Abitur and What Next? Reasons for Gaining Double Qualifications in Germany

Bellmann, Lutz; Janik, Florian Article Abitur and What Next? Reasons for Gaining Double Qualifications in Germany Schmollers Jahrbuch – Journal of Applied Social Science Studies. Zeitschrift für Wirtschafts- und Sozialwissenschaften Provided in Cooperation with: Duncker & Humblot, Berlin Suggested Citation: Bellmann, Lutz; Janik, Florian (2010) : Abitur and What Next? Reasons for Gaining Double Qualifications in Germany, Schmollers Jahrbuch – Journal of Applied Social Science Studies. Zeitschrift für Wirtschafts- und Sozialwissenschaften, ISSN 1865-5742, Duncker & Humblot, Berlin, Vol. 130, Iss. 1, pp. 1-18, https://doi.org/10.3790/schm.130.1.1 This Version is available at: https://hdl.handle.net/10419/292285 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. 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Reasons for Gaining Double Qualifications in Germany By Lutz Bellmann and Florian Janik* Abstract This paper deals with the reasons for first taking up vocational training after obtaining the German upper secondary school-leaving certificate (Abitur) instead of going straight on to academic education. The study uses the data from the BiBB / BAuA employment survey 2006, where not only educational paths are included, but also the final marks of those interviewed who had passed the Abitur. Our key result is the positive and highly significant impact which the Abitur mark has on the probability of gaining double qualifications. This confirms the hypothesis of Büchel / Helberger (1995) according to which individuals who have passed the Abitur opt to take up in-firm vocational training before going into higher education in order to protect themselves against the risk of failing during the studies. In addition to this there are indications that individuals’ education decisions are also geared towards their employment prospects after training and that double qualifications are chosen especially in fields where there are “related” occupations in Germany’s dual system of vocational training. Furthermore, we do not find significant differences for the sub-samples of western Germans with a university entrance qualification (Abitur) and those with a qualification providing access to studies at a polytechnic (Fachabitur). Zusammenfassung Der Beitrag beschäftigt sich mit den Gründen nach dem Abitur zunächst eine duale Ausbildung aufzunehmen und dann ein Studium anzuschließen, anstatt direkt ein Studium zu beginnen. Die Studie erfolgt mit den Daten der BiBB /BAUA-Erwerbstätigen- befragung 2006, die nicht nur den Vorteil einer komplexen Abfrage von Bildungswegen hat, sondern auch die Abiturnote der befragten Abiturienten enthält. Unser zentrales Ergebnis ist der positive und hochsignifikante Einfluss der Abiturnote auf die Wahr- Schmollers Jahrbuch 130 (2010), 1 –18 Duncker & Humblot, Berlin Schmollers Jahrbuch 130 (2010) 1 * We would like to thank the participants of the annual conference of the committee on the economics of education entitled “Ökonomik der beruflichen Bildung (The Economics of VET)” at the University of Berne on 10 th and 11 th April 2008, the general meeting of the Labor and Socio-Economic Research Center (LASER) at the University of Erlangen-Nuremberg on 30 th June 2008 and two anonymous referees for their comments. Die freie Verfügbarkeit der Online-Ausgabe dieser Publikation wurde ermöglicht durch das Bundesinstitut für Berufsbildung (BIBB), Stabsstelle »Publikationen und wissenschaftliche Informationsdienste«. OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 2 Lutz Bellmann and Florian Janik scheinlichkeit einer Doppelqualifikation. Damit wird die Hypothese von Büchel / Helberger (1995) bestätigt, dass Abiturienten sich vor ihrem Studium für die Aufnahme einer betrieblichen Berufsausbildung entscheiden, um sich damit gegen das Risiko eines Scheiterns während des Studiums abzusichern. Daneben finden sich Hinweise darauf, dass sich die individuellen Bildungsentscheidungen auch an den Arbeitsmarktchancen nach der Ausbildung orientieren und dass Doppelqualifikationen vor allem in den Bereichen gewählt werden, in denen es „verwandte“ Berufe auf der Ebene der dualen Ausbildung gibt. Weiterhin haben wir keine signifikanten Ergebnisse für die Teilstichproben der westdeutschen Abiturienten und Fachabiturienten ermittelt. JEL Classification: J 24 Received: December 17, 2008 Accepted: December 1, 2009 1. Introduction In 2007 the journal “Labour Economics” published a special issue on the subject of “Education and Risk” with the participation of such well-known authors as Joop Hartog and James Heckman. In this special issue it was emphasised that consideration of individual risks is largely absent in decisions about investment in human capital, unlike with investment in physical or financial capital (Hogan / Walker, 2007). There are, however, some seminal studies which examine the risks associated with education decisions (e.g. Levhari / Weiss, 1974). To our knowledge the discussion about the role of the vocational training of graduates which was initiated by Büchel / Helberger (1995) has not been taken up again more recently. This is surprising in the light of the prevalence of the phenomenon. Many young people in Germany complete more than one course of vocational training or education. Most of the second qualifications gained are higher qualifications. For instance one in four individuals commencing higher education in the winter semester 2005 / 2006 had already completed vocational training before going into higher