Research
On this page, we've organized research done by the entire CES team including CEMETS. You can find projects by topic or by location. We've included quick reads, CES studies, CES working papers, and published peer-reviewed journal articles.
Projects by topic
Summary
What makes a VET program effective? We believe that the effectiveness of a labor-market-oriented education program depends on how well the education and employment systems share power over crucial decision-making processes throughout curriculum design, application, and updating. This linkage balances the information and resource asymmetries that would appear if either system had all the power. The research in this project traces the development of our education-employment linkage index (EELI), its application in numerous countries, and initial evidence that EELI scores are correlated with youth labor market outcomes.
Reports & publications
Highlighted
- external page Meet the need - the role of vocational education and training for the youth labour market (Bolli et al., 2021). In: Kyklos, 74: 321-348
- Meeting in the middle: TVET programs' education-employment linkage at different stages of development (Caves et al., 2021). In: Social Sciences, 10(6), 220
- external page Beyond employer engagement: Measuring education-employment linkage in vocational education and training programmes (Bolli et al., 2018). In: Journal of Vocational Education and Training, 70 (4), 524-563
- external page The linkage between the education and employment systems: Ideal types of vocational education and training programs (Rageth & Renold, 2020). In: Journal of Education Policy, 35.4: 503-528
Other
- Education-employment linkage in Uzbekistan (Renold et al., 2021). In: CES Studies, 18
- LELAM-TVET4INCOME: Synthesis of results from the first phase of the project (Acharya et al., 2020). In: LELAM Working Papers, 21
- A configurational analysis of vocational education and training programmes: Types of education-employment linkage and their explanatory power (Rageth, 2018). In: Contemporary Apprenticeship Reforms and Reconfigurations, 35, 137
- Goal-setting for TVET reform: A framework for identifying the ideal system in Nepal (Caves & Renold, 2018). In: Journal of Education and Research, 8(1), 1-22
- Comparing international vocational education and training programs: The KOF Education-Employment Linkage Index. Includes a special section on applying the KOF EELI to VET policy (Renold et al., 2017). In: KOF Studies
- From bright spots to a system: Measuring education-employment linkage in Colorado career and technical education (No. 87) (Renold et al., 2016). In: KOF Studies
- Feasibility study for a curriculum comparison in vocational education and training. Intermediary report II: Education-Employment Linkage Index (No. 80) (Renold et al., 2016). In: KOF Studies
Summary
Why do companies offer training, especially if students might leave at the end? Companies train because they earn returns from training (Wolter & Muehlemann, 2006). They can earn returns during the apprenticeship through apprentices’ productivity, through saved hiring costs, or after the apprenticeship due to certain labor market conditions. Companies’ returns depend on program design decisions that shape their incentives and those of students. We have investigated how returns shape policy in a number of countries and programs.
Reports & publications
- Dual TVET education in Chile: Why do companies train students? (de Amesti et al., 2021). In: LELAM Working Papers, 22
- New Dual Education Program in Serbia. Do Benefits exceed Costs for Participating Companies? (Bolli et al., 2021). In: CES Studies, 9
- external page Firms’ method of pay and the retention of apprentices (Rinawi & Backes-Gellner, 2020). In: Oxford Economic Papers, Volume 72, Issue 1, 269–291
- Projection of net benefits for companies in the dual VET-apprenticeship programme in Nepal (No. 145) (Bolli et al., 2020). In: KOF Studies
- Does it Pay for Firms?: Costs and Benefits of the SkillsFuture Earn and Learn Programme in Singapore (Renold et al., 2018). In: KOF Studies, 115
- The Swiss Vocational Education and Training System: What Can Spain Learn from Switzerland? (Oswald-Egg & Renold, 2015). In: KOF Working Papers
- external page Return on investment of apprenticeship systems for enterprises: Evidence from cost-benefit analyses (Muehlemann & Wolter, 2014). In: IZA J Labor Policy, 3, 25
Summary
What do we mean when we talk about positive labor market outcomes for youth? The CES youth labor market index (YLMI) goes beyond just employment and unemployment, with twelve items in four dimensions that include activity state, working conditions, education and skills usage, and transition smoothness. The index is built on internationally comparable indicators and data sources, making it comparable across countries and longitudinally over time. We use it as a key outcome metric.
Quick reads & interactive webtool
Reports & publications
Highlighted
- CES Youth Labor Market Index. Technical Report (Kemper, 2022). In: CES Studies
- external page No experience, no employment: The effect of vocational education and training work experience on labour market outcomes after higher education (Oswald-Egg & Renold, 2021). In: Economics of Education Review, 80
- Meet the need: The role of vocational education and training for the youth labour market (No. 429) (Bolli et al., 2017). In: KOF Working Papers
YLMI releases
- Youth Labor Market during Covid-19. First Release of the CES Youth Labor Market Index (Zubovic et al., 2022). In: CES Studies, 26
- Valuable Experience: How University Internships Affect Graduates' Income (Bolli et al., 2021). In: Research in Higher Education, 62(8), pp. 1198-1247
- Heterogeneity in Education and Training. Sixth Release of the KOF Youth Labour Market Index (Pusterla & Oswald-Egg, 2019). In: KOF Studies, 143
- Disentangling skills mismatch. Fifth release of the KOF youth labour market index (Pusterla et al., 2018). In: KOF Studies, 123
- How active are youth? The interplay between education, youth unemployment, and inactivity. Fourth release of the KOF Youth Labour Market Index (Pusterla, 2017). In: KOF Studies, 97
- The Great Recession and the Working Conditions of Youth: A Descriptive Analysis of the European Labour Market. Third Release of the KOF Youth Labour Market Index (Pusterla, 2016). In: KOF Studies, 83
- How did the youth labour market situation evolve between 2012 and 2013? Second release of the KOF youth labour market index (Pusterla, 2015). In: KOF Studies, 67
Other
- Employer preferences for vocational over general education: evidence from an employer survey experiment (McDonald & Korber, 2023). In: Research in Social Stratification and Mobility, 83, pp. 100756
- The Labour Market Positioning of Continuing Education from Universities: Evidence from a Factorial Survey Experiment in Switzerland (Rageth et al., 2022). In: CES Working Papers, 11
- Does Familiarity with Vocational and Professional Education Shape Employers’ Educational Preferences in Hiring Processes? (Rageth & Sritharan, 2022). In: CES Working Papers, 10
- Evaluating the Impact of General Versus Vocational Education on Labor Market Outcomes in Egypt by Means of a Regression Discontinuity Design (Bolli-Kemper & Renold, 2021). In: CES Working Papers
- KOF Youth Labour Market Index for Scotland (Renold et al., 2018). In: KOF Studies
- Employment Protection and Labor Market Outcomes (Kemper, 2017). Doctoral dissertation, ETH Zurich
- On the multiple dimensions of youth labour markets: A guide to the KOF youth labour market index (Renold et al., 2014). In: KOF Studies, 51
Summary
Once reform leaders know where they want their education system to be, how do they get there? A lot of evidence exists to support evidence-based program design, but it’s harder to find an evidence-based answer to what reform leaders should do first. We are working on understanding the success factors and barriers to reform implementation in VET and education systems reforms.
Reports & publications
Highlighted
- external page Getting there from here: A literature review on vocational education and training reform implementation (Caves et al., 2021). In: Journal of Vocational Education and Training, 73(1), 95-126.
- An Empirical Case of Education Policy Implementation in Serbian VET (Caves & Oswald-Egg, 2023). In: International Journal for Research in Vocational Education and Training, 10(2), 191-219
- Drivers and Barriers of Implementing a Dual VET Program in Nepal (Bolli et al., 2023). In: Asian Education and Development Studies, 12(2/3), 195 - 207
Other
- Implementation of the Serbian Law on Dual Education: Reflection Report: Drivers and Barriers in the Implementation Phase (Renold et al., 2021). In: CES Studies, 19
- Constitutional Reform and its Impact on TVET Governance in Nepal (Renold et al., 2021). In: Journal of Technical and Vocational Education and Training (TVET), 1(15), 30 - 46
- Implementation of the Serbian Law on Dual Education: Fourth Report on Drivers and Barriers in the Implementation Phase (Renold et al., 2021). In: CES Studies, 14
- Drivers and Barriers of Scaling-Up the Dual VET Apprenticeship Programme in Nepal (Bolli et al., 2020). In: CES Studies, 10
- Implementation of the Serbian Law on Dual Education: Third Report on Drivers and Barriers in the Implementation Phase (Renold et al., 2020). In: CES Studies, 8
- Implementation of the Serbian Law on Dual Education: Second Report on Barries and Drivers in the Implementation Phase (Renold et al., 2020). In: CES Studies, 4
- Implementation of the Serbian law on dual education: First report on drivers and barriers in the pre-implementation phase (Renold et al., 2019). In: KOF Studies, 129
- Constitutional reform and its impact on TVET governance in Nepal: Second report in support of developing understanding and finding the way forward for federalising the TVET sector in Nepal (Renold et al., 2018). In: KOF Studies, 114
Summary
Why do employers choose to start training? Although their costs and benefits of training summarize why employers stay in training programs, joining new or reforming programs might require a more complex set of motives. In this strain of research, we investigate why companies choose to start training—skills gaps, social interest, etc.—and how that varies across places. One of the most consistent motivations employers have is the comparative advantage of the workplace over schools as a learning environment for crucially important “soft” or transferable skills.
