Transitions to Professional Education in Switzerland: The Influence of Institutional Characteristics of the Swiss VET System

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2020-12-28 DOI:10.2478/SJS-2020-0031

Fabian Sander, Irene Kriesi

引用次数: 1

Abstract

Abstract Based on human capital and institutional theory, this article investigates whether transitions into professional education depend on institutional characteristics of the preceding initial vocational education and training program. The empirical analyses make use of the SLFS data. They show that vertically nondifferentiated initial vocational education and training programs with high shares of vocational school and standardized final exams increase the probability to enter professional education.

查看原文本刊更多论文

瑞士职业教育转型:瑞士职业教育与培训体系制度特征的影响

摘要本文以人力资本和制度理论为基础，考察了向职业教育转型是否取决于初始职业教育和培训计划的制度特征。实证分析利用了SLFS数据。研究表明，垂直无差别的初级职业教育和培训项目，高比例的职业学校和标准化的期末考试，增加了进入职业教育的可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Swiss Journal of Sociology Social Sciences-Social Sciences (all)

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

50 weeks

期刊介绍： The Swiss Journal of Sociology was established in 1975 on the initiative of the Swiss Sociological Association. It is published by Seismo and appears three times a year with the support of the Swiss Academy of Humanities and Social Sciences. Since 2016, all the articles of the Swiss Journal of Sociology are available as open access documents on De Gruyter Open: https://www.degruyter.com/view/j/sjs The journal is a multilingual voice for analysis and research in sociology. It publishes work on the theory, methods, practice, and history of the social sciences in English, French, or German. Although a central aim of the Journal is to reflect the state of the discipline in Switzerland as well as current developments, articles, research notes, debates, and book reviews will be accepted irrespective of the author’s nationality or whether the submitted work focuses on this country. The journal is understood as a representative medium and therefore open to all research areas, to a plurality of schools and methodological approaches. It neither favours nor excludes any research orientation but particularly intends to promote communication between different perspectives. In order to fulfil this aim, all submissions will be refereed anonymously by at least two reviewers.