The role of non-formal education in school-to-work transition. Conceptual framework and analytic potentials of selected survey data in Germany

Non-formal education and related competencies extending beyond formal skills are not (yet) given equal consideration in education research. In particular, studies dealing with the relationship between non-formal education and positive effects on school-to-work-transition (STWT) are rare. The aim of the paper is to strengthen research in this field theoretically and practically. In doing so, we (1) developed a conceptual framework for potential research. Considerations include social background variables, characteristics of participation in activities, and skills and resources related to the STWT. We have (2) worked out which problems arise in measuring non-formal education with German surveys, and then go into more detail on the potential and limitations of the Socio-Economic Panel (SOEP) and the National Education Panel Study (NEPS). It has been shown that non-formal education is only recorded to a limited extent in both longitudinal studies. In general, the focus is often on the frequency of sports, school, music, and art activities. Other activities, as well as engagement and program characteristics, are neglected, measured irregularly, or sometimes only included in the panel at a later stage. To increase the potential for research on the connections between non-formal education and STWT, non-formal education would have to be recorded in a more differentiated way in the existing German (panel) studies. (DIPF/Orig.)