Die Dissertation fragt nach den Ursachen der spezifisch niedrigen Geburtenrate in Ost- und Westdeutschland, die seit Mitte der siebziger Jahre deutlich unter dem Reproduktionsniveau liegt. Theoretisch wird die Frage behandelt, inwiefern die gewandelte gesellschaftliche Stellung der Frau – insbesondere ihre höhere Bildungs- und Erwerbspartizipation – mit der Verbreitung geringer Kinderzahlen in Verbindung steht. Für die Analysen werden Scientific Use Files der Mikrozensen 1973 bis 2008 verwendet; diese repräsentieren jährlich 0,7 Prozent der deutschen Bevölkerung. So kann gezeigt werden, dass innerhalb vergleichbarer soziostruktureller Gruppen kaum ein Rückgang der Kinderzahlen auftrat. Differenziert nach Berufsbildungsabschluss, Erwerbstätigkeit und Finanzierung des Lebensunterhaltes zeigt sich, dass einzig Frauen ohne Berufsbildung sowie Frauen, die das Hausfraumodell leben, durchschnittlich 2,0 Kinder haben – dies ist sowohl im Jahr 1982 wie auch 2008 in Westdeutschland der Fall. Innerhalb der Gruppe der erwerbstätigen Frauen liegen die Kinderzahlen je Frau deutlich niedriger. Die Gruppe der Hausfrauen, die ihren überwiegenden Lebensunterhalt durch ihren Ehemann finanziert, hat sich in Westdeutschland im Zeitvergleich seit dem Jahr 1982 von 50 auf 25 Prozent der Frauen halbiert. Dieser strukturelle Wandel hin zu einer unabhängigen weiblichen Lebensführung führte in Westdeutschland zu Kinderzahlen weit unter dem Reproduktionsniveau. Die empirische Analyse zeigt, dass strukturtheoretische Modelle mit klassischen Variablen wie Familienstand, Erwerbsumfang und Einkommen die Varianz der Kinderzahl heute besser erklären können als noch in den achtziger Jahren. Im Fazit scheint ein gesellschaftliches „cultural lag“ auf – die gesellschaftliche Unterstützung zur Vereinbarkeit von Beruf und Familie ist offensichtlich zu gering, so dass die Emanzipation der Frau in Deutschland den negativen Effekt niedriger Geburtenraten hervorbringt. / The study focuses on the causes of low birth rates in eastern and western Germany, which has been below the level of reproduction since 1975. Theoretically the changing position of women in society is considered and the possible connections between higher female education, the spread of female employment and low fertility rates are discussed. The analysis is based upon scientific use files of the German micro census from 1973 up to 2008; the data represent annually 0.7 percent of the German population. It is shown, that there is no decline in fertility within similar socio structural subgroups. Controlled by educational/vocational training, employment and female income (financial independence) it is shown that only women with no vocational training and women with no own income have 2.0 children per women – this result is significant for Western Germany in 1982 as well as in 2008. Within the group of employed women the mean number of children is much lower. But the group of housewives declined in half from 50 to 25 percent between 1982 and 2008. This structural change toward female independent lifestyle leads to a very low birth rate in Germany. The empirical analysis shows that classical models using structural variables like family status, employment and income are able to explain a considerable higher variance of birth rates today. Summing up there appears to be a “cultural lag”: women get emancipated, but the public support and the compatibility of work and family stays low, as well as the birth rates of employed women led to low overall birth rates.