education (cf. Heine et al., 2007). As is shown in Figure 1, the proportion of individuals who had passed the Abitur examinations concluded a new vocational training contract has declined during the last decade, whereas the proportion of the individuals commencing vocational training and had gained the Abitur as their highest school qualification has increased and reached 17% in the year 2005. Although in the training year 2007 / 2008 the number of vocational training contracts concluded increased clearly compared with the previous years, especially in western Germany, the situation on the market for training places still has to be assessed as critical. After the number of newly concluded training contracts reached its peak in 1984, at 705,000 in western Germany, a steady process of decline began which reached a low in 1996 at about 435,000 new contracts (Troltsch / Walden, 2007). Since then upward and downward trends Schmollers Jahrbuch 130 (2010) 1 OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 Abitur and What Next? 3 have alternated. In the training year 2007 / 2008 a value like those of the early 1990s was again ascertained (Bundesinstitut für Berufsbildung, 2008). In particular for young people leaving lower secondary school (Hauptschule), access to courses of training in the dual system of vocational training is becoming increasingly difficult, on the one hand due to increased qualification requirements in the training occupations and on the other hand owing to school-lea- vers who have passed the Abitur examinations surging onto the market for training places. Source: IWD 2007. Figure 1: Abitur holders with a new vocational training contract and new trainees with Abitur 1995 – 2005 (as percentages) The comparatively low share of new students as a proportion of all people with qualifications entitling them to enter higher education, (which is small compared internationally (Autorengemeinschaft Bildungsberichterstattung, 2008, 118)), could be put down to the fact that young people who have passed the Abitur first opt to take up in-firm vocational training in order to protect themselves against the risk of failing during the studies or because they want to improve their occupational options overall. If the selected detour proves to be attractive, the individual might decide not to go on to university or polytechnic (Fachhochschule). The question as to the economic evaluation of these educational paths also arises in so far as the higher individual opportunity costs of extended education and training paths are faced by lower incomes at least at the start of working life (Büchel / Helberger, 1995). According to the findings of Büchel / Helberger (1995), it takes people with double qualifications even longer to find a suitable job for their qualification level than people with single qualifications. Furthermore, since individual and company investment in firm-specific and occupation-specific human capital is at least partially lost when an individual commences higher education after completing company vocational training, Schmollers Jahrbuch 130 (2010) 1 OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 4 Lutz Bellmann and Florian Janik Büchel / Helberger (1995) come to the conclusion that the decision to go into vocational training is determined to a considerable extent by risk considerations. Although the empirical findings of Büchel / Helberger (1995) have not remained unchallenged (Lewin / Minks / Uhde, 1996 and Bellmann et al., 1996) and have caused further empirical studies (Büchel, 1997), individual motives for gaining double or multiple qualifications have so far not been investigated in detail. One of the reasons for this are the challenges for the respondent involved in recording long and complex educational paths. The BiBB / BAuA employment survey 2006 contains retrospective information on all completed education and training. This data pool was used to examine the determinants of individuals’ decisions between going straight into higher education after passing the Abitur and completing a course of vocational training between the two phases of education 1 . Here the influence of the mark attained in the Abitur examinations can be taken into consideration for the first time. It is thus possible to test directly the Büchel / Helberger hypothesis, which sees an insurance strategy of the individuals as the reason for gaining double qualifications. This paper is structured as follows: in the next section the hypotheses to be tested are presented. Then the data set and the variables used are described and the empirical findings are presented. In the fifth section these empirical findings are then discussed against the background of the current reforms in higher education. The sixth section summarises the key results. 