BIBB REPORT Edition 22/2013

Young lower secondary school graduates in in-company vocational education and training: Who (still) trains them, what experience has been gained and how can their chances be improved?

Christian Gerhards, Klaus Troltsch, Günter Walden

Growing international interest in in-company training in Germany currently distracts somewhat from the problems on the German training market. Certain groups of young people continue to have difficulty immediately entering into vocational training that leads to full qualification. This BIBB report deals with the question of which companies train young lower secondary school graduates and under what conditions it is done. It will be shown that more than one company in three offers young lower secondary school graduates a chance to obtain training, supports them and is thus able to reduce the number of unfilled training places.

Despite the declining numbers of school graduates and the simultaneous increase in the economy's demand for skilled labour, there is still a large number of young people who do not take up fully qualifying vocational training immediately after leaving school (cf. BEICHT/EBERHARD 2013; AUTORENGRUPPE BILDUNGSBERICHTERSTATTUNG 2012; BAETHGE et al. 2007).¹ This mostly concerns young secondary school graduates² and young people with no school leaving certificates. Both groups have for some time had poorer chances on the training place market (cf. TROLTSCH/WALDEN 2012). At the same time the number of unfilled training places has been increasing; the reasons for this vary widely (cf. GERHARDS et al. 2012a; TROLTSCH et al. 2012; TROLTSCH et al. 2013).

It is of crucial importance for the future of the dual system that an increasing number of young lower secondary school graduates can also be channelled into the dual system of education and training so that the dual system may continue to be the most important education pathway to obtaining training leading to a recognised vocational qualification (cf. GERICKE 2013) and contribute to supplying the economy with a new generation of skilled labour.

Despite problems in the immediate transition to initial vocational education and training, young lower secondary school graduates are still the second-largest group among the trainees with newly concluded training contracts. The vocational education and training statistics of the statistical offices of the Federal and Länder governments show that the proportion of these young people with new contracts declined by 5.5 percentage points between 1993 and 2011 (see Figure 1). Yet their participation in training is currently still at a comparatively high level. The only group that significantly increased in number during that period was the corresponding proportion of school graduates with general or specialised higher education entrance qualifications. A positive trend was detected at times for intermediate school graduates as well, but it weakened starting in 2004 and now stands at the initial level of 1993. School leavers without graduation certificates form a constantly small group among the trainees with new contracts.

With regard to the decline in the proportion of young lower secondary school graduates, the numbers in Figure 1 do not indicate whether or not their chances of finding a training place have actually worsened. The changes in the share of these school-leaving certificates within the general school system have to be considered here as well. If we divide the proportions of school leavers by the proportions of trainees with the same graduation certificates, we obtain a relative measure of the opportunities of training-related participation for the different groups of school graduates. Relatively speaking, the chances young lower secondary school graduates have of starting a course of dual training have actually improved slightly, except for a period from the mid-1980s until the mid-1990s (cf. TROLTSCH/WALDEN 2012, p. 293).

Reduced chances of immediate transition to training

This however does nothing to reduce the long search phases during the transition from the general school to a course of vocational training leading to a recognised vocational qualification (GAUPP et al. 2008). It is true that the problems young people are experiencing in making the transition from school to training have worsened since the turn of the millennium for all groups (AUTORENGRUPPE BILDUNGSBERICHTERSTATTUNG 2008; BEICHT et al. 2008), because an increasing number of training-interested school leavers have been faced with a decrease in the number of training places offered by the enterprises. But most often young people with a school leaving certificate at the level of a lower secondary school certificate have now totally failed to gain entry to and complete a recognised course of initial vocational education and training. This is evident, for example, in the high number of the unskilled, which has remained at a constant rate of approximately 14 per cent of the corresponding resident population (BRAUN et al. 2013). Regularly conducted surveys of young people making the transition from school to training also show that the lower people's school leaving certificates and the lower their grades, the less successful they are (cf. FRIEDRICH 2012, BEICHT et al. 2013).

