Smoothness of the School-to-Work Transition: General versus Vocational Upper-Secondary Education

Middeldorp, Marten; Edzes, Arjen; Dijk, Jouke van

doi:10.1093/esr/jcy043

Cited by 21 publications

(12 citation statements)

References 42 publications

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“…To unravel the complexity and diversity of transition processes, we apply sequence analysis and cluster analysis, an established explorative approach in research on school-to-work transitions (e.g. Baas and Philipps 2019;Brzinsky-Fay 2007;Brzinsky-Fay and Solga 2016;Dorsett and Lucchino 2014;Middeldorp, Edzes, and van Dijk. 2019).…”

Section: Empirical Approach and Variablesmentioning

confidence: 99%

On the non-standard routes: vocational training measures in the school-to-work transitions of lower-qualified youth in Germany

Achatz

Jahn

Schels

2020

Journal of Vocational Education & Training

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This study explores school-to-work transitions in Germany, aiming to achieve a richer understanding of the complexity of labour market entry trajectories while focusing on transition measures. The term transition measures refers to additional training courses that complement the regular vocational education and training system of firm-based or school-based qualification routes. The contribution of supplementary training measures to the school-to-work transitions of young adults is a controversial issue. While programmes aim to ease the transitions of low-skilled youth in the training and labour market, critics point to the risks of long-term subsidised careers or fragmented employment trajectories in subsequent years. By applying sequence analysis to administrative data of the Federal Employment Agency, individual trajectories of a cohort of school leavers with an at-most intermediate school-leaving certificate are analysed for the period 2008 to 2014. The results show a complex picture of ten distinct school-to-work transition patterns. Youth passing through transition measures tend to experience a less continuous but still purposeful transition pathway. We also identify a small number of youth experiencing at-risk trajectories characterised by a highly discontinuous transition process, which points to sustained detachment from the training and labour markets.

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Section: Empirical Approach and Variablesmentioning

confidence: 99%

On the non-standard routes: vocational training measures in the school-to-work transitions of lower-qualified youth in Germany

Achatz

Jahn

Schels

2020

Journal of Vocational Education & Training

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“…Although the use of a trajectory approach is not new for the study of school-to-work transitions (Berloffa et al, 2019;Dorsett and Lucchino 2014), relevant studies are restricted to one dimension of the school-to-work transition. In more detail, these studies construct typologies of school-to-work transition patterns on the basis of employment status only (Middeldorp et al 2019). However, employment status by itself cannot fully describe the quality of a school-to-work transition.…”

Section: Introductionmentioning

confidence: 99%

“…Secondly, a methodological shortcoming of previous research on the relation between specificity and school-to-work transitions is the operationalization of specificity itself. In more detail, these studies typically introduce a crude dichotomy between 'general' and 'specific' fields of study (Hanushek et al, 2017;Middeldorp et al, 2019). However, there is large variation in specificity within the two groups of this dichotomy (Forster and Bol 2018).…”

Section: Introductionmentioning

confidence: 99%

Does it pay off to specialize? The interplay between educational specificity, level and cyclical sensitivity

Mattijssen

Pavlopoulos

Smits

2023

Social Science Research

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“…However, the empirical evidence on the long‐run effects of VET remains inconclusive (e.g. Oosterbeek & Webbink, 2007; Malamud & Pop‐Eleches, 2010; Forster et al, 2016; Hall, 2016; Choi et al, 2019; Korber, 2019; Korber & Oesch, 2019; Middeldorp et al, 2019; Roezer & Bol, 2019).…”

Section: Introductionmentioning

confidence: 99%

Meet the need – the role of vocational education and training for the youth labour market

Bolli

Egg

Rageth

2021

Kyklos

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To combat negative trends in the youth labour market, policymakers around the world support vocational education and training (VET) programmes. This paper investigates how enrolment rates in upper‐secondary education programmes – general education, school‐based VET and dual VET – affect ten youth labour market indicators on integration and job quality. We run first‐difference generalized method of moments regressions on panel data of 36 countries for 2004 through 2014. We complement the existing literature by dealing with unobserved heterogeneity across time and reverse causality and by analysing non‐linear effects that might arise due to general equilibrium effects. Our findings show that school‐based VET and dual VET have different effects: school‐based VET's effect on the labour market depends on the outcome indicator and country, whereas dual VET overall improves both labour market integration and job quality. Depending on the labour market indicator, we find evidence for both linear and non‐linear effects. In educational reforms, policymakers should therefore consider the non‐linear and heterogeneous effects of VET.

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Smoothness of the School-to-Work Transition: General versus Vocational Upper-Secondary Education

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Cited by 21 publications

References 42 publications

On the non-standard routes: vocational training measures in the school-to-work transitions of lower-qualified youth in Germany

On the non-standard routes: vocational training measures in the school-to-work transitions of lower-qualified youth in Germany

Does it pay off to specialize? The interplay between educational specificity, level and cyclical sensitivity

Meet the need – the role of vocational education and training for the youth labour market

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