Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The main objective of this research is to understand workplaces as learning environments. More specifically, the research explored how a TVET college affords opportunities for lecturers for learning through participation in work activities with guidance and support for learning on the job from peers and more experienced colleagues. The research also explored factors which enable or constrain their learning and how they elected to engage with workplace affordances for learning. Drawing on data gathered through analysis of national and institutional policies and semi structured interviews this paper argues that The TVET College does offer opportunities for learning on the job for lecturers. The TVET College affords opportunities for participation in authentic work activities through which lecturers can develop knowledge and understanding of the practices which are relevant and applicable to their particular work context. It is also evident that guidance and support from peers and more senior colleagues are available to lecturers, both less and more experienced. Practices which could become elements of a strategy for co-participation and learning through work do exist at The TVET College. However, there are also limitations and it cannot be argued that intentional strategies for learning exist at The TVET College which can be seen as aspects of workplace pedagogy and workplace curriculum. Finally it is clear that TVET colleges are seen primarily as sites of learning for students; there is little focus on TVET colleges as sites for workplace learning for lecturers. This is an under-researched area in the policy and academic literature on TVET colleges and it is hoped that this study has made a contribution, even if a small one, to filling this gap.

This research offers an essential enlightenment for a better understanding towards the significance to establish the Center of Excellence for Technical Vocational Education and Training (CoE for TVET), especially in vocational education. It analyzes and synthesizes the data from the existing academic and commercial sources based on the fact that, in most cases, “excellence” is referred to as a foundation term for competitions. Many entities being recognized as or perceived by target audiences in business conduct as “excellent”, are generally “abstract”. In practice, there are only a few entities actually worthy of a true “excellence” judging by appropriate criteria—having “concrete” evidence of activities and components. Exemplifying an existing Center of Excellence would promote a better understanding both in terms of definition and its characteristics. The researcher focuses on conducting comparative research that combines with qualitative and case studies, with an important goal of acquiring 'new definition, new knowledge and specialized practical guidelines related to the CoE for TVET', and to invent a set of practices that will lead to answering of these key questions: • What is 'CoE for TVET'? How many types are they of ? • How is it currently recognized for the 'CoE in TVET' ? • What approaches should be taken to promote a better understanding of definitions, classification, and operations of “a COE in TVET?” This is to provide in-depth research that can be beneficial to the public and visualized clearly worldwide. As per the mentioned aims, comparative case studies between different countries are required. There are neither much studies in the world which clearly proposed the definition; the identification and the demonstration of the applied practical guidelines nor in the dimension of excellence of TVET education management because all that exists are the context of excellence in business and nor in education sector that are often referred particularly to the level of Higher Education and that the basic education cannot be applied to TVET because of its being of different context. In each topic, the researcher clarified points of information including the perception, access, and maintenance of excellence. There shall be further discussion on the classification of all globally existing centers of excellence which is based on perception, presentation, and public understanding in conclusion. Once the foregoing section has been thoroughly accomplished, the next step is accessing the process and techniques of pursuing elements and characteristics that CoE in TVET at least should have by relying on techniques and principles called “Benchmarking+USP” that the researcher has developed recently based on the understanding that 'Apart from being superior to general standard and quality, that is, - no ordinary - ; having a status of excellence, the center of excellence, no matter operating or providing services in any regards, must have a unique identity and distinctiveness that should be as close as possible to -the top-notch – in that particular