Restricted range of recognised training occupations

Not only access to the dual system of education and training in general, but also access to many occupations has for quite some time been more difficult for young lower secondary school graduates. Increasing cognitive demands have narrowed the vocational spectrum for young people with a lower level of school education (TROLTSCH/WALDEN 2012). Training occupations with higher requirements are now only available to more highly qualified young people. This leads to a pronounced occupational segmentation of the vocational education and training system and a strong linkage between the different school-leaving certificates and the training pathways taken (TROLTSCH/WALDEN 2012; UHLY 2010). The main reasons for this are to be found in the for practical purposes different cognitive requirements in individual occupations and the selection policy of the enterprises, in which minimum requirements with regard to certain school leaving certificates are formulated. Training applicants with lower secondary school leaving certificates are therefore necessarily at a disadvantage in competition with the other graduates.
Demographic changes in conditions on the training place markets can open up new opportunities for young people with less advanced school-leaving certificates; they might end up in in-company vocational education and training courses sooner than previously.
The following analyses will deal with the question of which enterprises currently train young lower secondary school graduates and what experience they have had with providing these young people with initial training. From the findings, educational policy approaches are derived as to how the chances of placement and training can be improved for young lower secondary school graduates and what measures companies could take in that regard. The basis for this is the data of the BIBB Qualification Panel; two survey waves are now available from the years 2011 and 2012.

Structural characteristics
No information is available as yet at the individual enterprise level as to which school graduates are engaged as trainees by which companies. Therefore the enterprises were asked in the 2011 and 2012 survey waves of the BIBB Qualification Panel what educational qualifications the young people with newly concluded training contracts had. The panel was particularly interested to know what companies young people with lower secondary school leaving certificates were most frequently trained in.⁴
A differentiation by key company characteristics yields the following picture (cf. Figure 2 and note on calculation procedure): A comparison between East and West Germany shows that the average proportion of young lower secondary school graduates among the newly hired trainees per company is higher in the West (30%) than in the East (18%). That indicates that this school leaving certificate plays only a subordinate role in the new Länder.

Method for determining the share of the different school leaving certificates by company characteristics
For each enterprise, information is available on graduates of lower secondary, intermediate and upper secondary schools as well as young people without school leaving certificates for the purpose of calculating the proportion of newly engaged trainees with each qualification. These numbers are given as a percentage of the total number of newly hired trainees in that enterprise (total = 100%). The averages for these four proportions are then given in the specified category for the different company characteristics.

Broken down by company size, the figures show that it is mostly the smaller companies that take on young lower secondary school graduates. In micro-enterprises with up to 19 employees over one-third of the new trainees on average have lower secondary school leaving certificates (35%), whereas in medium-sized enterprises with between 20 and 199 employees it is on average one trainee in five (22% and 18%, respectively). In large companies with 200 employees or more, only 16% of the new trainees on average are lower secondary school graduates.

We also see pronounced differences in the training practice of enterprises in relation to young lower secondary school graduates when the sector in which the enterprise operates is considered (see Figure 2). The largest proportion of young lower secondary school graduates among newly hired trainees per company, 42%, is found in the other services sector, that is, hotels, catering, information, communications, transport and logistics, as well as personal services such as hairdressing, laundry etc. The average proportions are significantly lower in the production and processing sector as well as in trade and in the repair industry at 34% and 26%, respectively. Only 11 per cent of companies in the business services sector are prepared to take on young lower secondary school graduates. The figure for public services (public administration, social security, health, child care and education) is only 7%.

Differentiated by Chamber membership, it turns out that craft enterprises have young lower secondary school graduates among their new apprentices more often than the average. Here the rate is 38%, while it is only 24% in industry and trade enterprises.

If we group the enterprises providing training in three different groups according to their respective share of young lower secondary school graduates among the new trainees (cf. the note on classification on p. 6), the following picture emerges with respect to the above structural characteristics (see Figure 3):

In East Germany the proportion of enterprises without young lower secondary school graduates among the new trainees is especially large (79% compared with 62% in the West); in West Germany, significantly more enterprises (24%) train exclusively young people with lower secondary school leaving certificates than in East Germany (16%). Enterprises that train no lower secondary school graduates at all are about equally represented in all enterprise size classes (62% to 70%). However, the proportion of enterprises that train only young lower secondary school graduates decreases markedly as the size of the enterprises increases. While the figure for micro-enterprises with less than 20 employees is 32%, it is 16% for enterprises with between 20 and 99 employees and only 4% each for enterprises with more than 100 and more than 200 employees.

Method for the classification of the proportion of young people with lower secondary school leaving certificates for enterprises with newly hired trainees for the 2010/2011 training year
For the classification of the proportion of young people with lower secondary school leaving certificates for enterprises with newly hired trainees for the 2010/2011 training year, a distinction was drawn between enterprises with no young people with lower secondary school leaving certificates at all (0%), those with some, i.e. one or more young people with lower secondary school leaving certificates (more than 0%, less than 100%) and those with only young people with lower secondary school leaving certificates (100%) among the newly hired.

Differences arise here with regard to the sectors in which the enterprises operate as well. The largest proportions of enterprises with some or only young people with lower secondary school leaving certificates among the newly hired can be found among companies in the other services sector (50%) as well as among enterprises in the manufacturing and processing industries (44%) and in commerce and the repair sector (34%). In the area of business-related services and in the public service, however, it is much less frequent that only young people with lower secondary school leaving certificates are trained (13% and 12%, respectively). Viewed according to Chamber membership, 47% of enterprises in the crafts and trades with newly engaged trainees have at least one young person with a lower secondary school leaving certificate, while only 32% of Chamber of Industry and Commerce enterprises do.

New training contracts by school-leaving certificate and occupational sector

To what extent are young people with lower secondary school leaving certificates trained together with young people from intermediate schools⁵ and those with higher education entrance qualifications in the same occupational sectors? To determine this, the recognised training occupations were separated in Figure 4 into industrial-technical and commercial-administrative occupational sectors (cf. note on the calculation method on page 4). On average, substantially more young people with lower secondary school leaving certificates are taken on in the industrial-technical occupations (38%) than in the commercial-administrative occupations (14%). A similar picture emerges in the further differentiation according to the Chamber membership of the enterprises. Here craft enterprises conclude substantially more training contracts with young people with lower secondary school leaving certificates in the industrial-technical field (40%) than is the case with craft enterprises offering training opportunities in the administrative and commercial field (20%).⁷

Differences arise also for the industry and commerce area. Here, 36% of the enterprises indicate that they have taken on young people with lower secondary school leaving certificates as new trainees for an industrial-technical occupation; but it was only 12% of the enterprises in the case of commercial-administrative occupations. It is also worth noting in this context that both Chamber of Crafts and Trades enterprises and Chamber of Industry and Commerce enterprises have comparable proportions of young people with lower secondary school leaving certificates when it comes to new contracts in the industrial and technical occupations.

Interim summary

The main training enterprises for young people with lower secondary school leaving certificates are enterprises that have their economic focus in the manufacturing and processing sector, in commerce and in the repair sector and personal services as well as enterprises with lower numbers of employees. This is true for enterprises that hire young people with lower secondary school leaving certificates exclusively as well as for enterprises that do not train young people with lower secondary school leaving certificates exclusively. The chances of obtaining a training place are also good for young people with lower secondary school leaving certificates if these enterprises want to train young people in industrial and technical occupations.⁸

Assessment of competencies
The companies were asked in the 2011 survey wave of the BIBB Qualification Panel how well the new trainees had met their initial expectations with regard to various competencies on the average and how the enterprises assessed those competencies after the initial experiences. The enterprises were asked to assess on a scale of 1 (not met) to 5 (significantly surpassed) the following aspects of the competence of their new trainees:

• mental faculties, such as intelligence, rapid comprehension
• educational qualifications, e.g. good school performance and final grades
• occupation-related prior knowledge of the new apprentices, e.g. theoretical knowledge in the training occupation or practical experience in the training occupation
• personality, such as likeable impression, poise
• communication skills, e.g. language competence and verbal skills.

The assessment was made by the surveyed companies for all newly hired apprentices and not differentiated according to school-leaving certificates. However, the finding on this point can in turn be linked to the enterprise's proportion of young people with lower secondary school leaving certificates among all new trainees and thus serve as an indicator for the assessment of this group of new trainees (cf. note on the calculation method). This proportion is classified as in previous sections according to whether there were no, several or exclusively young people with lower secondary school leaving certificates among the new trainees. The mean values are given for the average competency assessments for the respective groups.

Calculation method for assessing competence of lower secondary school graduates
Since the enterprises were not asked to differentiate between school-leaving certificates in assessing the competence of their beginner trainees, mean values for the different skills by enterprise were calculated as a first step. Then the enterprises were once again differentiated according to whether there were no, several or exclusively young people with lower secondary school leaving certificates among the new trainees. Also, mean values for average competence assessments were calculated for these three groups of enterprises. It is thus possible to make assertions about the assessments and meeting of expectations of newly hired young people with lower secondary school leaving certificates from the point of view of the enterprises.

The findings, broken down according to newly hired trainees in industrial-technical and commercial-administrative occupations, are as follows (see Figures 5 and 6):

All in all, the assessments of the enterprises turned out to be quite satisfactory, since in the enterprises with only young lower secondary school graduates among the new contracts, for example, the expectations were more or less met on average for all competencies. Also, the assessments do not differ much from the assessments of the enterprises that did not hire any young lower secondary school graduates. Thus, the expectations held initially by the enterprises seem to have been met in the case of young lower secondary school graduates as well.

However, most of the expectations of the enterprises are seen as somewhat less satisfactorily met in the industrial-technical occupations when there are some or exclusively young people with lower secondary school leaving certificates among the newly hired trainees. In particular, the expectations with regard to mental abilities are seen by the enterprises as somewhat less satisfactorily met as the proportion of young lower secondary school graduates increases. However, the difference is reversed with regard to occupation-related knowledge acquired before starting training; here the expectations were better fulfilled, relatively speaking, in enterprises that had only lower secondary school graduates among the new trainees.

In the commercial-administrative occupations this advantage of enterprises without young lower secondary school graduates over enterprises with several or only young lower secondary school graduates among the newly hired trainees in expectation fulfilment is more pronounced and applies to all the areas of competence examined.
In the assessments of educational qualifications and communicative and cognitive skills in particular, the satisfaction of the companies recedes in the inter-group comparison. The same applies to prior occupation-related knowledge. The findings on the satisfaction of the companies with the personality of the new trainees, which relatively speaking met the expectations of the companies to an above-average extent, deserve special attention.

Interim summary

The original assumption was that the expectations of enterprises regarding the competencies of the new trainees would be significantly less satisfactorily met precisely in companies with higher proportions of newly hired young people with lower secondary school leaving certificates, and that this could be one of the reasons why it is more difficult for young people with lower secondary school leaving certificates to find a training place. Contrary to this expectation, however, the results show initial starting points for support measures (for example in the form of assistance during training). What support measures are already in place in the enterprises is dealt with in the following sections.

Broad support by companies  
In the BIBB Qualification Panel, companies were asked in the 2012 survey wave about different measures they can take during training to support their trainees. The corresponding question was: "If you consider your training pursuant to BBiG or HwO: Have the following activities increased, decreased, remained the same or not taken place at all in the last three years?" The following options were offered:

• discussing work results with trainees,
• in-house lessons for all trainees,
• exam preparation,
• acquisition of certified supplementary qualifications,
• promoting basic skills, such as writing, reading and arithmetic,
• promoting German language skills,
• promoting teamwork.

These data can be used to determine which activities took place in the company concerned and which did not (see Figure 7). The following data are broken down once again according to the classified proportion of young lower secondary school graduates among the new trainees.

Discussion of work results with the trainees, preparation for examinations, and the promotion of teamwork among the trainees are the measures most frequently carried out. This is done in most of the surveyed companies to support the training. It is generally the case as well that all measures are implemented with greater vigour when there are only young lower secondary school education graduates among the beginner trainees. There are particularly significant differences here from companies without young lower secondary school graduates, a difference of 17 percentage points, in the promotion of basic skills (75% compared to 58%), 9 percentage points in the promotion of teamwork, and 7 percentage points in in-house lessons and in promoting German language skills.

Structural characteristics
In a further step in the study, the implementation of measures described in the previous section can be differentiated according to the basic structural characteristics of the enterprises (see Figure 8). The central structural features of sector, company size and location in West/East Germany are used again here. To simplify the illustration, the only enterprises being compared in the figure are those with no young lower secondary school graduates among the new apprentices and those that have hired only young lower secondary school graduates.

