (1) and develop a positive attitude toward their education (2). What school and out-of-school determinants explain student competences and students' positive attitude toward school?

First, we focus on academic competences in math and German (school language), two basic competences with relevance for all professions. We hypothesize strong differences in students' competences between the professions. Our prediction model is adapted from Walbergs (1990) model of educational productivity to the age specific demands of apprentices: teaching quantity and quality, student attitudes (motivation, self-concept) and family variables (SES) predict student achievement.

Second, in contrast to academic competences students' positive attitude toward their education is determined by personal mood and social relationships in different life-domains. A new prediction model is required. We hypothesize that positive attitude toward the education depends on social climate in the firm and in the classroom of vocational schools, on supportive parents and on subjective well-being of the apprentices.

Methodology or methods/research instruments or sources used:

The Swiss longitudinal study family - school - job (FASE B) examines determinants of educational trajectories from education to employment (Neuenschwander, Schaub, Angehrn, 2006). In a sample of 11th graders with 627 apprentices, 68 apprentices from advanced vocational education and 121 high-school students (mean age 18 years) we used standardized questionnaires and achievement tests in math and German. All instruments were developed for this study and consisted of reliable scales. The items were examined using factor analyses and reliability analyses.

Conclusions or expected outcomes or findings:

Apprentices in the selected professions (personal care, pharmaceutical assistant, shop salesperson, dental assistant, cook, gardener, motor vehicle mechanic, hairdresser, electrical mechanic, plumber) show much lower achievement than high school students or students in advanced vocational education. As expected, we found significant differences in students' math and German achievement between the professions even after having controlled for students' nationality (Swiss vs. non-Swiss nationality). We used regression analysis to test our prediction model. We found that teaching quantity, classroom management, students' expectancies and values, student ability self-concept and fathers' SES significantly predict student achievement (explained variances varied between 28% and 35%).

Then, students' positive attitude toward their education in 11th grade and achievement are only weakly correlated: Controlling for subjective well-being apprentices' positive attitude toward education depends on missing problems in their firm, positive classroom climate in the vocational school, high grades, and positive relationships with their parents (explained variance was 21%).

Outcomes of VET-systems like achievement and students' positive attitude toward education require specific prediction models. But both depend on VET characteristics and on personal and family processes. We discuss the findings in light of required improvements of the VET-system quality in the European context.

References (including own publications):

• Neuenschwander, M. P., Schaub, S., & Angehrn, F. (2006). Von der Schule... in das Erwerbsleben. Erste Ergebnisse der Befragung 2006 (Broschüre). Zürich: Jacobs Center for Productive Youth Development der Universität Zürich.
• Walberg, H. J. (1990). A theory of educational productivity: Fundamental substance and method. In P. Vedder (Ed.), Fundamental Studies in Educational Research (pp. 19-34). Amsterdam: Swets & Zeitlinger.

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European Journal