Work or university?: economic competencies and educational aspirations of trainees with hybrid qualifications in Switzerland

Background: The Federal Vocational Baccalaureate constitutes the major link between the academic and vocational tracks in the Swiss educational system. Statistics show that only 20 per cent of a cohort move immediately to an academic track after graduation. Regarding the effects of economic competencies on these transitions, there is a substantial lack within the current state of research. This study thus aims to elucidate these effects by following a prevailing explorative approach. Methods: A cross-sectional design is used, and the data are based on a representative sample of N = 1.051 Federal Vocational Baccalaureate students of the German-speaking part of Switzerland. Data were gathered at the end of the school year 2010/2011 via an achievement test and a questionnaire.

Results: Results show positive interrelations for economic knowledge and skills, value-oriented dispositions as well as attitude towards economics on the one side and educational aspirations on the other side. Thus, interrelations regarding the intention to study in economics or a related field are stronger than for other fields. Conclusion: The study offers new insights on the effects of economic competencies and supports the assumption that economic competencies are part of prerequisites of students' educational aspirations and in the long run for social participation.

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