Diese Dissertation umfasst drei Aufsätze, von denen sich die ersten beiden mit dem Phänomen der beruflichen Mobilität von Arbeitnehmern im westdeutschen Arbeitsmarkt befassen. Der erste Aufsatz untersucht für Absolventen einer dualen Berufsausbildung die kausalen Lohneffekte von Mobilität über Firmen und Berufe hinweg. Die Instrumentenvariablenschätzungen, welche exogene Variation in regionalen Arbeitsmarktcharakteristika ausnutzen, zeigen, dass Berufswechsel innerhalb des Ausbildungsbetriebs einen Karrierefortschritt darstellen. Bei Jobwechseln dominiert der Verlust von firmenspezifischem Humankapital. Allerdings nimmt der Lohnverlust nicht weiter zu, wenn zusätzlich zur Firma auch der Beruf gewechselt wird. Angesichts dieser Ergebnisse dokumentiert der zweite Aufsatz Muster von beruflicher Mobilität in Westdeutschland über den Zeitraum 1982--2008 innerhalb von und zwischen Firmen. Die Häufigkeit von beruflicher Mobilität hat seit 1982 zwischen Firmen signifikant zugenommen und innerhalb von Firmen signifikant abgenommen. Die Analyse betrachtet zudem mögliche Erklärungsansätze für diese Entwicklungen, wie zum Beispiel den demografischen Wandel oder den Zusammenhang zwischen beruflicher Mobilität und Arbeitslosigkeit. Der dritte Aufsatz untersucht den Zusammenhang zwischen Produktmarktderegulierung und Arbeitsmarktergebnissen. Die Reform der deutschen Handwerksordnung von 2003 wird als natürliches Experiment genutzt, um mögliche Einflüsse der Abschaffung von Markteintrittsbarrieren auf selbstständige und abhängige Beschäftigung zu untersuchen. Da Zweifel an der Gültigkeit der identifizierenden Annahmen aufkommen, können die Schätzergebnisse nicht kausal interpretiert werden. Dennoch legen die Ergebnisse zumindest in Teilen nahe, dass der in der Literatur bereits dokumentierte positive Effekt auf selbstständige Beschäftigung plausibel ist, wohingegen die Reform vermutlich keinen Anstieg der abhängigen Beschäftigung in den deregulierten Berufen zur Folge hatte. / This thesis comprises three essays, out of which the first two study the phenomenon of worker mobility across occupations in the West German labor market. The first essay studies the causal wage effects of mobility across firms and occupations among graduates from apprenticeship training. Exploiting variation in regional labor market characteristics the instrumental variables estimations indicate that occupation switches within the training firm involve a career progression. For job switches the loss of firm-specific human capital seems to dominate. However, the wage loss does not grow when an occupation switch occurs simultaneously. In light of these results, the second essay in this thesis studies patterns of occupational mobility in West Germany over the period 1982--2008 separately within and across firms. Most importantly, occupational mobility rates across firms have significantly increased since the early 1980s, while within-firm occupational mobility rates have significantly decreased. The essay also assesses potential explanations for these developments, such as demographic change or the relationship between occupational mobility and unemployment. The third essay in this thesis studies the relationship between product market deregulation and labor market outcomes. It exploits the 2003 reform of the German Crafts Code as a natural experiment to study how the abolishment of barriers to firm entry may affect self-employment and dependent employment. Since there are doubts regarding the validity of the identifying assumptions, the results cannot be interpreted causally. Nevertheless, the analysis at least partially corroborates the evidence for a positive reform effect on self-employment documented elsewhere in the literature, while the reform seems not to have had a positive effect on dependent employment in the deregulated crafts occupations.

