In 2004, an evaluation study found that 83% of former participants were employed or run their own business, with a small difference between men and women (83% to 82%). 80% worked in the industry where AVET was relevant, compared to only 50% of people who took IVET courses while working in their qualified specialization. In 2008, a follow-up study confirmed the results. who wanted to develop their skills. The main incentive was the financial support provided to the people who participated in the program. In 2004, an evaluation study found that 83% of former participants were employed or run their own business, with a small difference between men and women (83% to 82%).

80% worked in the industry where AVET was relevant, compared to only 50% of people who took IVET courses while working in their qualified specialization. In 2008, a follow-up study confirmed the results. with a small difference between men and women (from 83% to 82%). 80% worked in the industry where AVET was relevant, compared to only 50% of people who took IVET courses while working in their qualified specialization. In 2008, a follow-up study confirmed the results. with a small difference between men and women (from 83% to 82%). 80% worked in the industry where AVET was relevant, compared to only 50% of people who took IVET courses while working in their qualified specialization. In 2008, a follow-up study confirmed the results.

Sweden also provided information on the profitability of VET programs in terms of wage returns in a cohort study of a representative sample of people born in 1976. The baseline year for results is 2002, when there were 26 people in the cohort and they had potential potential. 7-8 years of experience. The unit of analysis is 3 PBA, which is common for very low income. In 2002, the equivalent of 3 PBA points was SEK 113,700. In high school, 11 qualifications stood out with a positive return rate in excess of 3 PBA points. The highest incomes were generated for construction, industry, vehicles, and electrical programs (84-90% above 3 PBA), where men predominate. This was followed by childcare and recreation and health care programs (77-81%).

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In Denmark, the evidence is similar. Studies have found a positive relationship between employment growth and CVET and have shown that workers who participate in training programs are less likely to stay in the same job. Research also highlighted that CVET can improve productivity in terms of hours worked, but not in terms of cost savings. Adult education and professional development have a positive impact on the professional life of the participants, which depends on the nature of the training. They enjoyed more stability than those who followed neither IVET nor CVET. Attendance rates are higher for people with no college degrees, followed by those with academic credentials.

The positive relationship between CVET and labor market needs was highlighted by Norway, which demonstrated that the number of training places depends on the business cycle. When unemployment rises, the available apprenticeship positions decrease. Stability in the VET system is supported by government measures that create an institutional framework to encourage businesses to offer apprenticeship positions.

In Germany, the main result of VET in the labor market is closely related to social benefit: it creates a sense of stability among workers facing fierce competition. VET outcomes can be linked to a dual systems approach due to the institutional setting that fosters skills development. The company’s focus on practice and on-the-job training forms not only professional skills, but also the social and personal abilities necessary for individual growth. At the same time, the dual system contributes to low unemployment, although regional differences exist between East and West Germany. Available data for 2003 showed that after one month of schooling, unemployment in East Germany was 37.7% compared to 19.4% in the western states due to structural factors.

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