Modeling Enrollment in and Completion of Vocational Education: The Role of Cognitive and Non-Cognitive Skills by Program Type
Nabanita Datta Gupta (),
David Reimer () and
Anders Holm ()
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David Reimer: Aarhus University
Anders Holm: Aarhus University
No 10741, IZA Discussion Papers from Institute for the Study of Labor (IZA)
This study provides evidence of the importance of cognitive and non-cognitive skills to enrollment in and completion of three types of vocational training (VET): education and health, technical, and business. Math and language exam scores constitute the key measures of cognitive skills; teacher-assigned grades the key measure of non-cognitive skills. The data consist of two nine-year panels of youth completing compulsory education in Denmark. Estimation of completion proceeds separately by gender and VET type, controlling for selection and right censoring. The authors find that all skills are inversely related to VET enrollment, results that are robust to family-specific effects. Estimates for completion vary considerably by program type, demonstrating the methodological importance of distinguishing among different VET courses. While math scores are positively related to certification for all VET tracks, language skills are more important for the nontechnical track, and non-cognitive skills appear important only for the business track.
Keywords: vocational education; enrollment; completion; vocational certification; ability (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
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Working Paper: Modeling Enrollment in and Completion of Vocational Education: The role of cognitive and non-cognitive skills by program type (2017)
Working Paper: Modeling Enrollment in and Completion of Vocational Education: The Role of Cognitive and Non-cognitive Skills by Program Type (2017)
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