<p>Abstract</p><p>This essay is an investigation where I try to gain an increased knowledge of the three assistants’ (in the mentally disability profession) opinion about their education and their first years in their profession. I have also tried to answer the questions whether the course mentally disability/functional gives the students a good start in their profession, if there are any flaws or if something is missing in the course or if they can think of any improvements to make the course better.</p><p>This investigation is performed as a qualitative interview study where three women were interviewed about their education and their first years as assistants’ (in the mentally disability profession). All the interviewed women have been working in the care activity for two or three years since they graduated. The investigation shows that there is a great need for practical training for students on the mentally disability/functional disability course, since it leads to a better start in their profession. Since working as a assistant in the mentally disability is a profession which could be difficult to get accustomed to, the instructor plays an important role since the student really needs to learn how to take responsibility and participate as much as possible in the daily work which concerns mentally disabled people during their practical training.</p><p>Keyword: Vocational training, socialization* transition* that’s combine with care assistant, care nurse, practical nurse, secondary nurse, mental health and nurse assistant.</p> / <p>Sammanfattning</p><p>Denna uppsats är en undersökning där jag vill få en ökad förståelse kring tre omsorgsassistenters uppfattningar om utbildningen på omvårdnadsprogrammet och deras första tid i yrket. Jag har även försökt besvara frågorna om kursen utvecklingsstörning/funktionshinder ger studenterna en god start i yrket, om det finns några brister eller om något saknas samt om studenterna kan ge förslag på förbättringar som kan göra kursen bättre.</p><p>Denna undersökning är utförd som en kvalitativ intervjustudie där tre kvinnor intervjuas kring utbildningen och vidare ut i yrkeslivet. Samtliga av de intervjuade kvinnorna har arbetat i omsorgsverksamheten under två till tre år sedan slutförd utbildning. Undersökningen visar att det finns ett stort behov av praktik för studenter som väljer kursen med inriktningen utvecklingsstörning/funktionshinder, eftersom det leder till en god start i yrket. Då yrket som omsorgsassistent kan vara svårt att komma in i så har även handledaren en viktig roll, studenten behöver verkligen få lära sig att ta ansvar och delta så mycket som möjligt i det dagliga arbetet med utvecklingsstörda under sin praktik.</p><p>Nyckelord: Yrkesutbildning, socialization* transition* vilket kombinerats med care assistant, care nurse, practical nurse, secondary nurse, mental health och nurse assistant.</p>

Abstract This essay is an investigation where I try to gain an increased knowledge of the three assistants’ (in the mentally disability profession) opinion about their education and their first years in their profession. I have also tried to answer the questions whether the course mentally disability/functional gives the students a good start in their profession, if there are any flaws or if something is missing in the course or if they can think of any improvements to make the course better. This investigation is performed as a qualitative interview study where three women were interviewed about their education and their first years as assistants’ (in the mentally disability profession). All the interviewed women have been working in the care activity for two or three years since they graduated. The investigation shows that there is a great need for practical training for students on the mentally disability/functional disability course, since it leads to a better start in their profession. Since working as a assistant in the mentally disability is a profession which could be difficult to get accustomed to, the instructor plays an important role since the student really needs to learn how to take responsibility and participate as much as possible in the daily work which concerns mentally disabled people during their practical training. Keyword: Vocational training, socialization* transition* that’s combine with care assistant, care nurse, practical nurse, secondary nurse, mental health and nurse assistant. / Sammanfattning Denna uppsats är en undersökning där jag vill få en ökad förståelse kring tre omsorgsassistenters uppfattningar om utbildningen på omvårdnadsprogrammet och deras första tid i yrket. Jag har även försökt besvara frågorna om kursen utvecklingsstörning/funktionshinder ger studenterna en god start i yrket, om det finns några brister eller om något saknas samt om studenterna kan ge förslag på förbättringar som kan göra kursen bättre. Denna undersökning är utförd som en kvalitativ intervjustudie där tre kvinnor intervjuas kring utbildningen och vidare ut i yrkeslivet. Samtliga av de intervjuade kvinnorna har arbetat i omsorgsverksamheten under två till tre år sedan slutförd utbildning. Undersökningen visar att det finns ett stort behov av praktik för studenter som väljer kursen med inriktningen utvecklingsstörning/funktionshinder, eftersom det leder till en god start i yrket. Då yrket som omsorgsassistent kan vara svårt att komma in i så har även handledaren en viktig roll, studenten behöver verkligen få lära sig att ta ansvar och delta så mycket som möjligt i det dagliga arbetet med utvecklingsstörda under sin praktik. Nyckelord: Yrkesutbildning, socialization* transition* vilket kombinerats med care assistant, care nurse, practical nurse, secondary nurse, mental health och nurse assistant.