2. Hypotheses In this section the most important contributions to the debate on gaining double and multiple qualifications are taken up, at least in so far as they can be examined empirically using the data from the 2006 BiBB / BAuA employment survey. Hypothesis 1: Double qualifications are the result of insurance strategies In addition to the position of graduates on the labour market, Büchel / Helberger (1995) see the negative assessment of the conditions for studying as a motive for people entitled to enter higher education (first) completing an apprenticeship in the dual system of vocational training. The levels of funding from the federal and state governments for the universities, which are also low when compared internationally, lead to the universities being permanently under great strain and thus almost inevitably to a deterioration of the quality and Schmollers Jahrbuch 130 (2010) 1 1Thus, we do not consider sequential education careers, in which vocational training is undertake before the Abitur is gained. OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 Abitur and What Next? 5 conditions of studies. According to the results of a survey of student dropouts conducted by the Higher Education Information System (Hochschulinformationssystem – HIS) the proportion of students dropping out of higher education in 2004 was 24% at universities and 17% at polytechnics. This rate has fallen compared with the results of the survey conducted in 2002 (Konsortium Bildungsberichterstattung 2006, 112). Despite this decrease, the proportion of students dropping out of higher education could be the reason for many young people with university or polytechnic entrance qualifications to use the option of company vocational training, the “secondary option” of the Abitur, in order to cover themselves against the event of failing in their studies. The less capable individuals with entrance qualifications for higher education, those who gained lower marks in their Abitur, could assess themselves as being particularly at risk of not managing to gain a degree. In fact there are indications that people with university or polytechnic entrance qualifications who have completed vocational training in the dual system have lower Abitur marks than students who have not done vocational training (Ulrich et al. 1997). Nonetheless there can of course be considerable differences between the overall Abitur mark and the marks in the individual subjects, which are the components of the Abitur certificate. These differences are relevant in so far as an individual’s achievements in his / her chosen subjects can differ from his / her average performance. Furthermore, Büchel / Helberger (1995) argue that because the employment prospects for university graduates had been deteriorated, people with university entrance qualifications tend to protect themselves by means of a strategy of cumulative education and training. However, the increase in the unemployment rates of academics during the 70s and 80s came to an end in the 90s. Additionally, the returns to education for the highly qualified have risen since then (Gernandt/ Pfeiffer, 2006; Kohn, 2006; Dustmann et al., 2007, Alda et al., 2008). Although the worse employment prospects of university graduates could not provide an argument for acquire double qualifications in order to avoid unemployment in the last years, it could be regarded as a motive until the 90s – especially for women, migrants and people in Eastern Germany 2 . Hypothesis 2: Double qualifications are related to the vocational training course with regard to content According to the results of the German Life History Study about 40% of the respondents from the 1964 birth cohort had begun a second course of education or training by the age of 34. 30% had even completed more than one post-school qualification. About 60% of the second qualifications were higher Schmollers Jahrbuch 130 (2010) 1 2Persons who completed their training and education in the 70s and 80s are represented in the BiBB/ BAuA employment survey 2006. The development of the unemployment rates of women in comparison to men are discussed in Schreyer (2008, 120 – 156). OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 6 Lutz Bellmann and Florian Janik qualifications. Roughly two thirds of the second qualifications were in a subject or occupation related to the first qualification, thus supplementing and expanding the first qualification. The combinations of courses of education and training mainly consist of initial vocational training in a firm followed by non-academic further training (29%) and studies at a polytechnic or university (22%) (Jacob, 2004). Double qualifications are to be expected above all in areas in which there is a content-related connection between the training and the subsequent degree course (e.g. metal and electrical occupations and an engineering degree, commercial occupations and a degree in economics). A counter example is provided by the education sector, where it is not possible to finish apprenticeship training before studying at a university. Therefore, individuals seeking employment in this sector have to take a larger risk because the missing apprenticeship training opportunities. People with double qualifications may be “education strategists” who plan their career specifically or people who go into a related degree course after completing training due to a lack of employment prospects or not being taken on after training (Lewin et al., 1996; Herget, 1997; Ulrich et al., 1997). In addition to these influences, the individuals’socio-economic background, the social and cultural capital and other context factors are of importance for decisions regarding education and training or for the educational path (Bourdieu, 1983). Especially in the case of entry to university, the educational level of the parental home has often been determined as an important influencing factor (Konsortium Bildungsberichterstattung, 2006, 103). As such social context variables at the time when the education decision is made are not in the available data set, we do not go into them in more detail. And of course there might be other reasons for gaining double qualifications: According to Buttler / Tessaring (1993) it is becoming increasingly obvious that education is no longer seen as specifically qualifying for an occupation but is more