Apprentices' resources at work and school in Switzerland: A person-centred approach

Abstract

Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices' learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners' apprenticeship satisfaction and occupational commitment varied according to the resource profiles. Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study "Transition from Education to Employment" (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship. Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles with higher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources. Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners' core self-evaluations to empower them to shape their learning according to their needs. © 2021 European Research Network Vocational Education and Training. All rights reserved.

Keywords

Author Keywords

Apprenticeship VET Vocational education Training Satisfaction Commitment Core self-evaluation Resources

Index Keywords

Author Affiliations

Institute of Upper Secondary Education, University of Bern, Bern, BE, Switzerland

Department of Psychology, University of Bern, Bern, BE, Switzerland

Funding & Acknowledgements

Universität Bern, UB

Funding text 1: The Swiss panel study TREE is a social science data infrastructure mainly funded by the Swiss National Science Foundation (SNF) and located at the University of Berne. Website: https:// www.tree.unibe.ch/index_eng.html; Funding text 2: We relied on longitudinal data from the Swiss youth panel study "Transition From Education to Employment" (TREE, 2016), which is a social science data infrastructure funded mainly by the Swiss National Science Foundation and located at the University of Berne, Switzerland. The TREE study explores the postcompulsory educational and labour market pathways of more than 6,000 learners, who participated in the "Programme for International Student Assessment" (PISA) study in 2000 and were at the end of compulsory schooling at that time. Data available to date include PISA 2000 and 10 TREE waves carried out between 2001 and 2019.

Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF

Funding text 1: The Swiss panel study TREE is a social science data infrastructure mainly funded by the Swiss National Science Foundation (SNF) and located at the University of Berne. Website: https:// www.tree.unibe.ch/index_eng.html; Funding text 2: We relied on longitudinal data from the Swiss youth panel study "Transition From Education to Employment" (TREE, 2016), which is a social science data infrastructure funded mainly by the Swiss National Science Foundation and located at the University of Berne, Switzerland. The TREE study explores the postcompulsory educational and labour market pathways of more than 6,000 learners, who participated in the "Programme for International Student Assessment" (PISA) study in 2000 and were at the end of compulsory schooling at that time. Data available to date include PISA 2000 and 10 TREE waves carried out between 2001 and 2019.

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Apprentices' resources at work and school in Switzerland: A person-centred approach

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