Literaturnachweis - Detailanzeige
Autor/in | Anthony, William Philip |
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Titel | A Study of the Effectiveness of Public Postsecondary Vocational-Technical Education in Preparing Graduates for the Labor Force. |
Quelle | (1971), (204 Seiten) Ph.D. Dissertation, Ohio State University... |
Beigaben | Tabellen |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Doctoral Dissertations; Employment Level; Employment Opportunities; Employment Statistics; High School Graduates; Job Placement; Program Effectiveness; Program Evaluation; Statistical Analysis; Success; Technical Education; Technical Institutes; Vocational Education Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Beschäftigungsgrad; Berufschance; Beschäftigungschance; Employment; Statistics; Arbeitsmarktstatistik; Beschäftigtenstatistik; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Employment service; Employment services; Arbeitsvermittlung; Programme evaluation; Programmevaluation; Statistische Analyse; Erfolg; Technikunterricht; Technische Fakultät; Ausbildung; Berufsbildung |
Abstract | This study was designed to determine the extent to which public postsecondary vocational-technical education leads to success in the labor market. Eighty-three graduates from a technical institute, plus two control groups from the local public high schools comprised the subjects for this ex-post facto analysis. F ratio and t tests were used to distinguish any difference in the sample groups with regard to the 18 independent variables thought to affect labor market success, and the 15 dependent variables which are measures of labor market success. The results showed that the technical institute graduates were initially employed at higher occupational levels and had a higher mean occupational level for all jobs than did the high school graduates without technical training. (GEB) |
Anmerkungen | University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 71-22442, MF-$4.00; Xerography $10.00) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |