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Autor/inn/en | Rasmusson, Maria; Albaek, Karsten; Lind, Patrik; Myrberg, Mats |
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Titel | Cognitive Foundation Skills Following Vocational versus General Upper-Secondary Education: A Long-Term Perspective |
Quelle | In: Scandinavian Journal of Educational Research, 63 (2019) 7, S.985-1006 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rasmusson, Maria) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-3831 |
DOI | 10.1080/00313831.2018.1466361 |
Schlagwörter | Vocational Education; Apprenticeships; Secondary School Students; Foreign Countries; Comparative Education; Cognitive Ability; Academic Education; Educational Change; Literacy; Age Groups; Difficulty Level; Adults; Comparative Analysis; Denmark; Sweden; Program for the International Assessment of Adult Competencies (PIAAC) |
Abstract | The present study aims at investigating the long-term cognitive effects of vocational education and training (VET) in Sweden and Denmark using data from the PIAAC Survey of Adult Skills. While Sweden has moved towards a more academic vocational education, Denmark has kept the apprenticeship system. Using multiple regression analysis we estimate the contribution of VET versus general upper-secondary education to the proficiency in literacy. The results show a higher literacy performance in those Swedish age groups in more academic VET programmes compared to the older Swedish age groups and to all the Danish age groups. A reasonable interpretation is that the amount of cognitively challenging subjects at the upper-secondary level gives a lasting imprint on literacy proficiency later in life. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |