On the efficiency of school tracking: a perspective from outcomes in dual VET in Switzerland.

Autor/inn/en	Joelle, Latina; Ramirez, José V.
Titel	On the efficiency of school tracking: a perspective from outcomes in dual VET in Switzerland. Gefälligkeitsübersetzung: Über die Effizienz der Zuordnung zu einem Schulzweig: eine Betrachtung des Erfolgs der betrieblichen Berufsausbildung in der Schweiz.
Quelle	In: Journal for labour market research, 51 (2017) Art. 2, 13 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1614-3485; 1867-8343; 2510-5019; 2510-5027
DOI	10.1186/s12651-017-0233-5
Schlagwörter	Bildungserfolg; Lernfähigkeit; Situationsansatz; Schullaufbahn; Schulsystem; Schuleffizienz; Beratung; Sekundarstufe I; Sekundarbereich; Schullaufbahnentscheidung; Schüler; Schulleistung; Ausbildung; Berufliche Qualifikation; Betriebliche Berufsausbildung; Qualifikationsentwicklung; Auszubildender; Genf; Schweiz
Abstract	"In this paper, we examine the efficiency of the sort done by the Swiss lower secondary school tracking system, looking at students' outcomes in dual vocational education and training (VET) - the most common education type at the upper secondary level in the country. We discuss a simple Ricardian model about the process of school tracking based on the absolute advantage (i.e., the ability) of students in abstract learning, as opposed to contextualised learning which is more decisive in dual VET. The mismatch created by the tracking system for certain types of students is key to explain the relative track effect on outcomes in dual VET. Using administrative panel data for the Canton of Geneva, we estimate a series of zero inflated models. All results support the assumption of a miss-allocation of students to lower secondary school tracks. We thus conclude that the efficiency of the sort related to the tracking system could be improved, were students sorted on the basis of their comparative and not absolute advantage in each form of learning." (Author's abstract, © Springer-Verlag).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2018/1