area.' To be an example case, the researcher had selected the 'Benching Partner' which is recognized for achieving excellence in service providing and educational management in the field of TVET: GTDEE and TGPES, as the answer of the research items that say: • How will there be techniques or processes in the pursuit of components, attributes that indicate the status of excellence of TVET CoE? • Are there any examples of centers of excellence or comparable organizations existing in Thailand? And how do those organizations have the required elements and characteristics of excellence? The final essence, therefore, is studying and striving for the needs in various dimensions regarding the establishment of the Center of excellence in TVET that is able to response to the demands of society for teaching and learning management of the Thai vocational education sector in the points of view of the sample groups --the direct stakeholders--, thus leading to answering the question in the endmost part of the research, that is: In what dimension does Thailand need TVET Center of Excellence? These will be beneficial suggestion to the relevant sectors in Thailand or those wishing to learn, study extensively on the basis of substantial findings delivered by this research.:Tabel of contents Abstract ii Acknowledgements iv Dedication vi Table of contents vii List of Figures xi List of Tables xii List of Abbreviations xiii Chapter 1: Introduction 1 1.1 Background and Importance 1 1.2 Definition of Excellence 1 1.3 Thailand's vocational education policies in the direction of excellence development 6 1.4 Research Question 11 1.5 Hypotheses 12 1.6 Purpose of research 13 1.7 Method and Scope of the Research 14 Chapter 2: Quality - Matters behind the scenes of excellence for vocational education 16 2.1 Definition and dimension of quality in the VET sector 16 2.2 “Quality” an impact factor of excellence in VET 19 2.3 Quality approaches: Strategies to improve excellence status 23 2.3.1 The Juran Quality Trilogy: Basic architect of Quality Management 24 2.3.2 Approaches to quality and quality objectives 25 Chapter 3: Centre of Vocational Excellence (CoVE) 32 3.1 How to understand the characteristics and definition of “CoVE” ? 32 3.2 Classic Excellence Approaches 36 3.3 Modern Excellence Approach and Education: EFQM – MBNQ 39 3.4 SEM &TVET Excellence Journey: The Singapore Experience 41 3.4.1 EFQM- MBNQA: The Foundation of the School Excellence Model 41 3.4.2 TVET Excellence Journey 43 Chapter 4: Conceptual Innovation: The Basic Approach to Establishing TVET-CoE Using Benchmarking+UPS 49 4.1 Level Analysis - Policy Examining: First Things to be Aware and Considered 50 4.2 Benchmarking: Learn from other sources, seek Best Practices, and adapt for excellence 53 4.2.1 Popularity and Definition 53 4.2.2 Type and scope 56 4.2.3 The benchmarking process: The Xerox way 57 4.3 Innovative concept: Establising TVET CoE based on excellence using Benchmarking+USP 61 4.3.1 Benchmarking and Vocational Development 61 4.3.2 Input, process and output/outcome: Benchmarking indicators 62 4.3.3 Outputs, outcomes and impacts: “The results chain in modern system” 64 4.3.4 Combining UPS and Benchmarking for TVET CoE under Blue Ocean 67 Chapter 5: Comparative case studies via adaptation of benchmarking technique to identify excellence based on scientific approach 70 5.1 Introduction: Principles of Case Studies Consideration 70 5.2 Analysis: Dual system, a new issue in Thailand - Why GTDEE? 72 5.2.1 Agricultural era and the advent of “Dual system” 72 5.2.2 Factory in school: Utilizing as a makeshift until deep-rooted and falling off from the ideal 74 5.2.3 Subsequent problems of practice that falls off the frame 75 5.2.4 What GTDEE show? - Pull the consciousness of the Thai vocational to look at the original “Dual system” 77 5.3 The application of Benchmarking+USP techniques to pursue unique excellence between GTDEE and TGPES 81 5.3.1 Scope and Basic norms of conducting the study 81 5.3.2 Enter the process of Benchmarking+USP 82 Chapter 6: Benchmarking+USP results conducted through information and views from executives of Benching Partner 91 6.1 Preliminary data and comments of Benching Partner about “TVET Excellence” 91 6.1.1 Personal information of the representatives of Benching Partner 91 6.1.2 Basic understanding of Excellence and Centres of Excellence 92 6.1.3 Awareness, experience, perspective and understanding of CoE for TVET 93 6.1.4 Suggestions and others 95 6.2 Results of exercising Benchmarking+USP based on the designed templates 96 6.3 SWOT analysis: a summary of the results of Benchmarking+USP to pursue excellence 105 6.3.1 Strengths 105 6.3.2 Opportunities 107 6.3.3 Weaknesses 108 6.3.4 Threats 109 Chapter 7: Understanding and demands for the CoE for TVET in Thailand: A case study from a sample group of 102 stakeholders 113 7.1 Introduction 113 7.2 The statistics used in the research and testing of the hypothesis 115 7.3 Personal information and basic information 116 7.4 Basic understanding of Excellence and Centres of Excellence 119 7.5 Awareness, experience, perspective and understanding of CoE for TVET 127 7.6 Suggestions and others 132 Chapter 8: Summary of body of knowledge and Suggestions 137 8.1 Understanding Excellence, CoE and CoE in TVET 137 8.1.1 Definition of excellence and CoE 137 8.1.2 SEM &TVET Excellence Journey: The Singapore Experience 139 8.2 Classification of definition by type and characteristics of “CoE for TVET” 140 8.3 Utilization Techniques and Guidelines for Benchmarking+USP within BOS in Identifying Distinct Excellence for CoEs in TVET 142 8.4 Examples of characteristics of excellence of the TVET CoE in Thailand 145 8.5.1 Factors making contribution to enhance journey toward organizational excellence 146 8.5.2 Perspectives on the mission of CoF for TVET 147 8.5.3 Demand for CoE of TVET in Thailand based-on the opinions of the sample groups 148 References 150 Internet sources 158 Appendix I: Benchmarking+USP templates 159 Appendix II: Questionnaire 176

Yes / Empirical research on three commercial environmental vocational education and training programmes revealed distinct personal, teaching and work-based presage factors, which influenced individual learning and learning transfer to the workplace. The extent to which behaviour change and learning transfer occurred depended on a diverse range of factors, notably the workplace utility of the course; student’s level of personal commitment and position within the employing organisation; strength of the organisation’s environmental culture; level of post-course managerial/supervisory support available within the workplace; and changing workplace circumstances/priorities.

No description available.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: A perennial challenge facing public technical and vocational education and training (TVET) colleges in South Africa is that the majority of staff, while technically qualified to do the work that forms the contents of what they teach, are either not professionally qualified educators, or are professionally qualified as educators in other educational sectors. For TVET lecturers, the development of their teaching skills, like their professional identity, relies primarily on informal development by line managers, other members of staff or themselves. This study examines how professionally underqualified lecturers employed at TVET colleges in the Western Cape develop their teaching skills, inter alia, by being mentored by managers, experienced members of staff or themselves by asking the question: in what ways do mentoring processes within a college contribute to the incorporation of staff into a college?. Flowing from the primary research question this study sought to identify the nature and forms of institutional level mentoring, as well as the related use of language and power. This study is framed within the critical paradigm, applying a methodological framework developed by Fairclough (2010) and a combination of methods of analysis. At a micro level a form of analysis designed by Fairclough (1989; 2001) is used. The results are classified by means of a Foucauldian-based methodological framework developed by Keevy (2005). Mentoring has become popular as a term to describe informal learning in a wide variety of settings, including business and education. As a result of the popularity of the term, publications on a wide array of aspects related to informal learning have been produced. Periodically, however, criticisms of mentoring have surfaced, which fundamentally challenge its standing as an academic discipline. Such critique prompted this research project: to question whether or not mentoring was, what Fairclough calls a social wrong. Challenging the assumption that mentoring is a social wrong forms a point of departure for this study. A broad analysis of literature about mentoring is presented with the aim of identifying what Foucault calls, its ethical substance. The established ethical substance of mentoring is extrapolated into a schema indicating various broad descriptions of mentoring. The broad descriptions are used in an analysis of mentoring practices in a professional work environment suited to the application of current mentoring practices, one in which has not yet been formally applied in staff induction programmes: namely, public technical and vocational education and training (TVET) colleges. In addition to challenging the assumption that mentoring is a social wrong, the study, significantly, the neo-liberal notion that mentees are passive recipients of knowledge. Findings from this study indicate, significantly, that new lecturers develop themselves as lecturers by unconsciously using mentoring methodologies, in the absence of formal mentoring programmes. In contrast