Die Region Südwestsachsen wird von kleinen und mittleren Industrieunternehmen (Industrie-KMU) geprägt. In der vorliegenden Arbeit wird gezeigt, dass der wirtschaftliche Erfolg dieser Unternehmen maßgeblich von deren Exportgeschäft abhängt. Eine solche große Bedeutung des Außenhandelsgeschäfts verlangt von den Beschäftigten der Unternehmen spezielle Qualifikationen ab. Diese Dissertationsschrift versucht, diese sog. „internationalen Qualifikationen“ durch die Untersuchung ausgewählter Unternehmen und industrienaher Dachorganisationen und Verbände sowohl zu charakterisieren als auch qualifikatorische Defizite in den Unternehmen aufzuzeigen und mögliche Lösungsstrategien anzuregen.

There has been a paucity of research concerning vocational training of learners with special education needs. The literature study focused on a vocational training and transition planning programme in the United States of America, which could provide as a useful guide to educators and school managers, when implementing vocational training and transitional planning in South Africa. Research was conducted using semi-structured interviews with educators and principals at special schools, observation of learners whilst performing skills training and documentary analysis, to explore whether learners with barriers to learning are receiving skills training that could position them for employment in the open labour market after they exit school. Findings revealed that principals and educators at special schools are faced with challenges in the learner’s microsystem, exosystem and macrosystem, resulting in the inadequate preparation of learners with special education needs for employment in the open labour market. Based on the findings, recommendations in terms of Bronfenbrenner’s Ecological Systems Theory were made, to increase the opportunity for learners who experience barriers to learning, to be engaged in meaningful employment. / Education Management / M. Ed. (Education Management)

Submitted by Micheli Abreu (mabreu@fiocruz.br) on 2016-02-25T17:18:10Z No. of bitstreams: 1 Áurea_Santos_EPSJV_Mestrado_2015.pdf: 2238294 bytes, checksum: 5b466a81bce2f3e77d89e8382e2120f6 (MD5) / Approved for entry into archive by Renata Azeredo (renataazeredo@fiocruz.br) on 2016-02-29T16:19:31Z (GMT) No. of bitstreams: 1 Áurea_Santos_EPSJV_Mestrado_2015.pdf: 2238294 bytes, checksum: 5b466a81bce2f3e77d89e8382e2120f6 (MD5) / Made available in DSpace on 2016-02-29T16:19:31Z (GMT). No. of bitstreams: 1 Áurea_Santos_EPSJV_Mestrado_2015.pdf: 2238294 bytes, checksum: 5b466a81bce2f3e77d89e8382e2120f6 (MD5) Previous issue date: 2015 / Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde. / Esta pesquisa tem como objetivo principal analisar as percepções dos ACS egressos sobre o Curso Técnico de Agente Comunitário de Saúde realizado pela Escola Politécnica de Saúde Joaquim Venâncio (EPSJV) no período outubro de 2011 a dezembro de 2012. A relevância do tema deve-se ao fato de os ACS serem trabalhadores fundamentais para a principal estratégia de reorganização da atenção em saúde no Brasil atualmente. O trabalho de campo foi realizado a partir da abordagem qualitativa através de entrevistas semi-estruturadas com 21 ACS que trabalham nas unidades básicas de saúde no município do Rio de Janeiro. A interpretação dos dados foi realizada após a transcrição das entrevistas e a construção de um quadro de análise a partir das percepções dos trabalhadores sobre o curso, o que permitiu destacar os temas: Motivação para tornarem-se ACS; Percepções sobre o trabalho de ACS; Mudanças percebidas após o curso; Possibilidades e dificuldades para o prosseguimento da formação profissional. Os resultados apontaram a representatividade do gênero feminino na categoria profissional associado ao desemprego, a sobrecarga de trabalho dentro das unidades de saúde e a importância da formação técnica do agente comunitário de saúde para o trabalhador e para o trabalho na Atenção Primária em Saúde no Município do Rio de Janeiro. / This research aims to analyze the perceptions of ACS graduates of the Community Health Agent Technical Course held in the Polytechnic School of Health Joaquim Venancio (EPSJV) in the period October 2011 to December 2012. The importance of this issue is due to the That the ACS are key workers for primary health care reorganization strategy in Brazil today. Fieldwork was carried out from a qualitative approach using semi-structured interviews with 21 ACS working in primary healthcare centers in the city of Rio de Janeiro. Data interpretation was conducted after the transcription of the interviews and the construction of an analytical framework from the perceptions of workers on the course, which has highlighted the themes: Motivation to become ACS; Perceptions about the work of ACS; Perceived changes after the course; Possibilities and difficulties for further vocational training. The results indicated the representation of females in the professional category associated with unemployment, work overload in health facilities and the importance of technical training of the community health worker to the worker and to work in primary health care in the municipality of Rio de Janeiro.

