Exploring the interplay between vocational competence and dropout intention: insights and perspectives

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Empirical Research in Vocational Education and Training Pub Date : 2024-05-29 DOI:10.1186/s40461-024-00164-2
Beifang Ma, Maximilian Krötz, Viola Deutscher, Esther Winther
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Abstract

High drop-out rates from Vocational Education and Training (VET) remain a severe problem in VET systems globally. Despite decades of drop-out research revealing numerous influencing factors, the role of trainees’ vocational competence in their drop-out behavior has been neglected. This study aims to define the structure of vocational competence and analyze its effects on drop-out intention. Using longitudinal data from 458 commercial trainees in Germany, vocational competence is measured at three time points using a validated competence test, subdivided into domain-linked and domain-specific dimensions (Gelman and Greeno, 1989). Four different directions of drop-out intentions are considered, enabling a detailed effect inspection of the prevailing research gap. Additionally, factors identified in previous studies, such as educational level, age, language, and the degree of having chosen one’s desired occupation, are controlled for. We conducted 12 rounds of ordinal logistic regression to test three lagged temporal combinations of the effect relationship between vocational competence and dropout intention over different time spans (T0- > T1, T1- > T2, T0- > T2). We find that lower domain-specific competence increases the intention to drop out from VET without qualification over different time spans. Initial lower domain-specific competence also affects trainees’ intention to change their occupation in the final year of training. Furthermore, higher levels of domain-linked competence at the beginning increase the intention to leave VET to pursue higher qualifications in the midterm of training.

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探索职业能力与辍学意向之间的相互作用:见解与观点
职业教育与培训(VET)的高辍学率仍然是全球职业教育与培训体系中的一个严重问题。尽管数十年来的辍学研究揭示了众多影响因素,但受训者的职业能力在其辍学行为中的作用却一直被忽视。本研究旨在界定职业能力的结构,并分析其对辍学意向的影响。利用德国 458 名商业受训人员的纵向数据,在三个时间点使用有效的能力测试来测量职业能力,并将其细分为与领域相关的维度和特定领域的维度(Gelman 和 Greeno,1989 年)。研究考虑了辍学意向的四个不同方向,从而对目前的研究空白进行了详细的效果检验。此外,我们还控制了以往研究中发现的因素,如教育水平、年龄、语言和选择理想职业的程度。我们进行了 12 轮序数逻辑回归,检验了不同时间跨度(T0- >;T1,T1- >;T2,T0- >;T2)内职业能力与辍学意向之间影响关系的三种滞后时间组合。我们发现,在不同的时间跨度内,较低的特定领域能力会增加在未获得资格证书的情况下从职业教育与培训中辍学的意愿。最初较低的特定领域能力也会影响学员在培训最后一年改换职业的意愿。此外,开始时较高的领域相关能力水平会增加培训中期离开职业教育与培训以获得更高资格的意愿。
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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
期刊最新文献
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