Thomsen, S.L.; Trunzer, J.: Did the Bologna Process Challenge the German Apprenticeship System? Evidence from a Natural Experiment. Hannover : Institutionelles Repositorium der Leibniz Universität Hannover, 2020 (LCSS Working Papers ; 5), 34 S. DOI:
https://doi.org/10.15488/10148
Zusammenfassung: |
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.
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Lizenzbestimmungen: |
CC BY 3.0 DE - http://creativecommons.org/licenses/by/3.0/de/
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Publikationstyp: |
Report |
Publikationsstatus: |
publishedVersion |
Erstveröffentlichung: |
2020 |
Schlagwörter (englisch): |
Bologna Process, post-secondary education decisions, apprenticeships, higher education
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Fachliche Zuordnung (DDC): |
370 | Erziehung, Schul- und Bildungswesen
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Kontrollierte Schlagwörter: |
Bologna-Prozess, Hochschulbildung, Bildungssystem
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