Economics and Governance of Vocational and Professional Education and Training (including Apprenticeship) (E-Book)

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Uschi Backes-Gellner. Economics and Governance of Vocational and Professional Education and Training (including Apprenticeship) (E-Book)

Chapter 1: Introduction

Acknowledgments

References

Chapter 2: Socially Constructed Concepts—Methodological Problems in Comparing VET Programs

Preface

2.1Introduction

2.2Social Constructs of What?

2.3Socially Constructed Economy

2.3.1Adam Smith and Friedrich List and Rival Concepts

Division of Labor

Narrow versus Broad Skills Set

Short-Term versus Long-Term Views

Governance and Configuration of National Institutions

2.3.2Concept of Variety of Capitalism (VoC)

2.4Methodological Problems of Definitions. 2.4.1Problems of Definitions

2.4.2Classification Scheme for VET Programs

2.4.3Forms of Construct Metaphors

2.5Functional Equivalents

2.5.1Functional Equivalents in Different Scientific Disciplines

2.5.2Static versus Dynamic Functions

2.6Conclusions

2.7References

Chapter 3: Firms. Chapter Preview of Reprints

The Role of Firms in VET

Extensions of Classical Human Capital Theory

Where We Started

Our Research Contributions to the Topic of Firms

Net Costs or Net Benefits?

Poaching as a Threat to Training Activities?

Make or Buy Decisions

Firms and Individuals as Beneficiaries of VET

References

3.1Net Costs of Training Apprentices and the Willingness to Train

Gross Costs, Benefits, and Net Costs of Training for Training and Non-Training Firms

Policy Recommendations

3.2The Number of Competitors Increases the Net Costs of Training Apprentices

Policy Recommendations

3.3Net Costs of Training Apprentices in Different Systems

Policy Recommendations

3.4Employers’ Strategies to Apprenticeship Training: Investment or Production

Policy Recommendations

3.5The Willingness to Train for Companies with Net Costs is Slowed Down by Poaching

Policy Recommendations

3.6Retaining Apprenticeship Graduates

Policy Recommendations

3.7Net Costs, Hiring Costs, and the Willingness to Train

Policy Recommendations

3.8University Graduates Profit from Working Together with VET Graduates

Policy Recommendation

3.9Avoiding Labor Shortages by Improving Recruitment Success Through Apprenticeship Training

Policy Recommendations

3.10How Firms’ Participation in Apprenticeship Training Contributes to Innovation

Policy Recommendation

3.11How Does Diversity of Employees in Terms of Formal Education Degrees Affect Firm Innovation?

Policy Recommendations

3.12Ongoing Research Firms

Comparative Studies and Studies Beyond the German-Speaking Countries

Post-Training Benefits

Framework Conditions and the Propensity of Firms to Train

VET and Innovation

VET and the Skill Mix of Firms

Simulating Cost and Benefits in Other Countries

References

Chapter 4: Individuals. Chapter Preview of Reprints

Occupational Choice Decisions before the Start of an Apprenticeship or VET Path

Individual Decisions during a VET Program

Short-Term Outcomes after VET: Transitions into the Labor Market

Long-Term Labor Market Outcomes

Specificity of VET Occupations and Labor Market Outcomes

References

4.1Recruitment Decision of Firms

Policy Recommendations

4.2Learning for a Bonus in Vocational Education and Training

Policy Recommendations

4.3Transition from Vocational Education and Training into the Labor Market

Policy Recommendations

4.4Vocational Versus Academic Tertiary Education

Policy Recommendations

4.5Why Permeability Counts?

Policy Recommendations

4.6Are the Returns to Education the Same for Everyone? A Look at Wage Distribution

Policy Recommendations

4.7Specificity of VET Occupations and Mobility

Policy Recommendations

4.8Occupational Mobility Within and Between Clusters of Occupations

Policy Recommendations

References

4.9Specific Occupations Promise Higher Wages When Staying, While General Occupations Enhance Occupational Mobility

Policy Recommendations

References

4.10When Skills Lose Value over Time: Workplace Tasks and Skill Obsolescence

Policy Recommendations

4.11Ongoing Research Individuals

Occupational Choice Decisions before VET Starts

Individual Outcomes during and immediately after VET

Long-Term Labor Market Outcomes after VET

References

Chapter 5: State and Institutional Frameworks. Chapter Preview of Reprints

Foundations of Education Systems

The Role of the State and the Institutional Framework in VPET

Research Contributions to Understanding the Role of the State and Its Institutional Framework

References

5.1How Can Scholars Develop an Explanatory Typology of VET Programs?

Policy Recommendations

5.2KOF EELI: Measuring Education-Employment Linkage

Policy Recommendations

5.3Which Skills Can Best be Learned in the Workplace?

Learning from different role models

Policy Recommendations

5.4Labor Market Regulation and Its Impact on Apprenticeship Training

Policy Recommendations

5.5Labor Market Deregulation and Its Impact on Apprenticeship Training

Policy Recommendations

5.6Policy Preferences of Voters Concerning Academic vs. Vocational Education

Policy Recommendations

5.7Is Vocational Education and Training Only the First Choice for Those Rooted in Such a System?

Policy Recommendations

5.8State Interventions to Promote Vocational Education and Training

Policy Recommendations

5.9Ongoing Research State and Institutional Frameworks

Functions, Governance, and Social Institutions of VET

VPET Systems and System Engineering

Implementation

Evaluation, Monitoring, and Key Outcomes

References

Chapter 6: Monitoring the Youth Labour Market Situation Around the Globe. Insights from the first five releases of the KOF Youth Labor Market Index[17]

Preface

6.1Introduction

6.2The Design of the KOF YLMI

Review of Existing Labor Market Indicators

6.2.1Dimensions and Indicators of the KOF YLMI

Activity State

Working Conditions

Education

Transition Smoothness

6.2.2Data and Methodology of the KOF YLMI

Data Sources

Calculation Methods

6.3Applications of the KOF YLMI

6.3.1The Youth Labor Market Situation during the Great Recession

A General Overview

A Comparison between the EU and the US

6.3.2Country-Specific Analyses Based on the KOF YLMI. The Polarized Context of Greece

How Ireland Overcame the Crisis

6.3.3Where Does the Great Recession Most Affect the Working Conditions?

6.3.4The Relationship between Activity State and the Formal Education and Training Rate

YLMI Best-Performers at Comparison

Do Leaders in PISA Test Perform Better?

6.3.5Disentangling the Skills Mismatch Rate

Definition and Description of Skills Mismatch

Skills Mismatch Patterns

6.4Lessons Learned and Outlook

Bibliography

Appendix A: Glossary

Appendix B: Further Readings on PVET

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Table of Content

Chapter 1:Introduction

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Furthermore, every reform team needs to understand how to locate its current VET programs in its own education system. The classifications in this article can be an initial support. The next step is to decide which type of program a reform team wants to pursue. It is then indispensable to establish a relationship between the relevant actors and institutions and to involve them accordingly over a long time to develop robust social institutions (Renold et al., 2019). If a country succeeds in institutionalizing the dialog among all the actors involved and better aligning education and employment systems throughout the entire education process, an important step will have been taken towards an effective VET system.

Autor, D. H., Levy, F., & Murnane, R. (2003). The skill content of recent technological change: An empirical exploration. The Quarterly Journal of Economics, 118(4), 1279–1333. doi:10.1162/003355303322552801

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