DAB panel study – a short introduction

Educational decisions on the transition from school to work:Determinants of training choice and career opportunities

University of Bern, Department of Sociology of Education

www.dab.edu.unibe.ch

Second Swiss Longitudinal Data Fair, February 14, 2019

DAB 14.02.2019 1 / 12

http://www.dab.edu.unibe.ch

Project overview & timeline

2012 2013 2014 2015 2016 2017 2018

t1 (Jan./Feb.)

t2 (Aug./Oct.)

t3 (Mai/Jun.)

t4a (Jul.)School graduation

t4b (Oct./Nov.)

t5(Jun.)

t6(Mai)

t7 (Mai)

Phase I: lower sec. educ. Phase II: upper secondary educationPhase III: further qualification / labor market entry

I DAB-I Classroom survey (online; parents: online / PAPI)I DAB-II Individual survey; Mixed-Mode-Design (online / CATI)I DAB-III Individual survey; Mixed-Mode-Design (online / CATI / PAPI)

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DAB-I: t1 – t3

1 Determinants of pupils’ educational aspirations, process of career choiceand educational choice

• subjective cost-benefit perceptions,• idealistic and realistic educational aspirations (of pupils and parents),• academic performance, attended school track at compulsory level, language

proficiency• personality traits (self-efficacy, locus of control, motivation, time preferences,

Gender role orientation, anticipated discrimination, etc.)• ascriptive characteristics (gender, social origin [education, ISCO, ISEI, etc.],

migration background [juveniles, parents, grand-parents], Infos about familysituation and siblings)

2 When and which decisions are taken during the last one and a half yearbefore leaving compulsory education?

3 How stable are educational aspirations? Which young people are able torealize their aspirations?

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DAB-I: t1 – t3

1 Determinants of pupils’ educational aspirations, process of career choiceand educational choice

• subjective cost-benefit perceptions,• idealistic and realistic educational aspirations (of pupils and parents),• academic performance, attended school track at compulsory level, language

proficiency• personality traits (self-efficacy, locus of control, motivation, time preferences,

Gender role orientation, anticipated discrimination, etc.)• ascriptive characteristics (gender, social origin [education, ISCO, ISEI, etc.],

migration background [juveniles, parents, grand-parents], Infos about familysituation and siblings)

2 When and which decisions are taken during the last one and a half yearbefore leaving compulsory education?

3 How stable are educational aspirations? Which young people are able torealize their aspirations?

DAB 14.02.2019 3 / 12

DAB-I: t1 – t3

1 Determinants of pupils’ educational aspirations, process of career choiceand educational choice

• subjective cost-benefit perceptions,• idealistic and realistic educational aspirations (of pupils and parents),• academic performance, attended school track at compulsory level, language

proficiency• personality traits (self-efficacy, locus of control, motivation, time preferences,

Gender role orientation, anticipated discrimination, etc.)• ascriptive characteristics (gender, social origin [education, ISCO, ISEI, etc.],

migration background [juveniles, parents, grand-parents], Infos about familysituation and siblings)

2 When and which decisions are taken during the last one and a half yearbefore leaving compulsory education?

3 How stable are educational aspirations? Which young people are able torealize their aspirations?

DAB 14.02.2019 3 / 12

DAB-I: t1 – t3

1 Determinants of pupils’ educational aspirations, process of career choiceand educational choice

• subjective cost-benefit perceptions,• idealistic and realistic educational aspirations (of pupils and parents),• academic performance, attended school track at compulsory level, language

proficiency• personality traits (self-efficacy, locus of control, motivation, time preferences,

Gender role orientation, anticipated discrimination, etc.)• ascriptive characteristics (gender, social origin [education, ISCO, ISEI, etc.],

migration background [juveniles, parents, grand-parents], Infos about familysituation and siblings)

2 When and which decisions are taken during the last one and a half yearbefore leaving compulsory education?

3 How stable are educational aspirations? Which young people are able torealize their aspirations?

DAB 14.02.2019 3 / 12

Project overview & timeline

2012 2013 2014 2015 2016 2017 2018

t1 (Jan./Feb.)

t2 (Aug./Oct.)

t3 (Mai/Jun.)

t4a (Jul.)School graduation

t4b (Oct./Nov.)

t5(Jun.)

t6(Mai)

t7 (Mai)

Phase I: lower sec. educ. Phase II: upper secondary educationPhase III: further qualification / labor market entry

I DAB-I Classroom survey (online; parents: online / PAPI)I DAB-II Individual survey; Mixed-Mode-Design (online / CATI)I DAB-III Individual survey; Mixed-Mode-Design (online / CATI / PAPI)

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DAB-II/III: t3 – t6

1 Educational situation after leaving compulsory education• Certifying tracks (VET, vocational baccalaureate school (BMS1),

baccalaureate school, specialized middle schools)• Non-mandatory bridge year courses; not in education and training (NEET)

