Mentoring Disadavantaged Youths during School-to-work Transition: Evidence from Germany
Bernhard Boockmann () and
Sebastían Nielen
No 123, IAW Discussion Papers from Institut für Angewandte Wirtschaftsforschung (IAW)
Abstract:
In the German school and vocational education systems, there is a wide range of support measures during school-to-work transition. We analyze a novel program providing mentoring to low-achieving school leavers. The program bridges different stages and different institutional systems in secondary and post-secondary education. Using high-quality survey and administrative data and propensity score matching, we find some positive effects on the probability of transiting into the dual vocational education system in the intermediate run. Higher program intensity leads to larger treatment effects. Contrary to the goals of the program, however, there is only weak evidence that it accelerates transitions into vocational training immediately after the first school-leaving certificate.
Keywords: school-to-work transition; mentoring; school drop-out; vocational training (search for similar items in EconPapers)
JEL-codes: C21 I21 I28 J24 (search for similar items in EconPapers)
Pages: 45 pages
Date: 2016-03
New Economics Papers: this item is included in nep-edu and nep-eur
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)
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http://www.iaw.edu/RePEc/iaw/pdf/iaw_dp_123.pdf (application/pdf)
Related works:
Working Paper: Mentoring disadvantaged youths during school-to-work transition: evidence from Germany (2016) 
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Persistent link: https://EconPapers.repec.org/RePEc:iaw:iawdip:123
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