Reports & publications
Highlighted
- Determinants and consequences of employer-provided training program resilience post-Covid-19 (Caves & McDonald, 2023). In: Empirical Research in Vocational Education and Training, 15(2), 1-21.
- The employer’s dilemma: Employer engagement and progress in vocational education and training reforms (Caves & Renold, 2016). In: KOF Working Papers, 423
Other
- Training for growth: Skills shortage and companies' willingness to train in Colorado. An application of the KOF Willingness to Train Survey (Renold et al., 2017). In: KOF Studies, 94
- external page Comparative advantages of school and workplace environment in skill acquisition. In Evidence-based HRM: a Global Forum for Empirical Scholarship (Bolli & Renold, 2017). In: Evidence-based HRM, 5, 2049 - 3983
- The Swiss Vocational Education and Training System: What Can Spain Learn from Switzerland? (Oswald-Egg & Renold, 2015). In: KOF Working Papers, 383
Summary
What are the system-level conditions that enable program success? Even the best program cannot attract students and help them achieve success without further pathways, permeability, good governance, and other key factors. Research in this strain examines the characteristics of good governance and how those vary across contexts, legal conditions surrounding successful education systems, and permeability.
Reports & publications
Other
- Governance of TVET in Uzbekistan: Series: Governance of Education Systems (Renold et al., 2022). In: CES Studies, 31
- Constitutional Reform and its Impact on TVET Governance in Nepal (Renold et al., 2021). In: Technical and Vocational Education and Training (TVET), 30
- External Evaluation: National Vocational Qualifications System Project (Caves & Renold, 2019). In: KOF Studies, 126
- Constitutional reform and its impact on TVET governance in Nepal: Second report in support of developing understanding and finding the way forward for federalising the TVET sector in Nepal (Renold et al., 2018). In: KOF Studies, 114
- Goal-setting for TVET reform: A framework for identifying the ideal system in Nepal (Caves & Renold, 2018). In: Journal of Education and Research, 8(1), 1 - 22
- Analysis of challenges to strengthening the Serbian dual VET system (Renold & Oswald-Egg, 2017). In: KOF Studies, 103
- Constitutional Reform and its Impact on TVET Governance in Nepal. A report in support of developing understanding and finding the way forward for federalizing the TVET sector in Nepal (Caves & Renold, 2017). In: KOF Studies, 89
- Pacific Alliance countries: Policy framework report on vocational education and training (Renold et al., 2017). In: KOF Studies, 96
Summary
What makes education systems more equitable? Education and training are major drivers of important outcomes like employment, earnings, health, and social status-among many others. However, the characteristics and construction of education systems dramatically affect who has access to these benefits. We explore how systemic and program factors like permeability relate to more and less equitable outcomes.
Reports & publications
Other
- Vocational training and employment outcomes of domestic violence survivors: Evidence from Chihuahua City (Au Yong Lyn, 2022). In: International Journal of Educational Development, 89
- Does Time Since Arrival have an Effect on Immigrants’ Preferences for Vocational Education and Training Programs in Switzerland? (Bolli & Rageth, 2022). In: International Migration Review, 0(0)
- The Social Status of Vocational Education and Training in Switzerland (Bolli et al., 2019). In: KOF Working Papers, 451
- Measuring the Social Status of Education Programmes: Applying a New Measurement to Dual Vocational Education and Training in Switzerland (Bolli & Rageth, 2016). In: KOF Working Papers, 403
Summary
Can education and training contribute to income, youth labor market success, and economic development? The LELAM-TVET4INCOME project is a multi-year project funded by the Swiss National Science Foundation that investigates these questions across development stages by focusing on Nepal, Benin, Costa Rica, and Chile. You can learn more on that project’s website.