Cette thèse analyse comment la Dictature de Primo de Rivera (1923-1930) a créé un projet de formation professionnel technique-industriel qui a servi à moderniser l’économie du pays, au service d’une conception corporativede l’Etat. Pour la première fois, au travers les Décrets Royaux du Statut d’Enseignement Industriel de 1924 et du Statut de Formation Professionnelle de 1928, le nouveau gouvernement réalisé centralisait tous les canaux de formation industriel du jeune ouvrier et de la classe moyenne au moyen de la création des écoles élémentaires et supérieures du travail. L'État prétendait atteindre deux buts : la modernisation économique du pays et le maintien de la structure sociopolitique traditionnelle au moyen d’un discours et d’une organisation corporative. Au mème temps, cette thèse analyse comme avec l’arrivée de la Seconde République (1931-1936), le projet de Primo de Rivera de l’instruction technique de l’ouvrier n’a pas se développer comme le Statut de Formation Professionnelle l’avait prévu en 1928, car principalement son objectif était de favoriser l’alphabétisation du pays à l’intérieur des valeurs démocratiques et libérales / The present thesis analyzes how the Dictatorship of Primo of Rivera (1923-1930) created a project of industrial vocational training who was serving to modernize the economy of the country, to the service of a corporate conception of the State. For the first time, across the Statute of Industrial Education of 1924 and of the Statute of Vocational Training of 1928 the new government was centralizing all the channels of industrial formation of the working young person and of the middle class across the creation of the elementary and high industrial schools. The aims were: economic modernization of the country and to support the socio-political traditional structure by means of a speech and a corporate organization.At the same time, this thesis analyzes like with the arrival of the Second Republic (1931-1936), the corporate and economic sense of the industrial vocational training of the worker was relegated to a background. As what mainly was claimed it was to favor the literacy of the country inside the democratic and liberal values, the project of the dictatorship of the technical instruction of the worker could not be developped as the Statute of Vocational training had raised in 1928 / La presente tesis analiza como la Dictadura de Primo de Rivera (1923-1930) creó un proyecto de formación profesional técnico-industrial que servía para modernizar la economía del país, al servicio de una concepción corporativa del Estado. Por primera vez, a través del Estatuto de Enseñanza Industrial de 1924 y del Estatuto de Formación Profesional de 1928 el nuevo gobierno centralizaba todos los canales de formación industrial del joven obrero y de la clase media a través de la creación de las escuelas elementales y superiores de trabajo. El objetivo era alcanzar dos fines: la modernización económica del país y mantener la estructura socio-política tradicional mediante un discurso y una organización corporativa. Al mismo tiempo, estudia como con la llegada de la Segunda República (1931-1936), el proyecto corporativo de la instrucción técnica del obrero no se pudo desarrollar tal como lo había planteado el Estatuto de Formación Profesional en 1928, ya que lo que mayormente se pretendía era favorecer la alfabetización del país dentro de los valores democráticos y liberales.