The following is a report on the measures by enterprises that train exclusively young people with lower secondary school leaving certificates compared with enterprises without young lower secondary school graduates. The difference between the two groups is specified in percentage points: (09)

• Discussion of work results occurs disproportionately often in Eastern German enterprises (+19 percentage points), in the manufacturing and processing sector and in business-related services (+9 percentage points each). There is a greater tendency to dispense with them in large enterprises (9 percentage points).
• In-house lessons, according to the enterprises, are being conducted more intensively for young lower secondary school graduates in all industries - apart from the other services - and in all sizes of enterprises except large enterprises (+9 to +20 percentage points).
• The preparation for exams as a support measure for trainees is used particularly often by enterprises in the other services field (+14 percentage points), but less frequently by enterprises in commerce and repair businesses or large enterprises (-6 and -7 percentage points respectively).
• The acquisition of supplementary qualifications is promoted especially in enterprises in the manufacturing and processing industry and in the public service (+12 and +20 percentage points respectively), and considerably less often in business-related service enterprises (-46 percentage points) and large enterprises (-20 percentage points).
• The promotion of basic skills takes place disproportionately often in all sectors apart from the business-related services (+10 to +37 percentage points), as well as in smaller and larger medium-sized companies (+20 to +26 percentage points).
• German language skills are promoted mainly in the manufacturing and processing industries and the other services (+14 and +13 percentage points respectively) and in larger enterprises (+5 to +15 percentage points). Here too, such measures are used less often in enterprises operating in the field of business-related services (-51 percentage points).
• The improvement of teamwork skills is a measure used much more frequently in East Germany (+29 percentage points), in business-related services (+21 percentage points) and in micro-enterprises (+11 percentage points).

Generally measures are carried out more often if the new trainees consist only of young lower secondary school graduates (cf. Figure 8, last column). This applies to all industries and sizes of enterprises with the exception of the business-related services and the large enterprises.

Changes in recent years

Another important aspect of the study are changes in the use of the measures just discussed over the last three years. In the following we shall therefore consider what changes have taken place in these measures within an enterprise (see Figure 9).

First we can state that all measures have increased more than they have decreased in all three groups of enterprises providing training. The average increases have been particularly pronounced, at 27 or more per cent, in the discussion of work results, the promotion of teamwork, exam preparation and in-house lessons.

In the following we will once again differentiate between enterprises with differing percentages of young lower secondary school graduates (cf. note on the classification method on page 6). There are particularly pronounced increases for enterprises with only young lower secondary school graduates in exam preparation (35% with increase), promoting basic skills (34% with increase) and promoting teamwork (31% with increase). If we compare the increases within individual measures of the enterprises that have only young lower secondary school graduates among the beginner trainees with the increases of the enterprises that have no young lower secondary school graduates and determine the difference, we see the following: The promotion of basic skills and German language skills is extended (+11 percentage points each) and exam preparations are expanded (+7 percentage points) significantly more frequently in enterprises with young lower secondary school graduates. The discussion of work results and measures to acquire supplementary qualifications, on the other hand, increase much less frequently (-5 and -8 percentage points respectively).

 

Questions and study models
In the following we will conclude by determining within a multivariate statistical model on which overall company conditions and company-internal influences the training of young lower secondary school graduates at the individual company level depends. This topic can be dealt with under different aspects. The main questions are:

• Which company factors affect the willingness of enterprises to train young lower secondary school graduates (model 1)?
• Which company factors most affect the extent, measured by the proportion of young lower secondary school graduates newly hired (model 2)?

The first step was to analyse on which factors the willingness to conclude contracts with young lower secondary school graduates basically depends, and which factors have a positive effect here (model 1). This first model is estimated using a logistic regression. The dependent variable in this model is the willingness to train young lower secondary school graduates, measured by whether the recruitment of trainees with lower secondary school leaving certificates takes place or not. A further step was to examine how pronounced this company readiness is, measured by the proportion of new contracts with young lower secondary school graduates (model 2). This second model used a fractional logit regression to study the factors influencing the proportion of newly hired young lower secondary school graduates (dependent variable).
In each case the background is the question in which enterprises and due to which factors the potential exists for additional excess capacity to train young people with lower secondary school leaving certificates. Conclusions relevant to vocational education and training practice can be derived from the results on both questions and study models.