Link to LELAM website
Summary
What effects did the COVID-19 pandemic have on apprenticeship training in Switzerland? Starting in the first lockdown in April 2020, the CES team began collecting, processing, and reporting data monthly on the situation of Swiss apprentices during the COVID-19 pandemic. That project is run by the CES Swiss Education Lab. You can find English-language information here and external pagefull details in German and French here.
Quick reads
Reports & publications
Other
- Working from home is here to stay, but how does it affect learning processes? Evidence from Swiss training firms during the COVID19 pandemic (Bolli & Morlet, 2022). In: CES Working Papers, 8
- The Impact of COVID- 19 Restrictions on Apprentice Training: Evidence from Swiss Panel Data (Au Yong Lyn, 2022). In: CES Working Paper Series, 13
- Skills, Employer-Provided Training, and the COVID-19 Pandemic (Caves & McDonald, 2021). In: CES Studies, 19
Summary
The Swiss system is one of the best in the world, what can we learn from that? We use the Swiss education system as an example of the power of evidence-based reform over time and a demonstration of key best practices. No education program or system can be copied and pasted, but the Swiss case is an excellent proof of concept. We have some research that examines the Swiss system or explains some of its key characteristics for an international audience.
Reports & publications
- Initial vocational education and training (VET) in fashion design: Information brochure (Au Yong Lyn et al., 2023). In: CES Studies, 36
- The Social Status of Vocational Education and Training in Switzerland (Bolli et al., 2018). In: KOF Studies, 110
- Comparing international vocational education and training programs: The KOF Education-Employment Linkage Index.call_made Includes a special section on applying the KOF EELI to VET policy (Renold et al., 2017). In: KOF Studies, 98
- Measuring the Social Status of Education Programmes: Applying a New Measurement to Dual Vocational Education and Training in Switzerland (Bolli & Rageth, 2016). In: KOF Working Papers, 403
- The Swiss Vocational Education and Training System: What Can Spain Learn from Switzerland? (Oswald-Egg & Renold, 2015). In: KOF Working Papers, 383
Link to SEL website for more info (in German/French)
Summary
As technology develops, education systems struggle to keep up. This research explores how education and training can best prepare young people for a dynamic labor market. One key factor is work-based learning in VET programs, which allows employers to train young people at the forefront of technology when curriculum processes might not be able to adapt quickly enough.
Reports & publications
- Decomposing the effects of digitalization on workers’ job satisfaction (Bolli & Pusterla, 2022). In: International Review of Economics, 69(2), pp. 263-300
- Does ICT affect the demand for vocationally educated workers? (Pusterla & Renold, 2022). In: Swiss Journal of Economics and Statistics, 158(1), pp. 22
- Is technological change really skills-biased? Firm-level evidence of the complementarities between ICT and workers' education (Bolli & Pusterla, 2021). In: Economics of Innovation and New Technology, 32(1), pp. 69-91
Country Factbooks
How different are education systems throughout the world? CES has been systematically compiling education system factbooks since 2013. We are constantly updating and adding new factbooks that compile and present key information on countries’ education systems and youth labor markets in a consistent format. These let readers quickly absorb and compare education systems and are our starting point for understanding new and dynamic systems.
CES Factbook list
Click to see our Factbook list
Projects by place
Reports & publications
- Sourou, N. G., Gandonou, E., Bankole, R., & Renold, U. Reforms of Technical Vocational Education and Training system in Benin: An exploration of social anthro-pological field. LELAM Working Papers, vol. 15, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
- Bankole, R., Nouatin, G., Gandonou, E. The Dual Apprenticeship in Benin: Strategic Actors and Roles. LELAM Working Papers, vol. 18, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
- Kudrzycki, B., Günther, I., Chogou, S., Bankolé, R. The Working Lives of 1250 Urban Youth in Benin. LELAM Working Papers, vol. 14, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
- Nouatin, G., Bankole, R., Gandonou, E., Bolli-Kemper, J. M., & Maldonado-Mariscal, K. Country Case Study on Technical Vocational Education and Training (TVET) in Benin. LELAM Working Paper, 9, 2019.