2 Adjustment & Revision of educational aspirations,• Successful apprenticeship search: number of applications and replies• Satisfaction with training decision and future plans• Discontinuous educational pathways

3 Influence of different contexts on educational attainment , i.e.,• Individual constraints• Institutional setting• Regional opportunity structures

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DAB-II/III: t3 – t6

1 Educational situation after leaving compulsory education• Certifying tracks (VET, vocational baccalaureate school (BMS1),

baccalaureate school, specialized middle schools)• Non-mandatory bridge year courses; not in education and training (NEET)

2 Adjustment & Revision of educational aspirations,• Successful apprenticeship search: number of applications and replies• Satisfaction with training decision and future plans• Discontinuous educational pathways

3 Influence of different contexts on educational attainment , i.e.,• Individual constraints• Institutional setting• Regional opportunity structures

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DAB-II/III: t3 – t6

1 Educational situation after leaving compulsory education• Certifying tracks (VET, vocational baccalaureate school (BMS1),

baccalaureate school, specialized middle schools)• Non-mandatory bridge year courses; not in education and training (NEET)

2 Adjustment & Revision of educational aspirations,• Successful apprenticeship search: number of applications and replies• Satisfaction with training decision and future plans• Discontinuous educational pathways

3 Influence of different contexts on educational attainment , i.e.,• Individual constraints• Institutional setting• Regional opportunity structures

DAB 14.02.2019 5 / 12

DAB-II/III: t3 – t6

1 Educational situation after leaving compulsory education• Certifying tracks (VET, vocational baccalaureate school (BMS1),

baccalaureate school, specialized middle schools)• Non-mandatory bridge year courses; not in education and training (NEET)

2 Adjustment & Revision of educational aspirations,• Successful apprenticeship search: number of applications and replies• Satisfaction with training decision and future plans• Discontinuous educational pathways

3 Influence of different contexts on educational attainment , i.e.,• Individual constraints• Institutional setting• Regional opportunity structures

DAB 14.02.2019 5 / 12

Project overview & timeline

2012 2013 2014 2015 2016 2017 2018

t1 (Jan./Feb.)

t2 (Aug./Oct.)

t3 (Mai/Jun.)

t4a (Jul.)School graduation

t4b (Oct./Nov.)

t5(Jun.)

t6(Mai)

t7 (Mai)

Phase I: lower sec. educ. Phase II: upper secondary educationPhase III: further qualification / labor market entry

I DAB-I Classroom survey (online; parents: online / PAPI)I DAB-II Individual survey; Mixed-Mode-Design (online / CATI)I DAB-III Individual survey; Mixed-Mode-Design (online / CATI / PAPI)

DAB 14.02.2019 6 / 12

DAB-III: t5 – t71 Completion of upper secondary education programmes

• Who successfully completes which training; who fails?• Are attained degrees in line with aspirations?

2 Labor market entry• open-ended contract, adequate employment, continued employment within

training firm, duration until stable employment status, income, occupationalstatus, etc.

3 Professional further training• Vocational Baccalaureate School (BMS 2), professional education and

training (PET), . . .

4 Higher Education (tertiary level)• Who starts which study programme at which type of university?• Reason to refrain from HE?

5 Life and Career Satisfaction & Goals6 Political Attitude and Activity

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DAB-III: t5 – t71 Completion of upper secondary education programmes

• Who successfully completes which training; who fails?• Are attained degrees in line with aspirations?

2 Labor market entry• open-ended contract, adequate employment, continued employment within

training firm, duration until stable employment status, income, occupationalstatus, etc.

3 Professional further training• Vocational Baccalaureate School (BMS 2), professional education and

training (PET), . . .

4 Higher Education (tertiary level)• Who starts which study programme at which type of university?• Reason to refrain from HE?

5 Life and Career Satisfaction & Goals6 Political Attitude and Activity

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DAB-III: t5 – t71 Completion of upper secondary education programmes

• Who successfully completes which training; who fails?• Are attained degrees in line with aspirations?

2 Labor market entry• open-ended contract, adequate employment, continued employment within

training firm, duration until stable employment status, income, occupationalstatus, etc.

3 Professional further training• Vocational Baccalaureate School (BMS 2), professional education and

training (PET), . . .

4 Higher Education (tertiary level)• Who starts which study programme at which type of university?• Reason to refrain from HE?

5 Life and Career Satisfaction & Goals6 Political Attitude and Activity

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DAB-III: t5 – t71 Completion of upper secondary education programmes

• Who successfully completes which training; who fails?• Are attained degrees in line with aspirations?

2 Labor market entry• open-ended contract, adequate employment, continued employment within

training firm, duration until stable employment status, income, occupationalstatus, etc.

