No abstract

In Switzerland, initial vocational education and training graduates may enter a track of the tertiary system called professional education. Professional education represents about one-third of the tertiary system, includes numerous vocational training courses, and prepares for managerial or expert positions. Despite its prevalence, the long-term returns to professional education have rarely been investigated due to lacking data. In order to fill this gap, we will estimate the long-term returns to professional education based on a novel methodological design. Secondly, we aim to explain the differences in the returns to professional education between occupational fields by making use of the task-based approach of Autor, Levy and Murnane (2003). Analyses are based on the Swiss Labour Force Survey from 1991–2016. Based on a quasi-panel with cohort fixed effects and on linear regression models, our results reveal average short-term returns to professional education of 7% and long-term returns of 11%. However, we find considerable differences in the returns between training fields, which can partly be attributed to differences in the change of task composition after completion of professional education between occupations.

Teacher turnover that is not related to regular school transitions is a neglected topic of educational-psychological research. This study examines irregular teacher turnover and its effect on students' academic achievement in the subjects Mathematics, German, French and History at four high schools of the canton of Berne, Switzerland. The study is based on an administrative dataset used to track the academic achievement of N = 1789 students from more than 100 classes. The results show that irregular teacher turnovers affect every 12th class on average, whereby definitive turnovers occur more frequently than temporary ones. In all examined subjects, panel data models show that irregular teacher turnovers have a more or less pronounced negative effect on students' academic achievements. With respect to the students' gender no significant differences have been observed.

Based on human capital and institutional theory, this article investigates whether transitions into professional education depend on institutional characteristics of the preceding initial vocational education and training program. The empirical analyses make use of the SLFS data. They show that vertically non‐differentiated initial vocational education and training programs with high shares of vocational school and standardized final exams increase the probability to enter professional education.