Search

Die stark rückläufige Geburtenrate sowie der Trend zur Akademisierung führen dazu, dass der Fachkräftemangel bereits auf Stufe der beruflichen Grundbildung spürbar ist. Vor diesem Hintergrund gewinnt Employer Branding an Bedeutung, denn es ermöglicht Organisationen, sich durch eine starke Arbeitgeber:innenmarke gegenüber Mitbewerber:innen zu differenzieren. Eine Möglichkeit, dieses Ziel zu erreichen, ist der Aufbau einer emotionalen Beziehung zwischen der Organisation und potenziellen Auszubildenden durch Storytelling. Diese Arbeit strebt zum einen eine vertiefte Analyse einer Kampagne an, die Employer Branding und Storytelling verbindet. Zum anderen sollen weiterführende Erkenntnisse in Bezug auf Storytelling im Employer Branding gewonnen werden. Diese dienen – gemeinsam mit der theoretischen Auseinandersetzung mit dem Thema – als Ausgangspunkt für die Erarbeitung konkreter Handlungsempfehlungen. Die Kampagne wird durch zwei Inhaltsanalysen untersucht. Weiterführende Einschätzungen gehen aus vier Expert:inneninterviews hervor. Die Resultate zeigen, dass sich die Geschichten in der Kampagne insbesondere durch eine starke Personenbezogenheit sowie eine weitgehende Stringenz über die einzelne Geschichte hinweg auszeichnen. Letztere stellt sich als einer der zentralen Erfolgsfaktoren heraus, wenn Storytelling im Employer Branding zielführend eingesetzt werden soll. Ebenfalls von grosser Bedeutung sind die Ableitung der Geschichten aus der Employer Value Proposition, Authentizität sowie eine konsequente Ausrichtung an der Zielgruppe., The sharply declining birth rate and the trend towards academisation mean that the shortage of skilled workers is already noticeable at the level of basic vocational training. In this light, employer branding is gaining importance because it enables organisations to differentiate themselves from competitors through a strong employer brand. One way to achieve this goal is to build an emotional relationship between the organisation and potential apprentices through storytelling. On the one hand, this thesis aims at an indepth analysis of a campaign that combines employer branding and storytelling. On the other hand, further insights into storytelling in employer branding are to be gained. These serve – together with the theoretical examination of the topic – as a starting point for the development of concrete recommendations for action. The campaign is examined through two content analyses. Further assessments emerge from four interviews with experts. The results show that the stories in the campaign are characterised in particular by a strong personal focus and a far-reaching stringency across the individual stories. The latter turns out to be one of the central success factors if storytelling is to be used purposefully in employer branding. Also of great importance are the derivation of the stories from the employer value proposition, authenticity and a consistent orientation towards the target group.

Der Besuch eines Bildungsangebots hat positive Auswirkungen auf den Erwerb der Bildungssprache von Kleinkindern. Um in den täglichen Begegnungen und Aktivitäten reichhaltige und kindgerechte Interaktionen zu schaffen, bedarf es aber einer stärkeren Professionalisierung des gesamten pädagogischen Personals. Dies empfiehlt eine im Auftrag des SBFI erstellte Studie. Sie zeigt zudem, dass die frühe Sprachförderung von Kanton zu Kanton sehr unterschiedlich ist: Während einige Kantone und Gemeinden eine Reihe von Programmen und Strukturen eingeführt haben, diskutieren viele andere über geeignete Ansätze und Pilotprojekte.

