The study, which is jointly financed by the German Research Society (DFG) and the Swiss National Fond (SNF) and a co-operative effort between the Department for Educational Governance at DIPF, the Pedagogical University Basel (FHNW), the University Fribourg and the University of Tübingen investigates the permeability of different school systems in Germany and Switzerland, as well social disparities at the transition into post-compulsory training.

School systems in Switzerland and Germany are characterized by different transitions throughout a students’ school career. The transition from compulsory school education to post-compulsory education and training is particularly relevant as it is here that individual professional biographies are predetermined. Evidence regarding this transition demonstrated a socially selective nature of this transition. The research project focused on the transition to post-compulsory education and training with respect to the degree of permeability of certain school systems, social disparities as well as the influence ofstudents’ effort and interest during this transition. A random sample of approx. 4,000 ninth year students from all school types was assessed in three different school systems – on in Germany (Baden-Württemberg) and two in Sitzwerland (Basel-Stadt, Deutschfreiburg). The study aimed to provide policy insights on how best to design the transition from compulsory school education to post-compulsory vocational education and training.