Educational Inequalities in the Swiss Canton of Ticino: the Role of the VET.

Zanolla, Giovanna (2021) Educational Inequalities in the Swiss Canton of Ticino: the Role of the VET. In: Nägele, Christof and Stalder, Barbara E. and Kersh, Natasha, (eds.) Trends in Vocational Education and Training Research., 4 . Vocational Education and Training Network (VETNET), pp. 279-289.

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The purpose of this paper is to describe the transition from compulsory to the post-compulsory school or vocational tracks and the completion of the post-compulsory educa-tion of seven cohorts of youngsters living in the Swiss canton of Ticino. The approach con-sists in the analysis of the school pathways in order to illustrate the educational tracks fol-lowed after completing lower secondary school highlighting typical features, delays and reorientation needs in the following 5 years (8, for the 4 older cohorts). School pathways are put into relation to variables such as gender, social origin and nationality. The results of the longitudinal analysis indicate that within eight years from the lower secondary school, around 60% of students belonging to the socially most deprived group have completed a VET programme while less than 20% are in possession of a high school baccalaureate. These percentages equal 40% and ca. 43% respectively among the upper class students. Both in the lowest and in the highest social group 13% are NEETs or people who are untraceable. The conclusions are that, if VET promotes social inclusion of the most vulnerable young-sters and improves their chances to integrate as skilled workers in the labour market, the biggest concern are people who could not enter or could not complete the VET. Moreover, the risk on inequality at a further stage of the working trajectory depending on the type of upper secondary education and of vocational qualification should be taken into account.

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