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Making It Real: The Benefits of Workplace Learning in Upper-Secondary VET Courses

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  • Polidano, Cain

    ()
    (Melbourne Institute of Applied Economic and Social Research)

  • Tabasso, Domenico

    ()
    (University of Geneva)

Abstract

In OECD countries, 'real world' upper-secondary vocational education and training (VET) programs are used to engage less academically oriented youth in learning, while helping to prepare them for post-school work and/or further training. In general terms, VET programs with high employer involvement, such as apprenticeship schemes, are considered to be superior to classroom-based VET programs that are typically found in many English-speaking countries. In this study, we examine outcomes from a potential 'third way': classroom-based VET with a short-term structured workplace learning component. Using propensity score matching and PISA data linked to information from the Longitudinal Survey of Australian Youth, we find time in workplace learning is associated with higher school completion rates and better employment transitions.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 7633.

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Length: 33 pages
Date of creation: Sep 2013
Date of revision:
Publication status: published in: Economics of Education Review, 2014, 42,130-146
Handle: RePEc:iza:izadps:dp7633

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Keywords: vocational education and training; educational economics; workplace learning;

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  1. Paul Ryan, 2001. "The School-to-Work Transition: A Cross-National Perspective," Journal of Economic Literature, American Economic Association, vol. 39(1), pages 34-92, March.
  2. Bishop, John H. & Mane, Ferran, 2004. "The impacts of career-technical education on high school labor market success," Economics of Education Review, Elsevier, Elsevier, vol. 23(4), pages 381-402, August.
  3. Richard Blundell & Mónica Costa Dias, 2008. "Alternative Approaches to Evaluation in Empirical Microeconomics," CEF.UP Working Papers 0805, Universidade do Porto, Faculdade de Economia do Porto.
  4. Kang, Suk & Bishop, John, 1989. "Vocational and academic education in high school: Complements or substitutes?," Economics of Education Review, Elsevier, Elsevier, vol. 8(2), pages 133-148, April.
  5. Cain Polidano & Barbara Hanel & Hielke Buddelmeyer, 2013. "Explaining the socio-economic status school completion gap," Education Economics, Taylor & Francis Journals, Taylor & Francis Journals, vol. 21(3), pages 230-247, July.
  6. Jonathan Meer, 2005. "Evidence on the Returns to Secondary Vocational Education," Discussion Papers, Stanford Institute for Economic Policy Research 04-014, Stanford Institute for Economic Policy Research.
  7. Marco Caliendo & Sabine Kopeinig, 2005. "Some Practical Guidance for the Implementation of Propensity Score Matching," Discussion Papers of DIW Berlin 485, DIW Berlin, German Institute for Economic Research.
  8. Paul Ryan, 2001. "The School-to-Work Transition: A Cross-National Perspective: Corrigendum," Journal of Economic Literature, American Economic Association, vol. 39(3), pages 767-767, September.
  9. Alison Booth & Margi Wood, 2004. "Back-to-front Down-under? Part-time/Full-time Wage Differentials in Australia," CEPR Discussion Papers 482, Centre for Economic Policy Research, Research School of Economics, Australian National University.
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Cited by:
  1. Floreani, Vincent Arthur, 2014. "Fixing Europe's youth unemployment and skills mismatch, can public financial support to SMEs be effective? The case of the European Commission and European Investment Bank joint initiatives," MPRA Paper 55849, University Library of Munich, Germany.

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