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  • In Switzerland, initial vocational education and training graduates may enter a track of the tertiary system called professional education. Professional education represents about one-third of the tertiary system, includes numerous vocational training courses, and prepares for managerial or expert positions. Despite its prevalence, the long-term returns to professional education have rarely been investigated due to lacking data. In order to fill this gap, we will estimate the long-term returns to professional education based on a novel methodological design. Secondly, we aim to explain the differences in the returns to professional education between occupational fields by making use of the task-based approach of Autor, Levy and Murnane (2003). Analyses are based on the Swiss Labour Force Survey from 1991-2016. Based on a quasi-panel with cohort fixed effects and on linear regression models, our results reveal average short-term returns to professional education of 7% and long-term returns of 11%. However, we find considerable differences in the returns between training fields, which can partly be attributed to differences in the change of task composition after completion of professional education between occupations. (xsd:string)
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?:dateModified
  • 2019 (xsd:gyear)
?:datePublished
  • 2019 (xsd:gyear)
?:doi
  • 10.17645/si.v7i3.2042 ()
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  • en (xsd:string)
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?:issn
  • 2183-2803 ()
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  • 3 (xsd:string)
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  • Medium and long-term returns to professional education in Switzerland: explaining differences between occupational fields (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Social Inclusion, 7, 2019, 3, 136-153 (xsd:string)
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?:volumeNumber
  • 7 (xsd:string)