L’ « éducation tout au long de la vie », y compris dès la petite enfance, le primaire, le secondaire, la formation professionnelle, l’éducation supérieure et des adultes est devenue une priorité pour l’ONU (ODD 2030 numéro 4) et pour l’UE (moteur de la Stratégie 2020). La Commission envisage un Espace Européen d´Éducation, auprès le succès de l´Espace Européen d´Éducation Supérieur et l´Espace Européen de la Recherche. L´UE a fait de la mobilité son objectif et le programme Erasmus +, après trente ans, a bénéficié à plus de 9 millions de personnes. Pour autant, quels sont les droits dans le domaine de l’éducation des étudiants, parents, apprentis, directeurs d’établissements éducatifs publics et privés, professeurs, et des autres parties prenantes de la société civile (associations, fondations, entreprises) ? D’un point de vue juridique, les États de l’UE doivent suivre les obligations découlant de la DUDH, des Pactes, CDE, l’UNESCO, l’OIT, OMC, UNICEF, entre autres. Les États doivent répondre à ces obligations parmi les Examens Périodiques Universels, et suivre les recommandations du rapporteur spécial sur le droit à l’éducation. « L’acquis communautaire » a modelé le droit à l’éducation. Parmi les droits analysés se trouvent : le droit à la libre circulation des personnes, le droit à la libre prestation des services et d’établissement, des travailleurs, le principe de non-discrimination en raison de la nationalité, de l’égalité des genres, entre autres. Au regard de l’analyse de l’aspect international, de l’aspect européen et de l’aspect des droits de l’homme (application de la Charte des droits de l´homme et de la CEDH et sa jurisprudence), les citoyens de l’UE ont un droit à l’éducation au sein de l’UE comme droit de l’homme « sui generis » original et spécifique de l’UE. / Lifelong learning including early childhood, primary, secondary, vocational training, higher education and adult education has become a priority for the UN (ODD 2030, number 4) and for the EU (the driving force behind the 2020 Strategy). The Commission is considering a European Area of Education, with the success of the European Higher Education Area and the European Research Area. The EU has made mobility its goal and the Erasmus + program for thirty years has benefited more than 9 million people. However, what are the rights in the field of education for: students, parents, trainees, and directors of public and private educational institutions, teachers, and other stakeholders of civil society (associations, foundations, companies)? From a legal point of view, EU States must follow the obligations following from the UDHR, the Covenants, the CRC, UNESCO, ILO, WTO, UNICEF, among others. States must meet these obligations among the Universal Periodic Review, and follow the recommendations of the Special Rapporteur on the Right to Education. The « acquis communautaire » is shaping the right to education. Among the rights analyzed we find: rights of free movement of persons, services and establishment, workers, non-discrimination on grounds of nationality, and gender equality among others. After the analysis of the international aspect, the European aspect and the human rights aspect (application of the EU Charter of fundamental rights and the ECHR and its jurisprudence), EU citizens have a right to education in the EU as human right «sui generis» .

Depuis les années 1970, la formation professionnelle continue s’étend à de nombreuses activités économiques et sociales, salariées comme non-salariées. La loi et le contrat, notamment, permettent cette expansion réalisée dans une grande instabilité normative. Constamment modifiés, les dispositifs d’accès à la formation sont souvent complexes et parfois peu efficaces. Le financement de la formation professionnelle suscite également des interrogations en raison des nombreuses personnes, publiques ou privées, chargées d’intervenir dans ce domaine. Le dispositif peut et doit être amélioré afin de permettre l’expansion de la formation professionnelle là où celle-ci mérite d’être encouragée. / Since the 1970s, continuing vocational training extends to many economic and social activities, either employed or self-employed. The law and the contract particulary provide such an expansion, which is carried out in a context of great normative instability. Constantly amended, training programmes are often complex and sometimes even reveal to be ineffective. Financing vocational training also raises questions due to the many people, both public and private, who are involved in this area. The overall system can and must be substantially improved so as to enable the expansion of vocational training wherever it deserves to be encouraged