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Putting training in perspective: a longitudinal case study approach

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Detailed education, employment and training histories have been constructed for a cohort of 440 male respondents from the National Longitudinal Survey of Youth. The data show that most respondents without college degrees have experienced at least one occupational break, defined as a change from one occupation to another sufficiently occupational skills acquired previously. The data also show that most of those in employment in 1992 had had no formal training for their current occupations and moreover thought that none was necessary. These findings imply that the comprehensive provision of entry-level training for those not college-bound, as advocated by those promoting vocational education in high schools or as practised in those countries with comprehensive apprenticeship systems, is unlikely to have a direct impact on the performance of the economy or even on employment. Instead training priorities should be directed towards the provision of training as the demand arises and to improving access to college-level vocational education for those who can benefit from it.

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en

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application/pdf

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http://eprints.lse.ac.uk/20677/1/Putting_Training_in_Perspective_A_Longitudinal_Case_Study_Approach.pdf

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