Program Applicants as a Comparison Group in Evaluating Training Programs: Theory and a Test

Bell, Stephen H.; Orr, Larry L.; Blomquist, John; Cain, Glen G.

doi:10.17848/9780585284545

Cited by 65 publications

(55 citation statements)

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“…The approach followed here differs from the use of "no-shows" as a comparison group as has been done for the evaluation of active labor market programs (Bell et al, 1995; see also Heckman et al, 1999Heckman et al, , p. 1940. No-shows are applicants to the program who have been accepted but nevertheless fail to participate in the program.…”

Section: Identifying Assumptionsmentioning

confidence: 99%

An alternative approach to estimate the wage returns to private‐sector training

Leuven

Oosterbeek

2008

J of Applied Econometrics

120

115

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This paper follows an alternative approach to identify the wage effects of privatesector training. The idea is to narrow down the comparison group by only taking into consideration the workers who wanted to participate in training but did not do so because of some random event. Narrowing down the participant and comparison group makes them increasingly similar on observed characteristics, supporting the validity of the approach. At the same time the point estimate of the return to training consistently drops from a large and significant return to a point estimate close to zero. This suggests that a large share of what is usually interpreted as returns to private-sector training is actually the return to some unobservable characteristic.

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Section: Identifying Assumptionsmentioning

confidence: 99%

An alternative approach to estimate the wage returns to private‐sector training

Leuven

Oosterbeek

2008

J of Applied Econometrics

120

115

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“…2 Chapter 1 in Bell, Orr, Blomquist, and Cain (1995) provides a more complete account of the development of the econometric evaluation literature.…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of Public-Sector-Sponsored Continuous Vocational Training Programs in East Germany

Lechner

2000

SSRN Journal

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“…A careful analysis of the evaluation contest suggested to extract the control sample from the no-shows (Bell et al, 1995), i.e. from the students who did not complete the course (treatment) and that were not employed at enrolment.…”

Section: The Counterfactual Samplementioning

confidence: 99%

Migration and work: the cohesive role of vocational training policies

Sella¹,

Ragazzi²

2016

Mondi Migranti

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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 ABSTRACTMigration and work are truly connected notions, both because one major cause of migration is the search of better working conditions, and because work is a fundamental vehicle of social cohesion, especially for the migrants. Hence, the European social model strongly connects social cohesion and employment policies, fostering sustainable growth and integration by offering increasing job opportunities, particularly concerning the weak categories. Therefore, work is a pillar of active citizenship and a fundamental step in individuals' self-construction and the development of social abilities. In such context, vocational training represents a twofold integration channel, combining both education and work paths. Hence, the European Commission (2010) fosters a cohesive growth through vocational education and training (VET) policies, promoting a modern VET system and increasing its quality and efficiency.In Italy, the role of VET is particularly important for first-and second-generation immigrants, who are more likely to attend VET courses than different education paths. However, Italy is the only European country where VET is perceived like a segregation path, rather than like a port of entry to active citizenship and true integration. In fact, Cedefop (2011) notices that high linguistic barriers and rigid teaching methods characterize the Italian vocational education, while it stresses the high flexibility of Italian vocational training, including an higher adaptability to immigrants' needs.The present work discusses the hypothesis of "subordinate integration" of immigrants into the Italian VET system. In particular, it examines the effectiveness of Piedmont VT policies in fostering employability of weak subjects. The results of a CATI survey on a representative sample of Piedmont VT students suggest no specific discrimination to the detriment of immigrants, whose individual background and work assimilation is similar to that of Italian VT students. Moreover, the net impact evaluation suggests a positive impact of training courses on strangers, which is generally higher for communitarian immigrants. Hence, immigrants' participation to VT courses in Italy seems to denote a sort of normalization strategy of their specific differences, rather than a subordinate integration scheme.

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Program Applicants as a Comparison Group in Evaluating Training Programs: Theory and a Test

Cited by 65 publications

References 1 publication

An alternative approach to estimate the wage returns to private‐sector training

An alternative approach to estimate the wage returns to private‐sector training

An Evaluation of Public-Sector-Sponsored Continuous Vocational Training Programs in East Germany

Migration and work: the cohesive role of vocational training policies

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