When making the transition from compulsory school to upper secondary education and  training, young people in Switzerland have two main options: company-based apprenticeships  or exclusively school-based programmes. Based on Bourdieu, we assume that schools and  training firms each have their own particular selection procedures. We expect these differ- ent procedures to change the patterns of the influence of social origin on transition – even  when controlling school achievement. We test our assumptions by applying event history  analyses to Switzerland’s first nationwide longitudinal survey of young people (TREE). As  expected, cultural capital of the family of origin is highly relevant for access to school-based  programmes, whereas economic capital favours the entry into apprenticeships.

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