Cognitive Foundation Skills Following Vocational Versus General Upper-Secondary Education: A Long-Term Perspective

Rasmusson, Maria; Albæk, Karsten; Lind, Patrik; Myrberg, Mats

doi:10.1080/00313831.2018.1466361

Cited by 8 publications

(9 citation statements)

References 19 publications

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“…As noted, Statist countries have an advantage over Collectivist countries in this area because of their greater emphasis on school-based teaching of general subjects. Rasmusson et al (2019) documented systematically lower levels of cognitive foundation skills in Danish (Collectivist) VET workers compared to Swedish (Statist) VET workers. Their results suggest that “the amount of cognitively challenging subjects at the upper-secondary level gives a lasting imprint on literacy proficiency later in life” (Rasmusson et al 2019: 985).…”

Section: Literature Review and Hypothesesmentioning

confidence: 95%

“…Moreover, employers frequently set the curriculum of VET programs to align training content to their skill needs. These differences are important for our purposes because high levels of employer involvement have been shown to increase the specificity of vocational skills (e.g., Estevez-Abe, Iversen, and Soskice 2001; Rasmusson et al 2019). To capture this variation, we use the standard differentiation in comparative political economy between Collectivist and Statist VET systems (Thelen 2004; Busemeyer and Trampusch 2011; Busemeyer and Schlicht-Schmälzle 2014).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

“…Employer involvement is marginal, apprenticeships are limited, and most training takes place at school. Compared to Collectivist systems, Statist systems place greater emphasis on general skills (Nylund and Virolainen 2019; Rasmusson et al 2019).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

See 2 more Smart Citations

Skills for the Future? A Life Cycle Perspective on Systems of Vocational Education and Training

Chuan¹,

Ibsen

2021

ILR Review

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In this article, the authors ask how the institutional design of vocational education and training (VET) affects worker adaptability to changing skill demands over the life cycle. They compare two types of VET systems. Collectivist systems have high employer involvement and focus on specific skills, whereas Statist systems have lower employer involvement and focus more on general skills. Based on prior research demonstrating the importance of general skills in learning new skills, the authors hypothesize that worker adaptability will be higher in Statist VET systems than in Collectivist VET systems. Using a triple-difference model on data from the Program for the International Assessment of Adult Competencies, they find that as age increases, a significantly steeper decline in worker adaptability occurs within Collectivist systems compared to Statist systems. Results provide an explanation behind the diminishing employment returns to employer-dominated VET systems found in prior studies.

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Section: Literature Review and Hypothesesmentioning

confidence: 95%

Section: Literature Review and Hypothesesmentioning

confidence: 99%

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Skills for the Future? A Life Cycle Perspective on Systems of Vocational Education and Training

Chuan¹,

Ibsen

2021

ILR Review

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“…The negative relationship in Panel A implies that the occupations that employ the largest proportion of all VET graduates experience smaller shortages or even surpluses. 39 However, with a correlation coefficient of -0.29 (significant at the 10% level), the relationship is not very strong at the EU level. Panel B shows that the occupations that predominantly employ VET graduates (i.e.…”

Section: Many Occupations That Are Important For Vet Graduates Are Famentioning

confidence: 96%

The changing labour market for graduates from medium-level vocational education and training

Vandeweyer¹,

Verhagen²

2020

OECD Social, Employment and Migration Working Papers

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Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcomed, and may be sent to els.contact@oecd.org. This series is designed to make available to a wider readership selected labour market, social policy and migration studies prepared for use within the OECD. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language-English or French-with a summary in the other. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Note by Turkey: The information in this document with reference to "Cyprus" relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkey shall preserve its position concerning the "Cyprus issue". Note by all the European Union Member States of the OECD and the European Union: The Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

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“…Faktor yang mendorong atas bangkitnya minat baca ialah ketertarikan, kegemaran, dan hobi membaca, dan pendorong tumbuhnya kebiasaan membaca adalah kemauan dan kemampuan membaca (Rasmusson et al, 2019). Berseminya budaya baca adalah kebiasan membaca, sedangkan kebiasan membaca terpelihara dengan tersedianya bahan bacaan yang baik, menarik, memadai, baik jenis, jumlah, maupun mutunya.…”

Section: Pendahuluanunclassified

Makna Di Balik Gerakan Literasi

Mukaddar

Bin-Tahir

Umanailo

et al. 2021

j.Educ.hum.soc.sciences

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The purpose of this study is to ascertain the meaning of the literacy movement in Buru district, where the movement's stated objective is to increase human resources. The issue is focused on the implementation process, which has been underway for three years but has yet to demonstrate the program's significance and impact on the community's real conditions. The approach taken in this study is qualitative, and the number of informants interviewed will be 15. These informants will be chosen purposefully, with the understanding that respondents will be considered related parties in order to accomplish the research objectives. The research was conducted in Namlea village, Buru district, with informants that included village officials, BPD members, representatives of community leaders, traditional leaders, and religious leaders, as well as community representatives with competencies relevant to the research objectives. This study collects data about the literacy movement's implementation through observation and in-depth interviews. In this research, I employ qualitative data analysis in accordance with Miles, Huberman, and Spradley's concepts. This study concludes that the program-based literacy movement has not yet fully grasped the meaning; people's awareness of literacy has focused on participation levels but not on activities that promote relaxation, protect the brain, prevent disease, and prolong life.

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Cognitive Foundation Skills Following Vocational Versus General Upper-Secondary Education: A Long-Term Perspective

Cited by 8 publications

References 19 publications

Skills for the Future? A Life Cycle Perspective on Systems of Vocational Education and Training

Skills for the Future? A Life Cycle Perspective on Systems of Vocational Education and Training

The changing labour market for graduates from medium-level vocational education and training

Makna Di Balik Gerakan Literasi

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