Abstract
The school-to-work transition is a critical step in the careers of vocationally educated graduates. Preparing graduates for this transition could help them obtain a permanent high-quality job. Preparation within the school, focusing on the development of personal resources, is considered essential. Accordingly, the aim of this systematic literature review is to integrate findings concerning vocational outcomes and personal resources and structural factors of secondary vocational education influencing these outcomes. Results of the summative content analysis of 36 articles indicate that obtaining a secondary vocational education degree reduces the risk of unemployment. Jobs filled by these graduates are often fixed-term and require lower levels of skills. Nevertheless, these students seem to be poorly prepared as they do not possess strong personal resources, such as professional functioning and career development skills. Concerning structural factors, attending a public school and following a specific vocational programme both help when finding a job.
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Notes
- 1.
These search terms were included because this study is part of a broader project focusing on the transition of students with different vocational educational degrees. Each study has its own focus within the transition. Whereas this study focuses on outcomes of the school-to-work transition, the study of Grosemans, Coertjens, and Kyndt (2017) focuses on learning during the transition from higher education to work.
- 2.
References marked with an asterisk were included in the analysis.
References
References marked with an asterisk were included in the analysis.
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Appendices
Appendices
1.1 Appendix A: Critical Appraisal Qualitative and Mixed Method Studies
Type of studya | Was there a clear statement of the aims of the research? | Is a qualitative/mixed methods methodology appropriate? | Was the research design appropriate to address the aims of the research? | Was the recruitment strategy appropriate to the aims of the research | Were the data collected in a way that addressed the research issue? | Has the relationship between researcher and participants been adequately considered? | Have ethical issues been taken into consideration? | Was the data analysis sufficiently rigorous? | Is there a clear statement of findings? | Overall quality rating | |
|---|---|---|---|---|---|---|---|---|---|---|---|
Study | Criteria for appraising qualitative research | ||||||||||
Baranowska et al. (2011) | QL | Y | Y | Y | Y | Y | N | N | Y | Y | H |
Okano (2004) | QL | Y | Y | Y | Y | Y | N | N | N | Y | M |
Philips et al. (2002) | QL | Y | Y | Y | Y | Y | N | N | Y | Y | H |
Verhaeghe et al. (2015) | MM | Y | Y | Y | Y | Y | N | N | Y | Y | H |
1.2 Appendix B: Critical Appraisal Quantitative Studies
Was there a clear statement of the aims of the research?” | Was the research design appropriate to address the aims of the research? | Was the recruitment strategy well described? | Was the sample representative of the source population (no selection bias) and was the response rate acceptable? | Was the selection of explanatory variables based on a sound theoretical basis? | Is the questionnaire valid and reliable? | Have confounding factors been considered? | Is there a clear statement of the findings? | Are the findings generalizable to the source population? | Overall quality rating | |
|---|---|---|---|---|---|---|---|---|---|---|
Study | Criteria for appraising quantitative research | |||||||||
Ainsworth and Roscigno (2005) | Y | Y | N | Y | Y | Y | Y | Y | Y | H |
Arum and Shavit (1995) | Y | Y | Y | Y | Y | Y | Y | Y | Y | H |
Audas et al. (2005) | N | Y | N | Y | N | Y | Y | Y | N | M |
Baay et al. (2014a) | Y | Y | Y | N | Y | Y | N | Y | N | M |
Baay et al. (2014b) | Y | Y | Y | N | Y | Y | N | Y | N | M |
Béduwé and Giret (2011) | Y | Y | Y | Y | Y | Y | N | Y | Y | H |
Baert et al. (2013) | Y | Y | N | Y | Y | Y | Y | Y | Y | H |
Bernardi (2003) | Y | Y | N | Y | Y | Y | Y | Y | Y | H |
Bertschy et al. (2009) | Y | Y | Y | N | Y | Y | Y | Y | N | H |
Bieri et al. (2016) | Y | Y | Y | Y | Y | Y | N | Y | Y | H |
Bonnal et al. (2002) | Y | Y | Y | Y | Y | Y | Y | Y | Y | H |
Brinton and Tang (2010) | Y | Y | N | Y | Y | Y | Y | Y | Y | H |
Cooke (2003) | Y | Y | N | Y | Y | Y | Y | Y | Y | H |
Corrales-Herrero and Rodríguez-Prado (2012) | Y | Y | N | Y | N | Y | Y | Y | Y | H |
Crawford et al. (1997) | Y | Y | N | Y | Y | Y | Y | Y | Y | H |
Creed et al. (2010) | Y | Y | Y | N | Y | Y | Y | Y | N | H |
Genda and Kurosawa (2001) | Y | Y | N | N | N | Y | Y | Y | N | M |
Han and Rojewski (2015) | Y | Y | Y | Y | Y | Y | Y | Y | Y | H |
Iannelli (2004) | Y | Y | Y | Y | Y | Y | Y | Y | Y | H |
Iannelli and Raffe (2007) | Y | Y | Y | N | Y | Y | Y | Y | N | H |
Kim and Passmore 2016 | Y | Y | Y | Y | Y | Y | Y | Y | Y | H |
