School-to-work transition is a historically persistent topic of educational policymaking and reform that impacts national systems of vocational education and training (Bailey, 1995). The transition process refers to a period between completion of general education and the beginning of vocational education or the beginning of gainful employment as well as to training systems, institutions, and programs that prepare young people for careers (Rauner, 1999). The status passage of youth from school-to-work has changed structurally under late modernism, and young people are forced to adapt to changing demands of their environment especially when planning for entry into the labor market. Since the transition to a job is seen as a major success in life, youth who manage this step successfully are more optimistic about their future; still others are disillusioned and pushed to the margins of society. While some young people have developed successful strategies to cope with these requirements, those undereducated and otherwise disadvantaged in society often face serious problems when trying to prepare for careers. Longer transitions lead to a greater vulnerability and to risky behaviors.