a case of improving occupational options overall. In their opinion the main aim of those participating in education is to delay the decision regarding a certain choice of occupation for as long as possible and at the same time to obtain the best possible option for oneself. Which options are chosen depends more on the expected employment prospects than on the contents and conditions of the respective vocational training courses. In principle large uncertainty, e.g., in regions with worse labour market conditions seems to be important as well. However, the great advantage of Abitur is that it leaves all career paths open. Jacobs (2007) is of the opinion that some school-leavers with qualifications entitling them to enter higher education first take up employment, in some cases in the form of vocational training, also in order to obtain better information about the returns to higher education. Schmollers Jahrbuch 130 (2010) 1 OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 Abitur and What Next? 7 3. Data Set and Descriptive Analysis The BiBB / BAuA employment survey 2006 is conducted as a representative computer-assisted telephone interview (CATI) of 20,000 working people in Germany. The survey was conducted jointly by the Federal Institute for Vocational Education and Training (Bundesinstitut für Berufsbildung – BiBB) and the Federal Institute for Occupational Safety and Health (Bundesanstalt für Arbeitsschutz und Arbeitsmedizin – BAuA) from October 2005 until March 2006. The population is people in gainful employment aged 15 or above (excluding trainees). An activity for at least ten hours per week on a regular basis for payment (“core employees”) consists of regarded as gainful employment. The differences compared to the microcensus which usually occur with surveys on a voluntary basis were corrected by means of a multilevel, iterative weighting procedure. 3 The survey focused firstly on questions about the employee’s job. Secondly questions were asked about the relationship between the occupational activity or the occupational status and the employee’s qualifications. Here information was gathered about the types of education, training and further training which led to a vocational qualification. The details on the training occupations were given the four-digit code of the occupational class according to the “Classification of Occupations”, edition 1992, of the Federal Statistical Office. Table 1 Multiple qualifications by school-leaving certificate and age (as %) Highest school-leaving certificate No schoolleaving certificate Lower secondary leaving certificate Intermediate schoolleaving certificate* Abitur, Fachabitur** Total No vocational qualifications 58.5 13.6 6.5 8.1 10.5 One vocational qualification 33.9 67.5 65.7 57.4 62.9 Multiple voc. qualifications 7.6 18.9 27.8 34.5 25.6 Age 15 – 30 31 – 40 41 – 50 51 and above Total No vocational qualifications 18.6 8.3 8.6 9.2 10.5 One vocational qualification 69.4 62.6 60.5 61.3 62.9 Multiple voc. qualifications 12.0 29.1 30.9 29.4 26.6 * incl. the intermediate secondary school of the GDR (Polytechnische Oberschule – POS), certificate of aptitude for specialised upper secondary studies (Fachoberschulreife); ** incl. the upper secondary school of the GDR (Erweiterte Oberschule – EOS). Source: BiBB / BAuA employment survey 2006, weighted data, own calculations. Schmollers Jahrbuch 130 (2010) 1 3Further information about the methodology can be found under www.BIBB.de/arbeit-im-wandel. OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 8 Lutz Bellmann and Florian Janik The BiBB / BAuA employment survey 2006 demonstrates that roughly one in four employees possess multiple qualifications. In the 31 – 40 age group about one in three employees has more than one post-school qualification (cf. Table 1). This rate largely corresponds to the result obtained by Jacob (2004) for the 1964 birth cohort, for which she ascertained a proportion of some 30% of people up to the age of 34 who had gained more than one qualification. The employment survey also shows that the phenomenon of gaining multiple qualifications also occurs among older people and hardly changed over the three older age cohorts. 4 4. Multivariate Analysis The results in this paper refer to employed people who have passed the Abitur or the Fachabitur (certificate of aptitude for specialised higher education, e.g. at a polytechnic) and who gained their school-leaving certificate in Germany. Only people who went straight into higher education or first completed a course of vocational training in the dual system 5 and then went on to take a degree after passing their Abitur or Fachabitur examinations are observed. This comprises about 60% of all individuals passing the Abitur. Most of the remaining third of the employees surveyed had completed a training course in the dual system of vocational training (some of them then expanding this with a further training qualification) or a course of vocational training within the education system (e.g. Berufsfachschule), or had not (yet) gained a qualification. If not stated otherwise the variables used refer to the point in time, when the individuals gain their upper secondary school-leaving certificate (Abitur / Fachabitur). As already mentioned, people who gain their Abitur after completing vocational training are excluded. 