Article Gold Open Access 2017

Vocational qualification as safety-net? Education-to-work transitions of higher education dropouts in Germany

Empirical Research in Vocational Education and Training
Journal · Vol. 9 · Issue 1 · Art. 7
Abstract

Background: In Germany, almost 15 per cent of all first-year students leave higher education without obtaining a degree. The German post-secondary educational system is tracked however, and many dropouts enter the labour market with pre-tertiary vocational training certificates. We therefore examine if higher education dropouts benefit from these vocational qualifications obtained outside higher education and use vocational credentials as a safety net. Methods: Using data from the German National Educational Panel Study (NEPS Starting Cohort 6), this study employs Cox and OLS regression models to examine the labour market transition of higher education dropouts. We distinguish the actual transitions (finding a job) from the occupational status of the first job. Results: Our results suggest that higher education dropouts without pre-tertiary vocational qualifications have more difficulties finding a job, compared to dropouts with pre-tertiary vocational qualifications. Comparing the occupational status of dropouts with and without pre-tertiary vocational qualifications, we find that these are not associated with a higher occupational status. Conclusions: We conclude that pre-tertiary vocational qualifications do serve as a safety net in case of drop out, because they protect from protracted pathways into the labour market. Apart from this we do not find evidence for additional returns of vocational certificates in terms of occupational status. © The Author(s) 2017.

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Author Affiliations
Eberhard Karls Universität Tübingen, Tubingen, Baden-Wurttemberg, Germany
Mannheimer Zentrum für Europäische Sozialforschung, Mannheim, Baden-Wurttemberg, Germany
Funding & Acknowledgements
Deutsche Forschungsgemeinschaft, DFG
Grant: TI 766/1-1
This paper greatly benefitted from helpful comments and methodological advice of Irena Kogan, Michael Gebel, Sylke Schnepf and Felix Weiss. We also thank the participants of the session “Drop out from Tertiary Education—Life Courses and Returns to Human Capital”on the XVIII ISA World Congress of Sociology in Yokohama 2014, for the discussion of an earlier draft of this paper. This paper uses data from the National Educational Panel Study (NEPS): Starting Cohort 6—Adults (Adult Education and Lifelong Learning), doi:10.5157/NEPS:SC6:3.0.1. The NEPS data collection is part of the Framework Programme for the Promotion of Empirical Educational Research, funded by the German Federal Ministry of Education and Research and supported by the Federal States. The work on this paper has been generously funded by the German Science Foundation within the Priority Programme 1646 “Education as a lifelong process”(TI 766/1-1).
Bundesministerium für Bildung und Forschung, BMBF
This paper greatly benefitted from helpful comments and methodological advice of Irena Kogan, Michael Gebel, Sylke Schnepf and Felix Weiss. We also thank the participants of the session “Drop out from Tertiary Education—Life Courses and Returns to Human Capital”on the XVIII ISA World Congress of Sociology in Yokohama 2014, for the discussion of an earlier draft of this paper. This paper uses data from the National Educational Panel Study (NEPS): Starting Cohort 6—Adults (Adult Education and Lifelong Learning), doi:10.5157/NEPS:SC6:3.0.1. The NEPS data collection is part of the Framework Programme for the Promotion of Empirical Educational Research, funded by the German Federal Ministry of Education and Research and supported by the Federal States. The work on this paper has been generously funded by the German Science Foundation within the Priority Programme 1646 “Education as a lifelong process”(TI 766/1-1).
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