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4 results on '"post-secondary education decisions"'

1. "Sometimes We Struggle, Sometimes We Push Back:" The Educational Experiences and Aspirations of Youth with Refugee Backgrounds from the Horn of Africa.

Author

Wilson-Forsberg, Stacey, Masakure, Oliver, Kimani-Dupuis, Rosemary, and Mondal, Suman

Subjects
AFRICANS, POSTSECONDARY education, CULTURAL capital, HIGH schools, REFUGEES
Abstract

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2024
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2. New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post‐secondary Education Decisions.

Author

Meyer, Tobias, Thomsen, Stephan L., and Schneider, Heidrun

Subjects
ASSESSMENT of education, HIGH school graduates, PREPARATORY schools, EDUCATIONAL background, SOCIAL background
Abstract

Most German states have recently reduced the duration of university preparatory schooling from 13 to 12 years without changing the graduation requirements. We use nationwide data on high school graduates and the different timing of reform introduction in the federal states to identify the effects on post‐secondary education decisions and to evaluate potential effect mechanisms. The results show that university enrolment of female students decreased in the first year after graduation in all analyzed states, whereas participation in voluntary service or staying abroad increased. Furthermore, students from non‐academic families are more affected than students from an academic family background. [ABSTRACT FROM AUTHOR]

Published
2019
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3. Did the Bologna Process Challenge the German Apprenticeship System? Evidence from a Natural Experiment

Author

Thomsen, Stephan L., Trunzer, Johannes, Thomsen, Stephan L., and Trunzer, Johannes

Abstract

Starting in 1999, the Bologna Process reformed the German five-year study system for a first degree into the three-year bachelor’s (BA) system to harmonize study lengths in Europe and improve competitiveness. This reform unintentionally challenged the German apprenticeship system that offers three-year professional training for the majority of school leavers. Approximately 29% of new apprentices are university-eligible graduates from academic-track schools. We evaluate the effects of the Bologna reform on new highly educated apprentices using a generalized difference-in-differences design based on detailed administrative student and labor market data. Our estimates show that the average regional expansion in first-year BA students decreased the number of new highly educated apprentices by 3%–5%; average treatment effects on those indecisive at school graduation range between –18% and –29%. We reveal substantial gender and occupational heterogeneity: males in STEM apprenticeships experienced the strongest negative effects. The reform aggravated the skills shortage in the economy.

Published
2020

4. New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post-Secondary Education Decisions

Author

Meyer, Tobias, Thomsen, Stephan L., and Schneider, Heidrun

Subjects
learning intensity, post-secondary education decisions, Germany, education, ddc:330, school duration, I21, J18, C21
Abstract

Most German states have reformed university preparatory schooling during the last decade by reducing its duration from 13 to 12 years without changing the graduation requirements. In this paper, we use nationwide data on high school graduates and apply a difference-in-differences approach to evaluate the reform effects on post-secondary education decisions. The results show that enrollment in university education in the first year after high school graduation is reduced in all analyzed states, while participation in voluntary service or staying abroad is increased. In some subgroups, depending on state, gender and family background, university enrollment is decreased additionally beyond the first year.

Published
2015

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