Vocational vs. General Education and Employment over the Life Cycle: New Evidence from PIAAC

Hampf, Franziska; Woessmann, Ludger

doi:10.1093/cesifo/ifx012

Cited by 66 publications

(102 citation statements)

References 20 publications

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“…The pattern of employment for the most vocationally intensive countries (Germany, Switzerland, and Denmark in their data set) shows an initial employment advantage to vocational training but one that declines over the life-cycle and that tends to reverse at ages in the late 40's (see Figure 6). This results is confirmed with the PIAAC data by Hampf and Woessmann (2017).…”

Section: Case Study 5: Vocational Versus General Education 18supporting

confidence: 88%

Addressing Cross-National Generalizability in Educational Impact Evaluation

Hanushek

2019

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Laura Talpey and participants at the Conference on Rigorous Impact Evaluation in Europe provided many helpful comments and suggestions. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

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Section: Case Study 5: Vocational Versus General Education 18supporting

confidence: 88%

Addressing Cross-National Generalizability in Educational Impact Evaluation

Hanushek

2019

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“…Further education and training is important for individuals as well as for companies and society (Noe, Clarke, & Klein, 2014), and it is an essential aspect of developing a meaningful work career (Duffy, Blustein, Diemer, & Autin, 2016). Although vocational education and training enables young people to quickly and effectively enter the labour market, a drawback of this early specialisation is the reduced adaptability to changing occupational environments later (Hampf & Woessmann, 2016). Completing further education after completing initial vocational education and training is therefore important, as this helps an individual to advance his or her career, gain access to employment, and sustain and develop the skills needed for innovation and sustainability in a changing and competitive labour market.…”

Section: Introductionmentioning

confidence: 99%

Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors

Nägele

Neuenschwander

Rodcharoen

2018

IJRVET

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Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). * Higher Education in Switzerland 265Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis.Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age-from younger to older-between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education. Conclusions:The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual's value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.

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“…11 Other research using the PIAAC data investigates-among others-the effect of teacher skills on student achievement (Hanushek et al, 2014), the role of skill mismatch for earnings (Levels et al, 2014;Perry et al, 2014), skill depreciation over the lifecycle (Barrett and Riddell, 2016), and the effect of vocational education on lifecycle employment (Hampf and Woessmann, 2016). 12 Participating countries in the first round were Australia, Austria, Belgium (Flanders), Canada, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Ireland, Italy, Japan, Korea, the Netherlands, Norway, Poland, the Russian Federation, the Slovak Republic, Spain, Sweden, the United Kingdom (specifically England and Northern Ireland), and the United States.…”

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confidence: 99%