In den letzten Jahren wurde die strukturelle Verankerung von Bildung für nachhaltige Ent- wicklung (BNE) in den Bildungsbereichen vorangetrieben. Auch in der beruflichen Bildung lassen sich Bildungsprozesse nachhaltigkeitsorientiert ausrichten (Holst/Singer-Brodowski, 2020). Mit der neuen Standardberufsbildposition „Umweltschutz und Nachhaltigkeit”, die seit August 2021 verpflichtender Bestandteil aller neugeordneten und neu geschaffenen Ausbil- dungsberufe ist, hat die strukturelle Verankerung von Nachhaltigkeit in der Berufsbildung einen wichtigen Impuls erfahren. Dennoch wird in der Zwischenbilanz des „Nationalen Aktionsplans BNE“ konstatiert, dass eine „transformative berufliche Bildung, die über eine Anpassung an berufliche und gesell- schaftliche Veränderungsprozesse hinausgeht und aus sich heraus aktiv eine gerechte Ent- wicklung für Mensch und Umwelt anstrebt” (Nationale Plattform BNE c/o BMBF, 2020, S. 33), erst am Anfang steht. Um Berufliche Bildung für nachhaltige Entwicklung (BBNE) zielgerich- tet zu implementieren, sind geeignete Indikatoren erforderlich, die den Umsetzungsstand kontinuierlich erfassen, kommunizieren und so Veränderungen anstoßen können. Dabei müs- sen die Besonderheiten des dualen Ausbildungssystems berücksichtigt werden. Neben dem Lernen an den Lernorten Betrieb, überbetriebliche Bildungsstätte und Berufsschule variieren duale Ausbildungsberufe hinsichtlich der curricularen Grundlagen (Ausbildungsrahmen- plan, Rahmenlehrplan, Prüfungsordnungen) in ihrer „Nähe“ zur Leitidee nachhaltiger Ent- wicklung. Hinzu kommt die Heterogenität des Berufsbildungspersonals (haupt- und neben- amtliches Ausbildungspersonal, Berufsschullehrkräfte). Neben den strukturellen Charakteris- tika der Berufsbildung sind vielfältige Akteure an der Gestaltung und Weiterentwicklung des dualen Ausbildungssystems beteiligt, wie z. B. Sozialpartner, Kammern und Verbände. Um die Akzeptanz der Indikatoren zu erhöhen, sollten diese Akteure im Entwicklungsprozess der Ind

Context: With an increase in cultural diversity in many countries, schools and teacher educators are grappling with the question of what this diversity might bring in vocational education, and how teachers can be prepared to work with this diversity. In order to train and empower teachers who experience tensions because of culturally diverse student populations, it is useful to know whether teachers do have different needs to work with this diversity. This study reports on profiles in teachers' experience of value-based tensions (professional ethics and stance, diversity and communality, respect, personal autonomy, and justice) teaching in culturally diverse classes of Senior Secondary Vocational Education and Training (SSVET). Methods: This study relied on data from a questionnaire completed by 891 teachers from 20 culturally diverse SSVET schools in the Netherlands. A Hierarchical Cluster Analysis was performed to identify subgroups of teachers that have a similar pattern of responses (profiles) with regard to the different value-based tensions they experienced. Subsequently, the association of the distinguished profiles with the competence elements (knowledge, skills and attitudes) was examined with ANOVA. Lastly, the P-value of the Pearson Chi-Square was examined through cross-tabulation analysis to determine whether the associations between the distinguished profiles and personal and contextual characteristics were statistically significant. Findings: Hierarchical cluster analysis identified three profiles suggesting that teachers experienced all tensions more or less to a certain degree: Relaxed, rarely tense, or reasonably tense. "Professional ethics and stance" tension was the most frequently experienced value-based tension in all three profiles. The profiles were related to teachers background characteristics. The teachers with a reasonably tense profile work mainly in the lower levels of the SSVET. These teachers reported to have had more training on the t

