Issues associated with recruitment, induction, and training of new employees are crucial to companies. These issues are entangled with costs, how the way work is organised, and the productivity of a company. For employees, these are crucial times in life. Therefore, the project INDUCT, conducted by the BIBB in 2010 and 2011, seeks to discover if and how employers support their new employees to learn at and for work. INDUCT asks for work-based learning settings and other ways of supporting learning and competence development for new recruits. The focus of the project is recruitment, induction, and training of job entrants at an intermediate skill level. Employers were also asked to give an estimation of the quality of the VET system and the knowledge and competences learned by the young people during their initial vocational education and training. Both aspects, the estimation of employers as well as their reports on recruitment, induction, and training of VET graduates can be seen as an indicator for the quality of a VET system. This was one of the reasons why the study initially was carried out. The study was implemented in an international comparative design (Germany, United Kingdom, Spain, Finland) and an occupation-specific perspective, concentrating on two quite different occupations: business administration support and car service. This contribution describes some of the findings of this feasibility study and relates them to differences across countries and occupations, drawing conclusions for the enhancement of the research approach that is currently applied in a larger study.
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