A Ticket to Work?

Dr. Bettina Kohlrausch ist wissenschaftliche Mitarbeiterin am Soziologischen Forschungsinstitut an der Universität Göttingen (SOFI).

Immer mehr Jugendliche verlassen die Schule ohne qualifizierten Abschluss. Um ihnen dennoch den Zugang zum Arbeitsmarkt zu ermöglichen, gibt es jenseits des traditionellen Ausbildungssystems eine Vielzahl staatlicher Maßnahmen. Bettina Kohlrausch vergleicht diese sogenannten Übergangssysteme in Deutschland und Großbritannien und zeigt, dass in beiden Ländern die staatlichen Modelle mittlerweile ein bedeutendes Segment des Ausbildungssystems sind.

Schriften des Zentrums für Sozialpolitik, Bremen

ContentsAcknowledgement1 Introduction2 Bridging Institutions and Life Courses: Why Skills Matter for the Analytical Frame of the reference2.1 Skill Regimes in Comparative Perspective: The New Institutional Approach.192.2 The Life-Course Approach2.2.1 Structuring the Life Course2.3 The Meaning of Skills for School-to-Work Transitions2.3.1 Varieties of the Institutional Framing of Labour Market Integration2.3.2 Skills are the Answer: Three Dimensions of Skills3 Training Systems in Germany and Britain3.1 Youth Labour Markets in Germany3.1.1 Skill Protection: Foundations of the German Vocational Training System3.1.2 Skill Formation3.1.3 Skill Access and Job Allocation Process3.2 Youth Labour Markets in Britain3.2.1 Skill Protection3.2.2 Skill Formation3.2.3 Skill Access3.3 Conclusion: The British and German Training Systems as Exemplary Institutions of Liberal and Coordinated Market Economies?4 Implementation of Jump and NDYP4.1 The Jump-programme4.1.1 Jump in the Context of National Labour-market and Training Policy4.1.2 Structure of the Programme4.1.3 Summary: Skills in Jump4.2 Description of the New Deal for Young People4.2.1 New Deal in the Context of National Labour-market Policy4.2.2 Implementation of the New Deal4.2.3 Summary: Skills in the NDYP4.3 Conclusion: Comparing Jump and NDYP4.3.1 Jump and New Deal against the Framework of Current Labour-Market and Training Policies4.3.2 Skills in Jump and New Deal4.3.3 Final Conclusion: Are the Programmes Indicators of a CME and LME?5 Transition Patterns within Jump and NDYP5.1 Have the Programmes Helped to Reduce Unemployment?5.1.1 The New Deal for Young People5.1.2 The Jump-programme5.2 Successful Measures and Options with regard to Labour-Market Integration5.2.1 Success of Measures of the Jump-programme5.2.2 Labour-Market Chances after Leaving the NDYP according to Leaving Destination5.3 Distribution of Qualifications within Jump and New Deal5.3.1 Making Qualifications Comparable: The CASMIN Scale5.3.2 Attendance of Certain Instruments According to Education in the Jump programme5.4 Patterns of Participation According to Gender and Ethnic Origin5.4.1 Education According to Nationality and Gender5.5 Patterns of Status-Changes5.5.1 The Status-Changes from being Unemployed to being Participant of the Programme5.5.2 Length of Stay in the Programme5.5.3 Summary: Institutional Framing of Jump and NDYP5.6 Is there Workfare Recycling in both Programmes?5.6.1 Workfare Recycling in Jump5.6.2 Workfare Recycling in the NDYP5.6.3 Summary: Workfare Recycling in Jump and New Deal5.7 Summary: Transition Patterns in Jump and NDYP6 Jump and New Deal: Old or New Path into (Un)employment?List of Tables and FiguresReferences