双重职业教育学徒制对劳动力市场的影响：来自尼泊尔的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-07-26 DOI:10.1016/j.ijedudev.2025.103359

Thomas Bolli , Patrick McDonald , Ursula Renold

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引用次数: 0

摘要

本文分析了尼泊尔双vet学徒制试点对劳动力市场的影响。正规的高中教育课程通常持续两年。该项目于2019年底启动。在受到COVID-19的严重影响后，它于2022年春季结束。我们根据对该计划申请人的结构化电话调查，分析了2023年和2024年的劳动力市场结果。我们基于申请人的随机化和应用测试分数的不连续性来解决内生性问题。很大一部分非学徒进入普通高中和高等教育。因此，我们的估计将该计划与具有相对较高教育程度的对照组进行对比。OLS结果表明，该计划倾向于增加工作倾向。根据OLS结果，由于尼泊尔缺少高等职业教育，普通教育中招收非学徒进一步意味着该计划倾向于降低教育倾向。然而，这些结果在准实验估计中并不成立。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Labor market effects of a dual-VET apprenticeship: Evidence from Nepal

This paper analyzes the labor market effects of a Dual-VET Apprenticeship pilot in Nepal. The formal upper secondary education program usually lasts for two years. The program started in the end of 2019. It ended in spring 2022 after being heavily affected by COVID-19. We analyze labor market outcomes in 2023 and 2024 based on structured phone surveys among applicants of the program. We address endogeneity based on randomization of applicants and discontinuity in application test scores. A large share of non-apprentices enrolls in general upper secondary and tertiary education. Hence, our estimations contrast the program to a control group with relatively high educational attainment. OLS results suggest that the program tends to increase work propensity. Due to missing tertiary vocational education in Nepal, the enrollment of non-apprentices in general education further means that the program tends to decrease education propensity according to OLS results. However, these results do not hold in quasi-experimental estimates.

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.