to many international institutions, where mentoring programmes are mandatory, the lecturers interviewed in this study were not constrained by the managerialist ideology of neo-liberalism and were empowered by the mentoring with which they were involved. This study provides insights into how professional mentees learn, who they learn from and how they use what they have learnt in their own development, and how this contributes towards an understanding of the nature of adult learning in the workplace. Literature reviewed in this study includes a wide range of publications on the topic of mentoring, including education publications, business management publication and translations of the two original texts on the subject, namely Homer’s Odyssey and Fenelon’s Adventures of Telemachus. Key educational publications consulted include the translated works of Plato and Freire. Publications on social critique include the works of Fairclough and Foucault. / AFRIKAANSE OPSOMMING: Die kwessie rakende personeel wat tegnies gekwalifiseerd is om die werk, wat die vakinhoud van hulle lesings vorm, te doen, maar wat nie professionele onderwysopleiding het nie of in ander opvoedingsvelde gekwalifiseer is, is ’n uitdaging waarmee tegnies en beroepsgerigte onderwys en opleiding (TVET/TBOO) colleges voortdurend te kampe het. Hierdie dosente steun grotendeels op hulself, lyn bestuurders of ander personeellede om hulle onderwysvaardighede op ’n informele wyse te ontwikkel. Hierdie studie ondersoek die maniere waarop dosente met onvoldoende professionele kwalifikasies by (TVET/TBOO) colleges in die Wes-Kaap hulle eie vaardighede ontwikkel deur onder meer die mentorskap van bestuurders en ervare personeellede. Dit word gedoen aan die hand van die volgende vraag: “Op watter wyses dra prosesse van mentorskap binne ’n kollege by tot die inkoporering van personeel.” Hierdie studie poog om, na aanleiding van die primêre navorsingsvraag, die aard en vorm van mentorskap op die institusionele vlak te identifiseer sowel as die meegaande gebruik van taal en gesag. Hierdie studie is benader vanuit die kritiese paradigma met die toepassing van ’n metodologiese raamwerk soos ontwikkel deur Fairclough (2010) tesame met ’n kombinasie van analitiese metodes. ’n Metode van analise wat Fairclough (1989; 2001) ontwikkel het, is op ’n mikrovlak toegepas en die resultate is daarna geklassifiseer met Keevy (2005) se Foucault-gebasseerde metodologiese raamwerk. Mentorskap word wyd gebruik as ’n omvattende begrip om informele leer in diverse kontekste aan te dui. Dit sluit die sakewêreld en onderwys in. Die gewildheid van die begrip het ’n wye verskeidenheid publikasies betreffende informele leer tot gevolg gehad. Daar is egter deurentyd kritiek op mentorskap wat die fundamentele waarde daarvan bevraagteken. Dit is hierdie kritiek wat die navorser genoop het om te vra of mentorskap wel ’n “maatskaplike wandaad” is soos wat Fairclough dit noem. Die vertrekpunt van hierdie studie is die veronderstelling dat dit wel so is. ’n Oorsigtelike analise van literatuur betreffende mentorskap word voorgelê met die doel om dit wat Foucault die “etiese substans” noem, te identifiseer. Die bepaalde etiese substans van mentorskap word geëkstrapoleer tot ’n skema wat verskeie breë definisies van mentorskap aandui. Hierdie breë definisies word dan gebruik in ’n ontleding van mentorskap in ’n professionele werksomgewing, wat geskik is vir die toepassing van bestaande mentorpraktyke, maar waar dit nog nie formeel in personeelinduksieprogramme ingesluit is nie: naamlik (TVET/TBOO) colleges. Hierdie studie bevraagteken nie net die aanname dat mentorskap ’n maatskaplike wandaad is nie, maar ook die neo-liberale siening dat diegene wat gementor word die ontvangers van kennis is en dui daarop dat nuwe dosente hulself ontwikkel, weens ’n gebrek aan formele mentorprogramme, deur die onbewuste gebruik van mentormetodes. In teenstelling met baie internasionale instellings waar mentorprogramme verpligtend is, is die dosente met wie daar onderhoude gevoer is nie aan bande gelê deur neo-liberale bestuursideologieë nie en is bemagtig deur die mentorskap waarin hulle betrokke was. Die studie gee insigte in hoe professionele persone wat mentorskap ontvang, leer, van wie hulle leer, hoe hulle dit wat hulle leer in hulle eie ontwikkeling toepas en hoe dit bydra tot ’n begrip van die aard van volwasse leer in die werkplek. Die literatuur wat in hierdie studie geraadpleeg word, sluit ’n wye spektrum van publikasies oor die vakgebied van mentorskap in. Dit is onder meer onderwys- en sakebestuurpublikasies sowel as vertalings van twee oorspronklike geskrifte rakende die onderwerp, by name Homeros se Odusseia en Fénelon se Avonture van Telemachus. Die vertaalde werke van Plato en Freire is onder die opvoedkundige sleutelbronne wat geraadpleeg is en bronne oor maatskaplike kritiek sluit die werke van Fairclough en Foucault in.

