Pupils from parents that have obtained at most an upper secondary degree and therefore, in the majority, vocational qualifications, are likely to tread the same educational path, although this does not necessarily imply that the same professional qualifications are acquired.
Averaged European unemployment rates from 2013 suggest that youth who have obtained at most a schooling degree at the lower secondary level are 1.7-times more likely to be unemployed than youth who have at most obtained an upper secondary degree, and they about two times more likely to be unemployed than youth with a tertiary education degree.
In countries where most of the workforce has an upper secondary education (ie, most industrialised countries), a college or university qualification gives recipients extra earning power and generates tax revenues for the country in which they work.
In the USA, quantitative literacy is most often associated with upper secondary and post-secondary education as students prepare for adult citizenship (e.g., Gillman 2006a; Steen 2004; Madison and Steen 2003).
The most frequent educational level was upper secondary education, which was somewhat higher than in the general Norwegian population [ 77].
We differentiated workers according to whether they had (i) at most primary education, (ii) lower or upper secondary education, (iii) a Bachelor's or equivalent degree and (iv) at least a Master's or equivalent degree.
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.
In this context it is worth noting that the Gini index varies by less than 2% between the dispersion across the whole population (All_Educ_levels, Gini index 0.34) and the dispersion across the most common group of workers (Educ_level_3, upper secondary education, Gini index 0.33).
Most of the students had completed upper secondary school (65%%) and a short syllabus in mathematics (41%%).
Depending on the country, individuals with at most an upper-secondary education degree may report field-specific programmes (e.g. graduates from vocational programmes).