Selected influencing factors

The central factors influencing the recruitment behaviour of the enterprises surveyed will probably relate directly to the training provided by the enterprises and to their experience with filling training places. For that purpose we shall consider as influencing factors,

• whether enterprises have unfilled training places and/or are affected by prematurely dissolved training contracts.

The chances of young lower secondary school graduates might possibly be improved if enterprises find that they do not get the desired school graduates with the requisite academic qualifications and that they are not able to fill the training places they have on offer. Of course the inverse relationship could also emerge, that is, the training could be reduced or halted. The same applies to experience with the early dissolution of training contracts. Here, positive or negative correlations with the general willingness to train young lower secondary school graduates may arise. Another factor that is taken as a training-related dichotomous feature is,

• whether or not the recognised training occupations for which the enterprise provides training include any for which there is an oversupply on the training place market because too few young people are interested in such training opportunities.

These training occupations are typically occupations for which a relatively large number of young lower secondary school graduates are still being trained and a positive correlation can be expected. Companies often only provide training when the corresponding specialists and skills are in short supply (TROLTSCH/WALDEN 2010). In order to take this effect into account, we are using as central variables

• the recruitment of external specialists who have completed their vocational education and training or have a comparable occupational certificate as well as the data provided by the companies surveyed on their skills requirements (none, low, high).

It was shown in Figures 7 to 9 that company support measures have a positive effect on the recruitment of young lower secondary school graduates or that the hiring of young people with lower secondary school leaving certificates leads to such support measures. Only company support measures can usefully be included in the models that are in direct relation to beginner trainees. This excludes, for example, measures in the framework of exam preparation or the acquisition of certified supplementary qualifications. All other measures can be included in the models. Thus the effects for companies having indicated that they undertake the relevant activities are compared with companies that do not. In addition, the following study models include controlling structural features of the companies, especially as important differences already emerged in the descriptive analyses, as Figures 2 and 3 have shown. These features are the size of the enterprise, the sector, the region (West/East) and the Chamber membership.

Results

Regarding the training-related factors, it is discernible from the findings that the chances of obtaining a training place improve for young lower secondary school graduates when companies generally have problems filling their training places and have either totally or partially failed to find applicants for the training they offer (model 1). Here the chances for young lower secondary school graduates increase by a factor of 2.4 as compared with companies without training place vacancies. Young lower secondary school graduates have especially good chances in companies in which training contracts have been prematurely dissolved. In this case the chances are 2.1 times as good as in those enterprises where no contracts are dissolved and there are no training vacancies. The need for specialists who have completed their vocational training also leads to a slightly greater willingness of companies to conclude training contracts with young lower secondary school graduates.

Since it cannot be clearly determined in the context of the evaluation procedures whether the support measures instituted by the companies surveyed are a precondition or a consequence of recruiting young lower secondary school graduates, all that can be said in this connection is that companies with young lower secondary school graduates among the new trainees discuss work results with their trainees and promote their basic skills to a greater extent than do companies without young lower secondary school graduates.

The prospects of young lower secondary school graduates finding a training place are favourable in West German companies, in craft enterprises and compared to the public service, in the manufacturing/processing sector and in the other services.

The findings with regard to the fundamental willingness of companies are generally reflected in the factors determining the proportion of young lower secondary school graduates as well (model 2). As in the previous study model, for example, the proportion of young lower secondary school graduates with newly concluded training contracts rises if the enterprise has vacant training places. The main difference from the results of the first model seems to be in the field of support measures. It seems to be particularly conducive to a high proportion of young lower secondary school graduates when companies engage in promoting German language skills. This measure is obviously less beneficial for the basic readiness to provide training to young lower secondary school graduates than for the level of training provided.

Summary

The analyses show that slightly more than a third of the companies train young lower secondary school graduates. High proportions of young lower secondary school graduates can be found primarily in smaller enterprises, in the manufacturing and processing sector and in the area of trade and repairs. Young lower secondary school graduates are mainly trained in industrial and technical occupations.

A mix of trainees with different school-leaving certificates is less common than concentration on a specific group of graduates. If a company also trains young intermediate school or upper secondary school graduates, the prospects of young lower secondary school graduates decline. Companies that train young lower secondary school graduates are quite satisfied with their trainees, although their expectations tend to be fulfilled to a lesser extent than in companies that focus on training intermediate or upper secondary school graduates. On average, enterprises with high proportions of lower secondary school graduates must carry out more support measures during the training.

