An explanation of international differences in education and workplace training

Brunello, Giorgio; Medio, Alfredo

doi:10.1016/s0014-2921(99)00065-3

Cited by 61 publications

(39 citation statements)

References 13 publications

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“…Finally, Brunello and Medio's (2001) model of labour market frictions and training fits the empirical evidence collected in Germany, Japan and the U.S. in the 1990s. They find that a more efficient matching of labour demand and supply reduces employers' propensity to finance training, as instead of training workers firms may simply search in the labour market and hire the skilled employees they need.…”

supporting

confidence: 56%

Estimating Cross-Country Investment in Training

Squicciarini

Marcolin

Horvát

2015

OECD Science, Technology and Industry Working Papers

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supporting

confidence: 56%

Estimating Cross-Country Investment in Training

Squicciarini

Marcolin

Horvát

2015

OECD Science, Technology and Industry Working Papers

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“…This implies that the decision on the number of offered apprenticeship contracts is not qualitatively different from the general recruitment strategy of firms (see e.g. Lindley 1975, Brunello andMedio 2001). Several papers investigating different countries provide empirical evidence that an economic downturn or periods of high unemployment lead to a lower number of offered apprenticeship positions.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Business Cycle on Apprenticeship Training: Evidence from Germany

2014

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The benefits of dual apprenticeship programs are usually discussed in the context of reducing structural unemployment rates, especially among the young. Related to this, the long-run benefits of dual apprenticeship programs are extensively analyzed in the literature. However, empirical evidence regarding the short-run effects of the business cycle on the number of apprenticeships is scarce. In this paper, we use panel-data at the German federal states level ranging from 1999 through 2012 to analyze the effects of the business cycle on the number of new apprenticeship contracts. Using different sample periods and model specifications, we do not find a robust and significant effect of the business cycle on apprenticeships. Hence, the apprenticeship system seems to dampen the volatility of youth unemployment.JEL classification: E32, I21, J63

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“…3 See ISCED (http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm). 4 "Formal education is defined as education provided in the system of schools, colleges, universities and other formal education institutions that normally constitutes a 'continuous ladder' of full-time education for children and young people, generally beginning at the age of five to seven and continuing up to 20 (Brunello and Medio, 2001;OECD, 2010). Furthermore, young and highly educated workers are more likely to participate in training activities and tend to pursue education (Jenkins et al, 2003;Sousounis and Blanden-Hovell, 2009).…”

Section: Previous Literature and Empirical Findingsmentioning

confidence: 99%

When Do Adults Learn? A Cohort Analysis of Adult Education in Europe

2013

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Adult learning is seen as a key factor for enhancing employment, innovation and growth, and it should concern all age cohorts. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment. To this end we perform a synthetic panel analysis of adult learning for cohorts aged 25 to 64 in 27 European countries using the European Labour Force Survey. We find, as previous results suggest, that a rise in educational attainment as well as participation in education and training happens mostly at the age range of 25-29. However, investment across the life cycle by cohorts older than 25 still occurs: in most countries in our sample, participation in education and training as well as educational attainment increases observably across all cohorts. We also find that the decline with age slows down or is even reversed for older cohorts, for both participation in education and educational attainment. Finally, we can identify a Nordic model in which adult learning is achieved through participation in education and training, a Central European model in which adult learning occurs in the form of increasing educational attainment and a liberal model in which both approaches to adult learning are observable.

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An explanation of international differences in education and workplace training

Cited by 61 publications

References 13 publications

Estimating Cross-Country Investment in Training

Estimating Cross-Country Investment in Training

The Effect of the Business Cycle on Apprenticeship Training: Evidence from Germany

When Do Adults Learn? A Cohort Analysis of Adult Education in Europe

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