A Skills beyond School Review of Germany

Fazekas, Mihály; Field, Simon

doi:10.1787/9789264202146-en

Cited by 25 publications

(15 citation statements)

References 13 publications

(20 reference statements)

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“…Information on the institutional setting in which VET is delivered would provide useful contextual information on each country's VET system. 3 Such information collection, with institutions as reporting units, might build on the current Eurydice data collection on educational institutions in Europe (Eurydice, 2019 [29]), which already offers data on the number of educational institutions from pre-primary to post-secondary non-tertiary education level (ISCED levels 0-4). The Eurydice data collection provides information on both institutions providing regular education and separate institutions dedicated to special needs education, with the data being disaggregated according to ISCED level, main orientation of the programmes provided (general and /or vocational) and number of institutions within that type (total and allowing a breakdown by public, government--dependent private, private independent).…”

Section: Proposal 4: Collect Information On Institutions That Providementioning

confidence: 99%

Improving evidence on VET

Kis

2020

OECD Social, Employment and Migration Working Papers

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OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcomed, and may be sent to els.contact@oecd.org. This series is designed to make available to a wider readership selected labour market, social policy and migration studies prepared for use within the OECD. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language-English or French-with a summary in the other. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

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Section: Proposal 4: Collect Information On Institutions That Providementioning

confidence: 99%

Improving evidence on VET

Kis

2020

OECD Social, Employment and Migration Working Papers

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“…The dual vocational training system in Germany involves training both in a company and in a vocational training school (see Franz and Soskice ; Wolter and Ryan ). The good outcomes for upper secondary VET provide a particularly strong basis for future upskilling and workplace training (Pischke, ; Fazekas and Field, ).…”

Section: Literature and Hypothesesmentioning

confidence: 99%

Dips and Floors in Workplace Training: Gender Differences and Supervisors

Fitzenberger

Muehler

2015

Scottish J Political Eco

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This article provides a detailed decomposition analysis of the gender differences in workplace training throughout the working life with a particular focus on parental leave and supervisors using personnel records from a large German firm. Females obtain less training during the early career, and more at higher age. The timing of the training gap seems to be driven by diverging career paths associated with employment interruptions. However, we find no evidence for catching-up effects after parental leave. Furthermore, including supervisor-fixed effects cannot explain the gender differences in training. The training of both male and female employees is positively associated with the training of the supervisor.

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“…Aux Pays-Bas, les formateurs issus du monde de l'entreprise ne peuvent enseigner qu'en présence d'enseignants possédant des qualifications pédagogiques . En Allemagne, les enseignants des Fachschulen sont soumis à de strictes exigences en matière de diplômes, ce qui peut être un frein pour les formateurs à temps partiel issus du monde de l'entreprise (Fazekas et Field, 2013). En Angleterre, les obligations auxquelles sont soumis les enseignants à temps partiel sont les mêmes que celles qui s'appliquent aux travailleurs à temps plein, ce qui limite les possibilités de recrutements futurs pour faire face à des retraites anticipées : 20 % des personnes travaillant dans la formation continue atteindront l'âge de 65 ans d'ici 2020 (Skills Commission, 2010).…”

Section: Des Obstacles Empêchent Souvent Le Recours Aux Travailleurs unclassified

Des parcours plus clairs pour les apprenants

2015

Apprendre Au-Delà De l'École

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A Skills beyond School Review of Germany

Cited by 25 publications

References 13 publications

Improving evidence on VET

Improving evidence on VET

Dips and Floors in Workplace Training: Gender Differences and Supervisors

Des parcours plus clairs pour les apprenants

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