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Cognitive Foundation Skills Following Vocational versus General Upper Secondary Education: A Long Term Perspective
Department of Education, Mid Sweden University, Sundsvall, Sweden. (STOLP)ORCID iD: 0000-0002-3241-967X
VIVE – The Danish Center for Social Science Research, Copenhagen, Denmark .
Institutet för arbetsmarknads- och utbildningspolitisk utvärdering, Uppsala.
Kungliga tekniska högskolan, Stockholm.
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Published
Abstract [en]

The present study aims at investigating the long-term cognitive effects of vocational education (VET) in Sweden and Denmark, using data from the PIAAC Survey of Adult Skills. While Sweden has moved towards a more academic vocational education, Denmark has kept the apprenticeship system. Using multiple regression analysis we estimate the contribution of VET versus general upper secondary education to the proficiency in literacy. The results show a higher literacy performance in those Swedish age groups in more academic VET programs compared to the older Swedish age groups and to all the Danish age groups. A reasonable interpretation is that the amount of cognitively challenging subjects at the upper-secondary level gives a lasting imprint on literacy proficiency later in life.  

Place, publisher, year, edition, pages
Taylor & Francis Group , 2018.
Keywords [en]
Literacy, Vocational education, Upper secondary education, Cognitive foundation skills
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-391915DOI: 10.1080/00313831.2018.1466361Scopus ID: 2-s2.0-85048782647OAI: oai:DiVA.org:uu-391915DiVA, id: diva2:1345951
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NordForsk, 54861Available from: 2019-08-26 Created: 2019-08-26 Last updated: 2019-08-27Bibliographically approved

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