Still a Perfect Model? The Gender Impact of Vocational Training in Germany

Autor/inn/en	Haasler, Simone R.; Gottschall, Karin
Titel	Still a Perfect Model? The Gender Impact of Vocational Training in Germany
Quelle	In: Journal of Vocational Education and Training, 67 (2015) 1, S.78-92 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2014.922118
Schlagwörter	Foreign Countries; Gender Differences; Models; Vocational Education; Labor Market; Child Care; Preschool Education; Womens Studies; Employed Women; Social Services; Training Methods; Work Environment; Trend Analysis; Professional Identity; Comparative Analysis; Comparative Education; Barriers; Public Policy; Paraprofessional Personnel; Educational Practices; France; Germany + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Analogiemodell; Ausbildung; Berufsbildung; Labour market; Arbeitsmarkt; Kinderfürsorge; Kinderbetreuung; Pre-school education; Vorschulerziehung; 'Female employment; Women''s employment'; Frauenbeschäftigung; Social service; Soziale Dienstleistung; Soziale Dienste; Didaktik; Trainingsmaßnahme; Arbeitsmilieu; Trendanalyse; Vergleichende Erziehungswissenschaft; Öffentliche Ordnung; Laienhelfer; Bildungspraxis; Frankreich; Deutschland
Abstract	Reconstructing the parallel structure of "dual" and "school-based" vocational routes reveals the close connection between the German vocational training system and the segmentation of the labour market by gender. The example of jobs in childcare and pre-primary education shows that the legacy of semi-professionalism in these occupations is not just rooted in the nature of training and working conditions, but complexly interlinks with the prevalence of the male breadwinner model sustained by social policy regulations and the German taxation system. In France, by contrast, the central state takes responsibility for the provision of childcare from zero to six years of age to support female labour force participation and dual-earner couples. This has also fostered professionalisation in the respective occupations. Whilst this may not necessarily induce a degendering process at the level of horizontal segregation of vocational qualifications, it facilitates gender equality in terms of vertical mobility and the professional status of women. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01