4.1 Empirical Strategy and Operationalisation If hypothesis 1 applies, people with good school marks and a high-quality school-leaving certificate less frequently choose the path of double qualifications as they have less need to cover themselves against the event of failing to gain a degree by completing vocational training beforehand. Hypothesis 1 is tested using a set of three variables. The type of school-leaving certificate (Fachabitur or Abitur), the mark and the age at which the Abitur / Fachabitur was passed are included in the model. The Abitur mark is computed as the average of the marks in the different subjects and, therefore, measured as an Schmollers Jahrbuch 130 (2010) 1 4As some 95% of the second qualifications are gained by the age of 40, a quasicohort effect underlies the age differentiation shown here. 5School-based vocational training is excluded due to its limited comparability. OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 Abitur and What Next? 15 When it is taken into account that polytechnics have long been practiceorientated and have provided qualifications which qualify the holder for an occupation, and that they were introduced for precisely that reason, the changes to university studies suggested by Büchel / Helberger are in theory equivalent to the bachelor and masters courses. For sure the implementation of the courses at German universities in the context of the Bologna Process is at the moment not finished and deals with several other problems. But even if this process once will be successful accomplished, the bachelor and master courses have to be called into question with regard to reducing the number of people gaining double qualifications if the empirical results of our study are corroborated by further studies. The quality and conditions of higher education are of key importance for the Büchel /Helberger hypothesis. The HIS studies on the motives of higher education drop-outs show that in addition to a lack of motivation to study and financial problems, the reasons given for dropping out of higher education include occupational reorientation and, only in fourth place, achievement problems (Konsortium Bildungsberichterstattung, 2006,112). 6. Summary This empirical study was conducted using the data from the BiBB / BAuA employment survey 2006, which not only has the advantage of a complex survey of educational paths but also contains the final marks of those interviewed who had gained the Abitur. Our key result is the positive and highly significant influence of the Abitur mark on the probability of gaining double qualifications in the sub-sample of university graduates who passed their Abitur examinations in eastern Germany after 1990 or in western Germany. This therefore confirms Büchel / Helberger’s (1995) hypothesis that people who have passed the Abitur opt to do vocational training before going on to higher education in order to cover themselves against the risk of failure during the studies. We interpret the significance of the year in which the Abitur was gained as confirmation of the hypothesis that the individual education / training decision can be regarded nowadays as a strategy to improve occupational options. Moreover, we found empirical evidence in favour of the hypothesis that double qualifications are selected above all in the fields in which there are “related” occupations in the dual system of vocational training. The risk considerations of people with qualifications entitling them to enter higher education can lead not only to an inefficient allocation of resources and less willingness to provide vocational training on the part of firms but also to applicants for training with lower and intermediate school-leaving certificates being crowded out by those who have gained the Abitur. We therefore also discussed the arguments put forward by Büchel / Helberger (1995) for making Schmollers Jahrbuch 130 (2010) 1 OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 16 Lutz Bellmann and Florian Janik changes to university education in order to reduce the fear of failure and thus also the risk of those entitled to enter higher education. The changes suggested correspond largely with the idea of the bachelor and masters courses introduced in the context of the Bologna Process, which is not yet finished and struggles with several other problems. Since our empirical results for the subsamples of western Germans with the Abitur and western Germans with the Fachabitur do not differ significantly, we do not expect the newly created possibility of studying for a bachelor degree alone to lead to a reduction in the proportion of graduates with double qualifications. 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Zum Entscheidungsverhalten von dual ausgebildeten Fachkräften mit Studienberechtigung, HIS Kurzinformation 4 / 97,19 – 31. Weesie, J. (1999): Seemingly unrelated estimation and the cluster-adjusted estimator, Stata Technical Bulletin 52, 231 –248. Schmollers Jahrbuch 130 (2010) 1 OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56 18 Lutz Bellmann and Florian Janik Appendix: Summary statistics Variable Mean Std. Dev DV double qualification 0.130 yes Abitur 0.938 yes Abitur mark 2.152 0.652 no age on gaining highest school-leaving certificate 19.436 1.548 no year in which school-leaving certificate gained 1982.47 10.022 no technical degree course 0.218 yes degree course in science 0.289 yes other field studies 0.169 yes migration background 0.042 yes female 0.462 yes Number of observations 3465 DV indicates dummy variables. Source: BiBB / BAuA employment survey 2006, own calculations. Schmollers Jahrbuch 130 (2010) 1 OPEN ACCESS | Licensed under CC BY-NC-ND 4.0 | https://creativecommons.org/about/cclicenses/ DOI https://doi.org/10.3790/schm.130.1.1 | Generated on 2023-01-16 13:35:56