Context: After the Eurozone crisis unfolded a decade ago, comparative political economy has investigated reforms of public administration, labour market, welfare state and economic policy particularly in Southern European nations which were hit hardest by the crisis. However, analyses of skill formation reform, particularly vocational education and training (VET), have been scant, despite a common problem pressure for reforms emanating from stubbornly high rates of youth unemployment and similar legacies of statist VET. Approach: We investigate VET reforms brought underway in Greece and Italy during and in the aftermath of the crisis, asking how far apprenticeship-like forms of learning within their VET systems were strengthened. Empirically, we base our analysis on primary and secondary sources, having conducted semi-structured expert interviews in Greece and Italy in 2019. Results: We find that both countries attempted to strengthen the role of apprenticeship and work-based learning, but that politics differed across the two cases in the context of the Eurozone crisis. While in Italy, reforms were 'internalised' and shaped by domestic politics, Greek reforms were largely driven exogenously by the negotiations with the Troika. Conclusion: Although Italy and Greece have undertaken reforms to reduce the dominance of the state in VET provision by expanding apprenticeships and work-based learning, these do not amount to large scale changes to the dominant logic of school-based VET provision. In order to boost their potential in terms of practical learning both countries would need to continue on their reform pathways.

Purpose: The present study seeks to examine the efficacy of different training modalities on increasing workplace learning, representatives' intent to transfer what they learned into their work, and importantly how training impacts actual work performance. These relationships are tested in the context of a Chinese division of a multinational pharmaceutical company, where pharmaceutical representatives are tasked with relaying relevant efficacy and safety information on pharmaceutical products to health care professionals who prescribe them to patients. Methods: The present study employed a three-group between-subjects experimental design. Representatives received varying forms of training (instruction only, instruction plus reflection, and instruction, reflection, plus direct feedback) based on experimental conditions. After three training sessions over the course of six weeks, representatives were assessed on how much they learned in the training and their actual work performance through observer assessment of meetings with health care professionals, facilitated by the representatives. Findings: In this study, it was found that the process of actively reflecting on what was learned in training led to increased learning, as well as increased performance, compared to simply studying the material. However, receiving direct feedback on training performance, combined with active reflection training, did not provide any further benefits in terms of learning or work performance. Notably, there were no differences in intent to transfer learned material to work, as all conditions reported high levels of transfer intention. Conclusion: The finding provides insightful evidence to support the benefits of fostering trainees' active reflections for work-based learning in the Chinese industry training scenario. In contrast, receiving direct comments on how students performed from a manager or trainer, as well as advise on how do better in the future, had no effect on increasing l

Young adults in rural areas in many cases have limited educational opportunities. To obtain higher educational qualifications, rural youth often travel long distances. Therefore, many rural youths choose the “shorter” route and complete vocational training closer to home or drop out of their education prematurely. Against this background, this study examines the education policies of European countries and explores the extent to which these problems are addressed within their policy framework and what measures are taken to improve the situation. Using a unique dataset of policies of 31 European countries for the period 2010 to 2020, we examine more than 500 national and subnational policies that address formal and informal education and training. The results show that despite the sometimes high number of rural youths not in education, employment, or training (NEETs) and high early-school-leaving rates, only some countries have developed a respective policy strategy. The analysis presents the different measures implemented in the countries and furthermore shows that a high problem pressure in a country is not necessarily accompanied by a consideration in policy. Prospectively, there is a need for new policies that understand the multidimensionality of the issue and significantly improve the situation of rural youth.

We analyze the effectiveness of a vocational training (VT) programme targeting unemployed youth in Latvia, contributing to the scant literature on active labour market policies in transition countries. The programme we analyse is part of the Youth Guarantee scheme (2014–2020), the largest action launched by the European Union to combat youth unemployment after the 2008 financial crisis. Although the programme was targeted to youths aged between 15 and 29, priority was given to those younger than 25 years of age. We exploit this eligibility rule in a fuzzy regression discontinuity design framework to estimate the impact of VT participation on the probability of being employed and gross monthly labour income at given dates after the training. Using rich administrative data, we find that the age priority rule increased programme participation for the youngest group by about 10 percentage points. However, participation in the programme did not lead to statistically significant positive effects in labour market outcomes. We argue that this result could be due to some specific characteristics of the programme, namely the voucher system (potentially inducing lock-in effects) and the type of training (classroom instead of on-the-job training). Moreover, the programme was targeted at ex-ante low-employable individuals (e.g. without vocational qualifications), a fact that is confirmed by our analysis of the characteristics of the population of compliers with the age priority rule.