Presentation of the inquiry.
The contractor will examine the transition from school to education in the context of the Education Chains Initiative.
The objectives of the evaluation are:
— description and assessment of regional structures in the transition from school to education
— the description of conditions of success that support successful transitions;
— the demonstration of good practice
— the development of practical and policy recommendations;
To this end, study regions should be identified on the basis of, for example, labour market, population and economic data, which make it possible to obtain an illustrative overview of the implementation practices of support instruments for the transition from school to education. In particular, the starting conditions of young people should also be taken into account. In addition, interactions between the regional conditions and the instruments used, but also between the instruments themselves, should be described.
The selection of at least 15 investigation regions will be carried out on the basis of a reasoned proposal from the contractor, in consultation with the respective country and the contracting authority. Regional case studies will then be carried out there. The case studies should, as far as possible, take into account all instruments or instruments relevant in the region of investigation. Thematic priorities on the issues are possible.
For the case studies, guiding questions will be developed, in consultation with the contracting authority, to describe and evaluate the transition system in place in the investigating regions. Possible questions include:
— What is the structural transition from education to education? Is there a systematic process? Where does it perform particularly well?
— What are the conceptual approaches in the region? Is there common action planning or other regulated coordination processes for the provision of the different instruments on a suitable and resource-efficient scale? If yes, which?
1 Final report on download at http://bildungsketten.de/intern/system/upload/Materialien/Externe_Evaluation_Initiative_Bildungsketten_Endbericht_mit_Anhang.pdf
Educational Chain Service at BIBB p. 3
— Are there disincentives to provide measures? How are different instructions and offers coordinated and how do they differentiate between them?
— What are the instruments and how they will be used if the transition does not succeed immediately?
— How and by whom is the selection of the measures offered to young people? Do the instruments contribute to the integration of young people into on-the-job training? If so, which?
— How are the conditions for young people to move to education taken into account?
— What is the impact of the different young people’s entry conditions in the measures on transition arrangements?
In order to answer the guiding questions, stakeholders will be asked in the case studies. Tools must be developed in advance for the chosen methodology (e.g. questions, interview guides). Qualitative research methods should be preferred.
These actors must be taken into account:
— Representatives of the Länder
—Municipalities
— Implementing/hosts/projects
— Career guidance/employment agencies/job centres
— General secondary schools/vocational schools
— Holdings/economy
— Chambers
— Associations/organisations/associations
— Parents
— Young people
— other relevant actors
These measures and tools must be taken into account in the evaluation:
— Initial career support (BerEB)
— Assisted training (AsA)
— Pre-vocational training (BvB)
— Entry qualification (EQ; Eq plus)
— Vocational training in a non-business establishment (BaE)
— Country-specific offers/school measures
— other regional and municipal offers.
In addition, instruments that focus primarily on in-service training (e.g. Vera initiative, in-service support, country-specific offers) should be considered. The study should take account of the fact that the aim of using the instruments is always to bring young people into appropriate training as directly as possible. National and regional specifics affecting the success of individual instruments should be identified. Interviews will be conducted with the counterparts of the relevant institutions in the country. The qualitative effectiveness of each instrument must be shown in the overall context of each region of study in the light of the conditions already created in the school framework.
Educational Chain Service at BIBB p. 4
After the evaluation phase, derived recommendations for the further development of the initiative and the cooperation structures of the Federal Government, the Länder, municipalities and employment agencies should be formulated and examples of good practice presented.
Existing studies and evaluations2 on individual instruments or regions should be included in the preparation of the case studies.
3.2 Evaluation concept
The tender must include a detailed approach for a qualitative evaluation design. In addition, the selection criteria to be used for the regions in which the analysis is to be carried out must be justified. The concept shall include the following information:
— Proposal for an appropriate approach, methodology and choice of instruments, including justification
— Description and timing of work packages with a milestone planning
— Cost calculation based on man-days for project management and staff, as well as material and travel costs
— Indication of calculated costs per case study
— Quality assurance information
The contract is divided into the following parts:
I. Selection of investigating regions on the basis of the criteria agreed with the contracting authority and description of the transition system in the investigating regions (including the higher-level structures at Land and, where applicable, federal level)
II. Qualitative study
— Key issues
— Stakeholder interviews
— Evaluation
III. Presentation of good practice
IV. Recommendation for practice and policy.
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