Given the increasing difficulties enterprises have filling their vacant training places, and given the continuing difficulties young lower secondary school graduates face when beginning in-company training, enterprises should make lower secondary school graduates the target of their recruitment strategies to a greater extent than they have in the past.

The results of this analysis show once again that young lower secondary school graduates can also be trained to be good skilled workers. Enterprises with recruitment problems should integrate special support measures into their training structure from the outset. These include, in particular, individual support by training personnel, the discussion of work results, additional in-house classes and intensive exam preparation.

Over and above the results of the study, however, enterprises themselves also need to be given public support. In particular, an expansion of assistance during training and the establishment of counselling services when problems arise (e.g. imminent discontinuation of training) would be useful. Support to enterprises through external training management, as well as the establishment of additional classes in vocational school and in inter-company vocational training centres to improve the training prospects of young lower secondary school graduates is also conceivable.

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  Exklusion und Segmentation in der beruflichen Bildung im längerfristigen Vergleich.
  In: Sozialer Fortschritt 61 (2012) 11/12, S. 287-297
• Troltsch, Klaus; Gerhards, Christian; Mohr, Sabine:
  From the frying pan into the fire? Unfilled training places as a future challenge for the training place market (BIBB Report 19/2012).
  Bonn 2012
• Troltsch, Klaus; Mohr, Sabine; Gerhards, Christian; Christ, Alexander:
  Betriebliche Ausbildungsbeteiligung und unbesetzte Ausbildungsstellen - Ergebnisse aus dem BIBB-Qualifizierungspanel 2011/2012.
  In: Federal Institute for Vocational Education and Training (ed.): Data Report of the 2013 Vocational Education and Training Report. Information and analyses on the development of vocational education and training. Bonn 2013, pp. 229-235
• Uhly, Alexandra:
  Jugendliche mit Hauptschulabschluss in der dualen Berufsausbildung. Bildungsvoraussetzungen im Kontext berufsstruktureller Entwicklungen.
  In: Euler, Dieter; Walwei, Ulrich; Weiß, Reinhold (Hrsg.): Berufsforschung für eine moderne Berufsbildung - Stand und Perspektiven. Beiheft zur Zeitschrift für Berufs- und Wirtschaftspädagogik 24 (2010), S. 175-203
• Ulrich, Joachim. G.; Flemming, Simone; Frieling, Frederike; Granath, Ralph:
  Supply of and demand for training places.
  In: Federal Institute for Vocational Education and Training (ed.): Data Report of the 2013 Vocational Education and Training Report. Information and analyses on the development of vocational education and training. Bonn 2013, pp. 14-29 
• Walden, Günter; Troltsch, Klaus:
  Apprenticeship training in Germany - still a future-oriented model for recruiting skilled workers?
  In: Journal of Vocational Education & Training 63 (2011) 3, pp. 305-322

Imprint BIBB REPORT

BIBB REPORT Volume 7, Issue 22, October 2013 ISSN Internet: 1866-7279 ISSN Print: 1865-0821 Published by Federal Institute for Vocational Education and Training (BIBB) The President Robert-Schuman-Platz 3, 53175 Bonn Publishing house, advertising, distribution W. Bertelsmann Verlag GmbH & Co. KG Postfach 10 06 33, 33506 Bielefeld Telephone: 0521 91101-11 Fax: 0521 9110119 http://www.wbv.de/ service@wbv.de Print version The print version of this publication can be ordered from W. Bertelsmann Verlag GmbH & Co. KG.. Further information www.bibb.de/impressum

Editors Prof. Dr. Elisabeth M. Krekel, Ursula Beicht Ursula Knüpper-Heger (in charge) Editorial assistant Fritz Höhmann Telephone: 02 28 / 107-17 28 Katharina Faßbender Telephone: 02 28 / 107-17 17 E-Mail: bibbreport@bibb.de Copyright Reprint, including of extracts, requires the permission of the BIBB. Point of contact regarding content Christian Gerhards - gerhards@bibb.de Klaus Troltsch - troltsch@bibb.de