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GINI DP 81: The Measurement of Tracking, Vocational Orientation, and Standardization of Educational Systems: a Comparative Approach

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Educational systems differ on at least three dimensions: the timing and form of tracking of students, the extent to which a system provides vocationally specific skills, and the extent to which an educational system is standardized nationwide. Existing conceptualizations of these three dimensions are rather fragmented, and in this article we develop new indicators for a large number of countries, based on various sources of data (OECD, UNESCO, TIMSS, PISA and Eurydice). With our new indicators we examine the relationship between the three dimensions of educational systems and four core functions of schooling: equality of opportunity, the optimization of students’ skills, the allocation of students to the labor market, and the preparation for active participation in society at large.

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  • Thijs Bol & Herman Werfhorst, 2013. "GINI DP 81: The Measurement of Tracking, Vocational Orientation, and Standardization of Educational Systems: a Comparative Approach," GINI Discussion Papers 81, AIAS, Amsterdam Institute for Advanced Labour Studies.
    • Handle: RePEc:aia:ginidp:81
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    1. Sönke Hendrik Matthewes, 2018. "Better Together? Heterogeneous Effects of Tracking on Student Achievement," Discussion Papers of DIW Berlin 1775, DIW Berlin, German Institute for Economic Research.
    2. Heller-Sahlgren, Gabriel, 2018. "Smart but unhappy: Independent-school competition and the wellbeing-efficiency trade-off in education," Economics of Education Review, Elsevier, vol. 62(C), pages 66-81.
    3. repec:iab:iabjlr:v:52:i:1:p:art.15 is not listed on IDEAS
    4. Zsuzsa Blasko & Artur Pokropek & Joanna Sikora, 2018. "Science career plans of adolescents: patterns, trends and gender divides," JRC Research Reports JRC109135, Joint Research Centre.
    5. Wise, Ramsey, 2015. "Does market-oriented education systems improve performance or increase inequality: A configurational comparative method for understanding (un)intended educational outcomes," TranState Working Papers 189, University of Bremen, Collaborative Research Center 597: Transformations of the State.
    6. Gerlinde Verbist & Francesco Figari, 2013. "GINI DP 88: The redistributive effect and progressivity of taxes revisited: An International Comparison across the European Union," GINI Discussion Papers 88, AIAS, Amsterdam Institute for Advanced Labour Studies.
    7. Healy, D. & Mulcahy, A. & O'Donnnell, I., 2013. "GINI DP 93: Crime, Punishment and Inequality in Ireland," GINI Discussion Papers 93, AIAS, Amsterdam Institute for Advanced Labour Studies.
    8. Pessino, Carola & Izquierdo, Alejandro & Vuletin, Guillermo, 2018. "Better Spending for Better Lives: How Latin America and the Caribbean Can Do More with Less," IDB Publications (Books), Inter-American Development Bank, number 9152.
    9. Maïlys Korber, 2019. "Does Vocational Education Give a Labour Market Advantage over the Whole Career? A Comparison of the United Kingdom and Switzerland," Social Inclusion, Cogitatio Press, vol. 7(3), pages 202-223.
    10. Heiniger, Melina & Imdorf, Christian, 2018. "The role of vocational education in the transmission of gender segregation from education to employment: Switzerland and Bulgaria compared," Journal for Labour Market Research, Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg [Institute for Employment Research, Nuremberg, Germany], vol. 52(1), pages 1-15.
    11. Heiniger, Melina & Imdorf, Christian, 2018. "The role of vocational education in the transmission of gender segregation from education to employment: Switzerland and Bulgaria compared," Journal for Labour Market Research, Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg [Institute for Employment Research, Nuremberg, Germany], vol. 52(1), pages .15(1-21).
    12. Smyth, Emer, 2017. "Working at a different level? Curriculum differentiation in Irish lower secondary education," Papers WP568, Economic and Social Research Institute (ESRI).

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