Allgemeine Gleichgewichtsmodelle (Computable General Equilibrium (CGE) models) werden oft genutzt, um Erkenntnisse über die gesamtwirtschaftlichen Auswirkungen bildungspolitischer Maßnahmen zu gewinnen. Eine Literaturrecherche zur Integration des Bildungs- und Ausbildungssystems in CGE-Modellen zeigt klare Limitationen bisheriger Studien bezüglich der Darstellung des Bildungs- und Ausbildungssystems und identifiziert damit eine wichtige Forschungslücke, der sich diese Dissertation widmet. Vor diesem Hintergrund ist das Hauptziel dieser Dissertation die Entwicklung eines neuartigen Ansatzes zur Einbeziehung der anerkannten Bildungs- und Berufsbildungssysteme in CGE-Modellen, einschließlich aller potenziellen Verbindungen zwischen diesen beiden Systemen. Das entwickelte Modell ermöglicht die Akkumulation von Arbeitskräften entsprechend der Veränderungen der Anzahl der Absolventen und Schulabbrecher eines integrierten Bildungs- und Ausbildungssystems. Es handelt sich um ein rekursiv-dynamisches Ein-Land-CGE-Modell (STAGE-Edu), das die mittel- bis langfristigen gesamtwirtschaftlichen Effekte verschiedener Bildungs- und Ausbildungspolitiken abbildet. Der Sudan gehört zu den Ländern der unteren mittleren Einkommensklasse, die bezüglich der Förderung der menschlichen Entwicklung vor zahlreichen Herausforderungen stehen. Aus diesem Grund werden in der vorliegenden Dissertation verschiedene bildungspolitische Maßnahmen analysiert und deren Auswirkungen auf das Wirtschaftswachstum und die Humankapitalbildung im Sudan bewertet. Der entwickelte Modellierungsrahmen leistet einen wichtigen Beitrag zur gesamtwirtschaftlichen Darstellung der durch Bildung und Ausbildung bewirkten menschlichen Entwicklung sowie der drauf abzielenden politischen Maßnahmen. STAGE-Edu bietet politischen Entscheidungsträgern ex-ante Erkenntnisse bezüglich der potenziellen Auswirkungen von Maßnahmen zur Verbesserung der Arbeitsqualifikation und letztlich zur Erhöhung des Lebensstandards der Bevölkerung. / Computable General Equilibrium (CGE) models have been widely used to generate insights into the economy-wide implications of education policy measures. A literature review on incorporating the education and training system in CGE models reveals explicit limitations of previous studies depicting vocational education and training system, hence, identifying a significant research gap, which shall be addressed in this dissertation. Against this background, the main objective of this dissertation is to develop a novel approach to incorporate the acknowledged education and vocational training systems in CGE models, including all potential exiting bridges between these two systems. The developed model enables labor force accumulation according to changes in the number of graduates and dropouts from an integrated education and training system. It is a recursive-dynamic single-country CGE model (STAGE-Edu), which depicts the medium- to long-run economy-wide effects of various education and training policies. The Sudan is one of the lower-middle-income countries that face numerous challenges in accelerating human development. For this reason, in the dissertation at hand different education and training policy measures are analyzed and their implications on economic growth and human capital accumulation in the Sudan are assessed. The developed modeling framework contributes to the field of economy-wide depiction of human development triggered by education and training as well as related policy measures. STAGE-Edu provides policymakers with ex-ante insights on potential impacts of measures for enhancing labor skills and ultimately for improving the livelihood of the population.

