The Effects of Upper-Secondary Education and Training Systems on Skills Inequality. A Quasi-Cohort Analysis Using PISA 2000 and the OECD Survey of Adult Skills

Autor/inn/en	Green, Andy; Pensiero, Nicola
Titel	The Effects of Upper-Secondary Education and Training Systems on Skills Inequality. A Quasi-Cohort Analysis Using PISA 2000 and the OECD Survey of Adult Skills
Quelle	In: British Educational Research Journal, 42 (2016) 5, S.756-779 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3236
Schlagwörter	Secondary Education; Quasiexperimental Design; Cohort Analysis; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Surveys; Graduation Rate; Mathematics Education; Mathematics Instruction; Mathematics Curriculum; Comparative Analysis; Numeracy; Adults; Apprenticeships; Vocational Education; Austria; Belgium; Canada; Czech Republic; Denmark; Estonia; Finland; France; Germany; Ireland; Italy; Japan; Netherlands; Norway; Poland; Russia; South Korea; Sweden; United Kingdom (England); United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Sekundarbereich; Kohortenanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Survey; Umfrage; Befragung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Rechenkompetenz; Apprenticeship; Lehre; Ausbildung; Berufsbildung; Österreich; Belgien; Kanada; Tschechische Republik; Dänemark; Estland; Finnland; Frankreich; Deutschland; Irland; Italien; Niederlande; Norwegen; Polen; Russland; Korea; Republik; Schweden; USA
Abstract	Research tells us much about the effects of primary and lower-secondary schooling on skills inequality, but we know less about the impact of the next stage of education. This article uses a differences-in-differences analysis of data on literacy and numeracy skills in PISA 2000 and SAS 2011/12 to assess the contribution of upper-secondary education and training to inequalities in skills opportunities and outcomes. It finds that greater parity of esteem between academic and vocational tracks, as found in German-speaking and Scandinavian countries, has some positive effects in mitigating skills inequality. However, the most important factors seem to be high completion rates from long-cycle upper-secondary education and training and mandatory provision of Maths and the national language in the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01