Table 1
Theoretical framework and analysis of the research: the transition from vocational education to work life.
| MAIN CATEGORIES | SUBCATEGORIES | DIRECT QUOTATIONS |
|---|---|---|
| Individual elements Social success through individual opportunities: Themes on personal characteristics and future perspectives. | Personality traits | I am a good co-worker, and I will always support a friend. (Jouni) |
| Values | I don’t like to live on a basic income or rehabilitation allowance. I don’t like living on that. I would see myself as a burden. (–) I think that I want to give something back. It’s not fair otherwise. (Sami) | |
| Motivation and beliefs | With salary you must be able to live, and it’s always a bonus if there’s something left over. But that’s the minimum, you must be able to live. So that you can be more or less comfortable. (Sanni) | |
| Individual future directions | My dream job would be that I would run my own business. (Ossi) | |
| Socio-cultural elements Individual goals and capacities along social conditions supporting transitions into work life: Themes on work life transitions, social relations, and help-seeking. | Individualised skill development as a socially situated process | Well, I wish that I could be given some kind of good advice, like giving me the understanding that the world is open at the moment. (Hannu) |
| Scaffolding readiness from work life | In my work-based learning, I’ve been in the kitchen at the daycare center, and then (at school doing basic cleaning. (Veera) | |
| Social relations within workplace | Yeah, that would be nice—to have coworkers. I mean, I won’t have any right away, of course, but I’ll get some little by little. (Liinu) | |
| Early work life support during transitions into work | I’m sure your employer will explain in more detail how things are done. Of course like that I will (need support). (Jori) |