This thesis studies the determinants and outcomes of the skill systems in Mexico and Turkey, two crucial cases of middle-income countries (MICs). Despite the similarities in their previous institutional environments and links to the global economy, Turkey has experienced higher economic growth and better social development compared to Mexico. This PhD project focuses on the Mexican and Turkish skill systems, which have been significant institutions that affect the (different) economic and social characteristics of advanced industrialised countries in the literature on comparative capitalisms (CCs). This study builds its theoretical approach on the arguments of CCs literature and the claims of globalisation, where it draws from the studies on global value chains (GVCs). It scrutinises the patterns of convergence due to globalisation and ongoing divergence because of the variation of institutional structures. It examines the complementarities and outcomes of the skill systems, which will then help to understand the divergence of development experiences between Mexico and Turkey. This PhD project carries out a multi-level research and focuses the empirical study on auto parts-automotive value chains (AACs), which is an important industry for many MICs including Mexico and Turkey. The multi-level research first includes a macro-level study of local institutions in Mexico and Turkey, as well as the convergence patterns through the AACs. This is complemented with a micro-level analysis of firms' strategies to find workers with technical skills in production functions. The findings show that while there is some convergence in the Mexican and Turkish auto parts producers' skill needs, firms from these two countries adopt different strategies to address their needs. The distinctive national institutions in Mexico and Turkey, which are shaped by the differences in the state's involvement, are the main reasons for this divergence. The differences between the Mexican and Turkish skill systems have created different outcomes for both the firms and workers in these countries, and hence are expected to have contributed to their diverging development paths.

Der Zugang zum Arbeitsmarkt ist eine wesentliche Voraussetzung für eine erfolgreiche Integration in die Gesellschaft. Gleichzeitig zeigt sich, dass die Übergänge von jungen Migrantinnen und Migranten in Ausbildung insgesamt zahlenmäßig geringer sind und deutlich länger dauern als bei jungen Menschen ohne Migrationshintergrund. Die vorliegende, durch die TU Dresden durchgeführte Verbleibsuntersuchung knüpft an bundesweite Übergangsstudien an und liefert einen Beitrag zur Erfassung der Situation arbeitsmarktbezogener Integration von Jugendlichen und jungen Erwachsenen mit Migrationshintergrund in Sachsen. Neben der Beschreibung von soziodemografischen, schulischen und sprachlichen Merkmalen der Befragten, gibt die Studie einen Einblick in Motivation und persönliche Einstellungen der Zielgruppe hinsichtlich ihres beruflichen Werdegangs. Im Mittelpunkt der Untersuchung stehen jedoch der Verbleib im Berufsbildungssystem sowie die Analyse einflussgebender Faktoren. Die Verbleibsuntersuchung wurde im Rahmen des XENOS-Projekts „GE.W.IN.N.“. durch den Lehrstuhl für Didaktik des beruflichen Lernens am Institut für Berufspädagogik und Berufliche Didaktiken der TU Dresden durchgeführt und durch Mittel des Europäischen Sozialfonds gefördert.

Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.