3 Professional further training• Vocational Baccalaureate School (BMS 2), professional education and

training (PET), . . .

4 Higher Education (tertiary level)• Who starts which study programme at which type of university?• Reason to refrain from HE?

5 Life and Career Satisfaction & Goals6 Political Attitude and Activity

DAB 14.02.2019 7 / 12

DAB-III: t5 – t71 Completion of upper secondary education programmes

• Who successfully completes which training; who fails?• Are attained degrees in line with aspirations?

2 Labor market entry• open-ended contract, adequate employment, continued employment within

training firm, duration until stable employment status, income, occupationalstatus, etc.

3 Professional further training• Vocational Baccalaureate School (BMS 2), professional education and

training (PET), . . .

4 Higher Education (tertiary level)• Who starts which study programme at which type of university?• Reason to refrain from HE?

5 Life and Career Satisfaction & Goals6 Political Attitude and Activity

DAB 14.02.2019 7 / 12

DAB-III: t5 – t71 Completion of upper secondary education programmes

• Who successfully completes which training; who fails?• Are attained degrees in line with aspirations?

2 Labor market entry• open-ended contract, adequate employment, continued employment within

training firm, duration until stable employment status, income, occupationalstatus, etc.

3 Professional further training• Vocational Baccalaureate School (BMS 2), professional education and

training (PET), . . .

4 Higher Education (tertiary level)• Who starts which study programme at which type of university?• Reason to refrain from HE?

5 Life and Career Satisfaction & Goals6 Political Attitude and Activity

DAB 14.02.2019 7 / 12

DAB-III: t5 – t71 Completion of upper secondary education programmes

• Who successfully completes which training; who fails?• Are attained degrees in line with aspirations?

2 Labor market entry• open-ended contract, adequate employment, continued employment within

training firm, duration until stable employment status, income, occupationalstatus, etc.

3 Professional further training• Vocational Baccalaureate School (BMS 2), professional education and

training (PET), . . .

4 Higher Education (tertiary level)• Who starts which study programme at which type of university?• Reason to refrain from HE?

5 Life and Career Satisfaction & Goals6 Political Attitude and Activity

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Target population & sampling strategy

I Target population• 8th graders of the 2011/12 school year within German-speaking Switzerland

• Pupils from public schools («Regelklassen»)

I Sampling• 10% random sample of classes within 9 municipality types (FSO 9-level)

• stratified by school type and school migration population.

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Training and Career Paths

31%

30%

56%

51%

10%

16%

3%

3%

62%

74%

69%

38%

35%

10%

22%

21%

23%

13%

12%

5%

28%

26%

44%

5%

6%

8%

4%

12%

3%

3%

16%

3%

6%

8%

11%

13%

3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

8. Grade

9. Grade

after graduation

Autumn 2014

Summer 2015

Summer 2016

Summer 2017

Summer 2018

Basic requirements

Advanced requirements

Gymnasium

Other Sek I

VET

School

Employment

Further Training

Tertiary Education

NEET

Bridge Course

Other

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Response rates t1 – t7

Wave 1 Wave 2 Wave 3 Wave 4 Wave 5 Wave 6 Wave 7

Jan./Feb. 12 Aug.-Oct. 12 May/Jun. 13 Oct./Nov. 14 Jun./Aug. 16 May/Jun. 17 May/Jun. 18

Sample size

Gross sample (school classes) 296 215 203 - - - -

Net sample (school classes) 215 203 199 - - - -

DAB-Sample 4059 4059 4059 4059 4059 4059 4059

Gross sample (juveniles) 3'854 3'973 3'625 3'510 3'094 2'730 2'494

Realised interviews

Juveniles 3'656 3'314 3'257 2'237 2'229 2'062 1'933

Parents 2'264 - - - - - -

Response rate in %

school classes 72.6% 94.4% 98.0% - - - -

Juveniles 94.9% 83.4% 89.8% 63.7% 72.0% 75.5% 77.5%

Contactable juveniles - - - 84.4% 77.9% 76.0% 79.2%

Parents 58.7% - - - - - -

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Data access & Publications

Data access – DAB yourself!

I Via project web page: www.dab.edu.unibe.chI download at FORS: https://forsbase.unil.ch

. «Catalogue» . search term: «10773»

I Data release of W5 is planned this spring!

Publications:

I See project web page: www.dab.edu.unibe.ch

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http://www.dab.edu.unibe.chhttps://forsbase.unil.chhttp://www.dab.edu.unibe.ch

Thank you and please join us for our hands onsession this afternoon!

DAB panel study - Educational decisions on the transition from school towork: Determinants of training choice and career opportunities

University of Bern, Department of Sociology of Education

www.dab.edu.unibe.ch

DAB 14.02.2019 12 / 12

http://www.dab.edu.unibe.ch