Kogan et al. (2013) | Y | Y | Y | Y | Y | Y | N | Y | Y | H |
Koivisto et al. (2011) | Y | Y | Y | Y | Y | Y | Y | Y | N | H |
Lopez-Mayan and Nicodemo (2013) | Y | Y | Y | Y | Y | Y | Y | Y | Y | H |
McGinnity et al. (2005) | Y | Y | Y | N | Y | Y | Y | Y | Y | H |
Paleocrassas et al. (2003) | Y | Y | Y | Y | Y | Y | N | Y | Y | H |
Riphahn and Zibrowius (2016) | Y | Y | Y | Y | Y | Y | Y | Y | N | H |
Shavit and Müller (2000) | Y | Y | N | Y | Y | Y | N | Y | Y | H |
Soro-Bonmatí (2000) | Y | Y | Y | Y | Y | Y | Y | Y | Y | H |
Verdú et al. (2008) | Y | Y | Y | Y | Y | Y | Y | Y | Y | H |
Witte and Kalleberg (1995) | Y | Y | N | Y | Y | Y | Y | Y | Y | H |
Wolbers (2007) | Y | Y | N | Y | Y | Y | Y | Y | Y | H |
1.3 Appendix C: Study Characteristics
Author(s) | Year | Country | Participants | Study type | Methodology | Research question | ||
|---|---|---|---|---|---|---|---|---|
RQ1 | RQ2 | RQ3 | ||||||
Ainsworth and Roscigno | USA | Subsample of the 14489 participants | QN | National Survey | x | |||
Arum and Shavit | USA | 6980 participants | QN | High School and Beyond data set. | x | |||
Audas et al. | Hungary | 3132 participants | QN | Longitudinal data | x | |||
Baay et al. | The Netherlands | 685 participants | QN | Longitudinal data | x | |||
Baay et al. | The Netherlands | 591 participants | QN | Survey | x | x | ||
Baert et al. | Belgium | 4390 participants | QN | Sonar Survey | x | |||
Baranowska et al. | Poland | 16431 participants | QL | Polish School Leaver Survey (face-to-face interviews) | x | x | ||
Béduwé and Giret | France | 2170 participants | QN | Generation 98 Survey | x | x | ||
Bernardi | Italy | 7058 participants | QN | Italian Household Longitudinal Survey | x | |||
Bertschy et al. | Switzerland | 642 participants | MM | Longitudinal survey (TREE) | x | |||
Bieri et al. | Bulgaria | 1006 participants | QL | Individual interviews | x | |||
Bonnal et al. | France | 1399 participants | QN | Survey: “Panel mesures jeunes” from the Clercq | x | |||
Brinton and Tang | Japan | 749 firms send 969 job announcements to 12 schools | QN | Longitudinal job placement data and interviews with teachers | x | x | ||
Cooke | Germany | 772 participants | QN | Socio Economic Panel | x | |||
Corrales-Herrero and Rodríguez-Prado | Spain | 7612 participants | QN | Survey on Educational-Training and Labour Integration | x | x | ||
Crawford et al. | USA | 3043 participants | QN | High School and Beyond Survey (longitudinal) | x | |||
Creed et al. | Australia | 692 students | QN | Survey | x | |||
Genda and Kurosawa | Japan | 21000 participants | QN | Survey on Young Employees | x | |||
Han and Rojewski | South-Korea | 3869 participants | QN | National Survey | x | x | ||
Iannelli | Ireland Scotland The Netherlands | 16566 participants | QN | Cross-national database | x | |||
Iannelli and Raffe | Ireland Scotland The Netherlands Sweden | 23707 participants | QN | Cross-national database | x | |||
Kim and Passmore | USA | 935 participants | QN | Longitudinal Survey (NLSY) | x | |||
Kogan et al. | Ukraine Croatia | 1977 participants | QN | National Survey (SLS) | x | |||
Koivisto et al. | Finland | 416 participants | QN | Survey | x | |||
Lopez-Mayan and Nicodemo | Spain | 12133 participants | QN | National Survey | x | x | ||
McGinnity et al. | Germany | 2500 participants | QN | National Survey (GLHS) | x | |||
Okano | Japan | 21 participants | QL | Individual interview | x | |||
Paleocrassas et al. | Greece | 4986 participants | QN | Survey | x | |||
Phillips et al. | USA | 17 participants | QL | Individual interview | x | x | ||
Riphahn and Zibrowius | Germany | 1839 participants | QN | National survey (SOEP) | x | |||
Shavit and Müller | Australia France Germany Israel Italy The Netherlands Sweden Switzerland Taiwan UK USA | Not specified | QN | Survey | x | x | ||
Soro-Bonmatí | Germany Italy | 3746 participants | QN | National Survey | x | |||
Verdú et al. | Spain | 14467 participants | QN | European Union Labour Force Survey 2000 | x | |||
Verhaeghe et al. | Belgium | 2179 senior high school students fill out the questionnaire and 1080 high school graduates participated in an interview | MM | Labour market entry and Social Capital Survey | x | |||
Witte and Kalleberg | Germany | 15159 participants | QN | National Survey: GSOEP | x | |||
Wolbers | Austria Belgium Finland France Greece Italy Luxembourg The Netherlands Portugal Spain Sweden | 52651 participants | QN | Cross-national suvey: EU LFS 2000 | x | |||
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Vermeire, E., De Cuyper, N., Kyndt, E. (2022). Preparing Students for the School-to-Work Transition: A Systematic Review of Research on Secondary School-Based Vocational Education. In: Harteis, C., Gijbels, D., Kyndt, E. (eds) Research Approaches on Workplace Learning. Professional and Practice-based Learning, vol 31. Springer, Cham. https://doi.org/10.1007/978-3-030-89582-2_17
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