Drop-out in dual VET: why we should consider the drop-out direction when analysing drop-out

Maximilian Krötz,Viola Deutscher

doi:10.1186/s40461-021-00127-x

Abstract

Despite high drop-out rates from vocational education and training (VET) throughout most countries and a long research tradition on potential drop-out reasons, little is known about the effects exerted on drop-out intentions by the quality of training. Furthermore, only rarely do scholars distinguish between different drop-out directions, and systematic insights on possibly differing causes are scarce. This study explores the factors influencing four directions of drop-out intention (‘upwards’, ‘downwards’, ‘company change’, ‘occupation change’). Linear regression modelling is used to analyse survey data on the motivation, socio-demographic aspects and competency of 562 trainees as industrial management assistants in Germany and on how they perceived the training quality. The results show that different directions of drop-out intention stem from various factors, with training quality in general having the largest effect. Additionally, the findings indicate a two-tier-scheme of influence factors, ‘core’ and ‘direction-typical’ factors.

Highlights

Drop-out rates in Vocational Education and Training (VET) are high throughout most countries,1 despite a long tradition in researching drop-out reasons (e.g. Barocci 1972; Grieger 1981; Weiß 1982)
The results show that different directions of drop-out intention stem from various factors, with training quality in general having the largest effect
The objective of this study is to explore whether the widely applied general approach to drop-out intention is sufficient or whether a differentiation into different directions of drop-out intention leads to distinct results relevant for identifying potential causes for intentions to terminate training contracts prematurely

Summary

Introduction

Drop-out rates in Vocational Education and Training (VET) are high throughout most countries, despite a long tradition in researching drop-out reasons (e.g. Barocci 1972; Grieger 1981; Weiß 1982). Drop-out rates in Vocational Education and Training (VET) are high throughout most countries, despite a long tradition in researching drop-out reasons Barocci 1972; Grieger 1981; Weiß 1982). Two research factors could be contributing to the inability to substantially reduce those numbers. The effect of training quality on dropout is underexplored, with most of the research focusing on learner factors (Böhn and Deutscher 2021). At the personal level, leaving vocational education completely, becoming unemployed or working without any qualification, constitutes a substantial cut in the. A change in training occupation is associated with starting from scratch again while dropping out to attain a university degree could even increase future income. A dropped-out trainee always causes increased costs (Autorengruppe Bildungsberichterstattung 2010; Deuer and Wild 2017; Hensen 2014; Schöngen 2003)

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Conclusion