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Value added in further education and vocational training in Northern Ireland

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  • David Armstrong
  • Duncan McVicar

Abstract

At the age of 16, many young people in the UK decide to leave school and enter vocational education or training, either at a Further Education (FE) college, or on a Government training scheme. In spite of the size and importance of this group, the current debate about education and training standards has tended to focus more on how to improve schools, largely neglecting the potential contribution to be made by the FE and vocational training sectors. This study seeks to begin to redress this imbalance by examining the extent to which those young people leaving school and entering vocational education or training at 16 obtained further qualifications up to the age of 18. In particular, there is an examination of whether the choice between FE and Government training schemes at age 16 influences the subsequent success of young people in terms of gaining additional qualifications. Adopting an ordered probit approach to modelling qualifications levels, the results contradict the (somewhat pessimistic) common perception of Government training schemes. In particular, no significant differences per se are found between the value added performance of FE colleges and Government training schemes.

Suggested Citation

  • David Armstrong & Duncan McVicar, 2000. "Value added in further education and vocational training in Northern Ireland," Applied Economics, Taylor & Francis Journals, vol. 32(13), pages 1727-1736.
    • Handle: RePEc:taf:applec:v:32:y:2000:i:13:p:1727-1736
    DOI: 10.1080/000368400421075
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    Cited by:

    1. Maitra, Chandana & Rao, D.S. Prasada, 2015. "Poverty–Food Security Nexus: Evidence from a Survey of Urban Slum Dwellers in Kolkata," World Development, Elsevier, vol. 72(C), pages 308-325.
    2. Helena Corrales Herrero & Beatriz Rodríguez Prado, 2011. "Characterizing Spanish Labour Pathways of young people with vocational lower-secondary education," Post-Print hal-00712379, HAL.
    3. William H. Greene & David A. Hensher, 2008. "Modeling Ordered Choices: A Primer and Recent Developments," Working Papers 08-26, New York University, Leonard N. Stern School of Business, Department of Economics.
    4. repec:qld:uq2004:508 is not listed on IDEAS
    5. Duncan McVicar & Michael Anyadike‐Danes, 2002. "Predicting successful and unsuccessful transitions from school to work by using sequence methods," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 165(2), pages 317-334, June.
    6. A. Nikolaou & I. Theodossiou, 2006. "Returns to qualifications and occupation for males and females: evidence from the British Workplace Employee Relations Survey (WERS) 1998," Applied Economics Letters, Taylor & Francis Journals, vol. 13(10), pages 665-673.
    7. Mark Bailey, 2003. "The labour market participation of Northern Ireland University Students," Applied Economics, Taylor & Francis Journals, vol. 35(11), pages 1345-1350.
    8. Mahmoud K. El-Jafari, 2010. "Efficiency and Effectiveness of Palestinian Vocational Education and Training," Working Papers 571, Economic Research Forum, revised 11 Jan 2010.

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