Der Zugang zum Arbeitsmarkt ist eine wesentliche Voraussetzung für eine erfolgreiche Integration in die Gesellschaft. Gleichzeitig zeigt sich, dass die Übergänge von jungen Migrantinnen und Migranten in Ausbildung insgesamt zahlenmäßig geringer sind und deutlich länger dauern als bei jungen Menschen ohne Migrationshintergrund. Die vorliegende, durch die TU Dresden durchgeführte Verbleibsuntersuchung knüpft an bundesweite Übergangsstudien an und liefert einen Beitrag zur Erfassung der Situation arbeitsmarktbezogener Integration von Jugendlichen und jungen Erwachsenen mit Migrationshintergrund in Sachsen. Neben der Beschreibung von soziodemografischen, schulischen und sprachlichen Merkmalen der Befragten, gibt die Studie einen Einblick in Motivation und persönliche Einstellungen der Zielgruppe hinsichtlich ihres beruflichen Werdegangs. Im Mittelpunkt der Untersuchung stehen jedoch der Verbleib im Berufsbildungssystem sowie die Analyse einflussgebender Faktoren. Die Verbleibsuntersuchung wurde im Rahmen des XENOS-Projekts „GE.W.IN.N.“. durch den Lehrstuhl für Didaktik des beruflichen Lernens am Institut für Berufspädagogik und Berufliche Didaktiken der TU Dresden durchgeführt und durch Mittel des Europäischen Sozialfonds gefördert.:Inhaltsverzeichnis 1 Einleitung 1 2 Anliegen und Zielstellung . 3 2.1 Projekthintergrund 3 2.2 Zielstellung der Verbleibsuntersuchung 4 3 Methodisches Vorgehen 7 3.1 Zielgruppe der Verbleibsuntersuchung 7 3.2 Untersuchungsdesign und Erhebungsinstrument 8 3.3 Erklärungsansätze 9 3.4 Datenerhebung und Ausschöpfung 13 4 Ergebnisse 17 4.1 Deskriptive Statistik 17 4.1.1 Beschreibung der Stichprobe 17 4.1.1.1 Persönliche Merkmale 18 4.1.1.2 Schulische Qualifikationen 20 4.1.1.3 Sprachliche Qualifikationen . 23 4.1.1.4 Bewerbungsverhalten 27 4.1.1.5 Merkmale des Elternhauses 29 4.1.1.6 Unterstützung bei der Aufnahme verschiedener Tätigkeiten 33 4.1.1.7 Motivation und persönliche Einstellungen . 35 4.1.2 Kennzahlen zum Verbleib und zu den Ausbildungsverläufen 38 4.1.2.1 Allgemeiner Verbleib und aufgenommene Tätigkeiten nach Schulabschluss 39 4.1.2.2 Erste Tätigkeit nach Schulabschluss . 40 4.1.2.3 Übergangszeiten und Anzahl der ausgeübten Tätigkeiten nach Schulabschluss 42 4.1.2.4 Ausbildungsverläufe . 45 4.1.2.5 Ausbildungsabbrüche und Gründe . 46 4.2 Bivariate Zusammenhänge: Einflussnahme eines Merkmals auf den Verbleib . 47 4.2.1 Zusammenhänge nominaler Variablen . 47 4.2.1.1 Einflussnahme verschiedener Merkmale auf die erste Tätigkeit nach Schulabschluss 48 4.2.1.2 Einflussnahme verschiedener Merkmale auf die Aufnahme einer dualen oder vollzeitschulischen Berufsausbildung 49 II Inhaltsverzeichnis 4.2.1.3 Einflussnahme verschiedener Merkmale auf die Aufnahme eines Studiums 50 4.2.1.4 Einflussnahme verschiedener Merkmale auf die Aufnahme einer berufsvorbereitenden Maßnahme 51 4.2.2 Zusammenhänge nominaler und ordinaler Variablen 53 4.3 Überlebens- und Ereignisdatenanalyse . 56 4.3.1 Schätzung von Bewerbungszeiträumen 57 4.3.2 Dauer und Wahrscheinlichkeit der Einmündung in Ausbildung 58 4.4 Multivariate Analyse: Regressionsanalyse nach Cox 60 5 Diskussion 69 5.1 Methodenkritik 69 5.2 Hypothesenprüfung 70 5.3 Zusammenfassung der Ergebnisse . 75 5.4 Handlungsrelevante Aspekte für die Arbeit mit der Zielgruppe 77 5.4.1 Sprachförderung 77 5.4.2 Beratung, Bewerbertraining, Coaching 77 5.4.3 Praktikum und Probearbeit 78 5.4.4 Eltern 79 5.4.5 Verbesserung der Datenlage 80 Anhang A: Fragebogen 83 Anhang B: zusätzliche Darstellungen 99 Quellen 102