Exact(13)
Without vocational identities, workers' abilities to plan, execute, and monitor their work activities autonomously would be far less likely.
We therefore expect that dropouts without vocational qualifications achieve lower returns in the labour market than individuals who graduated from vocational training but never entered higher education.
If we compare dropouts with and without vocational qualifications, we should expect that the vocational credential indeed serves as an 'insurance' as suggested by Büchel and Helberger (1995).
Regarding the comparison of dropouts with and without vocational qualifications, we expected that the vocational credential serves as an 'insurance' as suggested by Büchel and Helberger (1995).
Results for teachers of vocational subjects are compared with those for teachers of general subjects working in schools with and without vocational programmes (used as two distinct groups for contrasts and comparisons).
The proportions of teachers declaring high needs for professional development were estimated for teachers of vocational subjects and also for teachers of general subjects working in schools with and without vocational programmes.
Similar(47)
Also, a measure of the qualification structure (1 = employment workers without formal vocational qualification, 0 = no employment of workers without formal qualification) is included in the estimates.
A considerable proportion of students leaves higher education without a degree and has to enter the labour market without formal vocational qualifications.
A large number, however, are leisure learners pursuing knowledge without explicit vocational ambitions.
qualification structure (employment of workers without formal vocational qualification).
Another option is to enter the labour market directly without any vocational qualification.
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