General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in ABSTRACTPolicy debates about the balance of vocational and general education programs focus on the school-to-work transition. But with rapid technological change, gains in youth employment from vocational education may be offset by less adaptability and thus diminished employment later in life. To test our main hypothesis that any relative labor-market advantage of vocational education decreases with age, we employ a difference-in-differences approach that compares employment rates across different ages for people with general and vocational education. Using micro data for 18 countries from the International Adult Literacy Survey, we find strong support for the existence of such a trade-off, which is most pronounced in countries emphasizing apprenticeship programs. Results are robust to accounting for ability patterns and to propensity-score matching.

Vocational High School in Indonesia Facing ASEAN Economic Community (AEC)

“…Non-formal and informal employment education is conducted at the training center, community center, work training institute, work training course, and others. Vocational education is considered capable of answering the problems of labor and unemployment [11,12,13]. Evans [14] further states that vocational education is part of the educational system that prepares a person to be better able to work in one occupational group or one field of work than any other field of work.…”

Cognitive Foundation Skills Following Vocational Versus General Upper-Secondary Education: A Long-Term Perspective

“…Such systems do not adversely affect employment either at the start or at the end of a career. (van de Werfhorst, Forster, & Bol, 2016, p. 1) Apprentice systems have been described as restricting young peoples' further educational prospects (Hanushek, Schwerdt, Woessman, & Zhang, 2015). Considering technological change and at higher risk of being laid off after the age of 50, those with a more specific (i.e., vocational) education should be in more need of re-training, competency updating, and refresher courses.…”

Against the Grain? Assessing Graduate Labour Market Trends in Germany Through a Task-Based Indicator of Graduate Jobs

“…Students will gain competences during formal education, informal learning activities such as work placements or volunteering, during other forms of extracurricular activities and through peers. By contrast, although generic competences such as professional communication, team work or planning work processes are typically part of the curriculum of TVET programmes in Germany, firm-and industry-specific components will necessarily receive greater attention particularly in the dual system (Hanushek et al 2017;Weber 2014).…”

“…Despite advantages at career start (Wolter and Ryan 2011;Klein 2015), vocational skills are at greater risk to become obsolete as technology progresses (Lamo et al 2011;Hanushek et al 2017). Moreover, a growing HE sector with a wider offering of courses such as short degree programmes (bachelor's degree), sandwich courses that sometimes combine a higher education degree with a vocational qualification, or programmes for parttime students and long-distance learners have contributed to a greater pull of HE (Autorengruppe Bildungsberichterstattung 2014;Wolter and Kerst 2015).…”