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Leemann, R., Sagelsdorff, R. Der Erwerb von Schlüsselkompetenzen in Ausbildungsverbünden: Chance oder Risiko für Jugendliche aus bildungsfernen Herkunftsmilieus?. Sozialer Fortschritt, 63(4-5), 107-117. https://doi.org/10.3790/sfo.63.4-5.107
Leemann, Regula Julia and Sagelsdorff, Rebekka. "Der Erwerb von Schlüsselkompetenzen in Ausbildungsverbünden: Chance oder Risiko für Jugendliche aus bildungsfernen Herkunftsmilieus?" Sozialer Fortschritt 63.4-5, 2014, 107-117. https://doi.org/10.3790/sfo.63.4-5.107
Leemann, Regula Julia/Sagelsdorff, Rebekka (2014): Der Erwerb von Schlüsselkompetenzen in Ausbildungsverbünden: Chance oder Risiko für Jugendliche aus bildungsfernen Herkunftsmilieus?, in: Sozialer Fortschritt, vol. 63, iss. 4-5, 107-117, [online] https://doi.org/10.3790/sfo.63.4-5.107

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Der Erwerb von Schlüsselkompetenzen in Ausbildungsverbünden: Chance oder Risiko für Jugendliche aus bildungsfernen Herkunftsmilieus?

Leemann, Regula Julia | Sagelsdorff, Rebekka

Sozialer Fortschritt, Vol. 63 (2014), Iss. 4-5 : pp. 107–117

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Leemann, Prof. Dr. Regula Julia, Pädagogische Hochschule, Fachhochschule Nordwestschweiz, Clarastrasse 57, 4058 Basel, Schweiz

Sagelsdorff, Rebekka, Pädagogische Hochschule Fachhochschule Nordwestschweiz, Clarastrasse 57, 4058 Basel, Schweiz

Abstract

The Acquisition of Key Competencies in Training Networks: Opportunity or Risk for Youths from Educationally Disadvantaged Families?

Based on an empirical study conducted in Switzerland, this paper looks at the opportunities and risks that the acquisition of key competencies in training networks holds for apprentices from educationally disadvantaged families. The rotation between several training companies and the more complex organisation of support – both common features of training networks – place greater demands on apprentices with regard to competencies characteristic of the ’entreployee" (Voß / Pongratz 1998) or the ’project worker" (Boltanski / Chiapello 2003). We are able to show that the requirements with regard to autonomy and flexibility pose no greater challenge for apprentices from educationally disadvantaged families than for those from an academic background. On the contrary, our research indicates that they have a more positive attitude towards this type of VET and regard it as an opportunity.