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)
DAB 14.02.2019 2 / 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
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)
DAB 14.02.2019 4 / 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
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
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
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
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
DAB 14.02.2019 7 / 12
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
DAB 14.02.2019 9 / 12
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% - - - - - -
DAB 14.02.2019 10 / 12
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
DAB 14.02.2019 11 / 12
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
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