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  • 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. (xsd:string)
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  • https://doi.org/10.1080/00313831.2018.1466361. (PIAAC) (xsd:string)
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  • PIAAC-Bibliography (xsd:string)
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  • 2019 (xsd:gyear)
?:datePublished
  • 2019 (xsd:gyear)
?:doi
  • 10.1080/00313831.2018.1466361 ()
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  • 985 (xsd:string)
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  • english (xsd:string)
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  • 7 (xsd:string)
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  • Cognitive foundation skills following vocational versus general upper-secondary education: A long-term perspective (xsd:string)
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  • article (xsd:string)
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  • Bibsonomy (xsd:string)
  • In Scandinavian Journal of Educational Research, 63(7), 985-1006, 2019 (xsd:string)
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  • PIAAC - Programme for the International Assessment of Adult Competencies (xsd:string)
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  • 2019 (xsd:string)
  • FDZ_PIAAC (xsd:string)
  • PIAAC (xsd:string)
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  • 1006 (xsd:string)
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  • 63 (xsd:string)