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Participation in and Completion of Vocational Education and Training for People with a Disability

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  • Cain Polidano
  • Kostas Mavromaras

Abstract

Improving the educational outcomes of people with a disability is seen as key in helping improve their employment and life prospects. Vocational Education and Training (VET) is an important avenue for further education for people with disability because it is a highly flexible and accessible form of education. This paper uses the HILDA survey and multivariate estimation to examine whether people with disability face barriers in participating in and completing a VET qualification, with particular focus on the role of social support. Overall, we find that people with disability are not disadvantaged in terms of participation, but are in terms of completion, especially those with more limiting conditions and those with mental health problems who have low levels of social support. These findings add to the growing literature on the role of social support in the functioning of people with mental illness and underline the importance of ensuring access to adequate support services.
(This abstract was borrowed from another version of this item.)

Suggested Citation

  • Cain Polidano & Kostas Mavromaras, 2011. "Participation in and Completion of Vocational Education and Training for People with a Disability," Australian Economic Review, The University of Melbourne, Melbourne Institute of Applied Economic and Social Research, vol. 44(2), pages 137-152, June.
    • Handle: RePEc:bla:ausecr:v:44:y:2011:i:2:p:137-152
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    Cited by:

    1. Cain Polidano, 2013. "Impacts of Demand-Driven Reforms on Access to Vocational Education and Training for People with Disability," Australian Economic Review, The University of Melbourne, Melbourne Institute of Applied Economic and Social Research, vol. 46(3), pages 369-378, September.
    2. Deuchert, Eva & Kauer, Lukas & Liebert, Helge & Wuppermann, Carl, 2013. "No disabled student left behind? - Evidence from a social field experiment," Economics Working Paper Series 1336, University of St. Gallen, School of Economics and Political Science.
    3. Beatrix Eugster & Raphaël Parchet, 2011. "Culture and Taxes: Towards Identifying Tax Competition," Cahiers de Recherches Economiques du Département d'économie 11.05, Université de Lausanne, Faculté des HEC, Département d’économie.
    4. Peter Butterworth & Carmel Poyser & Aino Suomi, 2021. "Mental Health," Australian Economic Review, The University of Melbourne, Melbourne Institute of Applied Economic and Social Research, vol. 54(4), pages 530-541, December.
    5. Stratton Leslie S. & Datta Gupta Nabanita & Reimer David & Holm Anders, 2018. "Modeling Completion of Vocational Education: The Role of Cognitive and Noncognitive Skills by Program Type," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 18(4), pages 1-17, October.
    6. Yannick L'Horty & François Maheu, 2024. "La mobilité professionnelle des personnes en situation de handicap : une étude de cas sur l’établissement public de la Caisse des Dépôts," TEPP Research Report 2024-06, TEPP.
    7. Eva Deuchert & Lukas Kauer & Helge Liebert & Carl Wuppermann, 2017. "Disability discrimination in higher education: analyzing the quality of counseling services," Education Economics, Taylor & Francis Journals, vol. 25(6), pages 543-553, November.

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