Quick reads
Reports & publications
- de Amesti, J., Bordón, P., & Bolli, T. (2023). external pageDual TVET education in Chile: why do companies train students? Journal of Vocational Education & Training, 75:5, 1013-1032, DOI: 10.1080/13636820.2021.1995468
- The effects of Professional Technical High School Education when applying to study for STEM undergraduate degrees at Chilean universities. A causal analysis based on observational data. Miski Peralta, Máximo Quiero, Andrea Canales, Luis Maldonado. LELAM Working Papers, vol. 19, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
- Country Case Study on Technical Vocational Education and Training (TVET) in Chile. Miski Peralta Rojas, Paola Bordón Tapia, Johanna M. Kemper, Karina Maldonado-Mariscal. LELAM Working Papers, vol. 6, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
- Renold, U., Caves, K. M., Kemper, J., & Egg, M. E. (2017). external pagePacific Alliance countries: Policy framework report on vocational education and training (No. 96). KOF Studien.
Reports & publications
- Country Case Study on Technical Vocational Education and Training (TVET) in Costa Rica. Silvia Camacho-Calvo, Jacqueline García-Fallas, Johanna M. Kemper, Karina Maldonado-Mariscal, Alicia Vargas-Porras. LELAM Working Papers, vol. 8, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2019
Quick reads
Reports & publications
- Bolli, T., Bolli-Kemper, J. M., Parajuli, M. N., Renold, U., & Thapa, B. K. (2023). external pageDrivers and Barriers of Implementing a Dual VET Program in Nepal. Asian Education and Development Studies, vol. 12: no. 2/3, pp. 195-207. DOI: 10.1108/AEDS-08-2022-0111
- Bolli, T., Kemper, J., Parajuli, M. N., Renold, U., & Thapa, B. K. (2020). external pageProjection of net benefits for companies in the dual VET-apprenticeship programme in Nepal (No. 145). KOF Studien.
- Bolli, T., Bolli-Kemper, J. M., Parajuli, M. N., Renold, U., & Thapa, B. K. (2020). external pageDrivers and Barriers of Scaling-Up the Dual VETApprenticeship Programme in Nepal. CES Studies, 10.
- Baral, D. P. (2020). Developing a Typology of Informal Skills Learning Places in Nepal. LELAM Working Papers, vol. 17, Zurich: KOF Swiss Economic Institute, ETH Zurich.
- Parajuli, M. N., Renold, U., Bhandari, U., & Lamsal, H. P. (2020). Financial flow in TVET in Nepal: Transiting from the old to the new constitution (No. 10). Working Paper.
- Paudel, P., Acharya, L., J. M., Parajuli, (2020). Students’ Perspective on the Master in Technical and Vocational Education and Training Program in Nepal. LELAM Working Papers, vol. 16, Zurich: KOF Swiss Economic Institute, ETH Zurich.
- Caves, K., & Renold, U. (2019). external pageExternal evaluation: National Vocational Qualifications System project (No. 126). KOF Studies.
- Bolli, T., Bolli-Kemper, J. M., Parajuli, M. N., Renold, U., & Thapa, B. K. (2019). external pageFirst Report on the Dual Vet-Apprenticeship Programme in Nepal: Formative Assessment of the First Cohort. KOF Studies, 135.
- Baral, D. P., Kemper, J. M., & Maldonado-Mariscal, K. (2019). Country case study on technical vocational education and training (TVET) in Nepal (Vol. 7). LELAM Working Papers.
- Caves, K., & Renold, U. (2019). external pageExternal Evaluation: National Vocational Qualifications System Project (No. 126). KOF Studien.
- Baral, D. P. (2019). Positioning Informal Skills Learners in Nepal's TVET System. LELAM Working Papers, vol. 4, Zurich: KOF Swiss Economic Institute, ETH Zurich.
- Bolli, T., Parajuli, M. N., & Renold, U. (2019). Has the relationship between formal education and the formal employment sector in Nepal changed between 1995 and 2014? LELAM Working Papers, vol. 1, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2019.
- Caves, K. & Renold, U. (2018). external pageGoal-setting for TVET reform: A framework for identifying the ideal system in Nepal. Journal of Education and Research, 8(1), 1-22.
- Renold, U., Bolli, T., & Caves, K. (2018). external pageConstitutional reform and its impact on TVET governance in Nepal: Second report in support of developing understanding and finding the way forward for federalising the TVET sector in Nepal (No. 114). KOF Studies.
Quick reads
Reports & publications
- Caves, K., & McDonald, P. (2021). Skills, Employer-Provided Training, and the COVID-19 Pandemic. CES Studies, 19.
- Caves, K., Renold, U., & Backes-Gellner, U. (2018). external pageSystem of opportunity: Permeable education and training in Colorado (No. 124). KOF Studien.
- Renold, U., Bolli, T., Caves, K., Bürgi, J., Egg, M. E., Kemper, J., & Rageth, L. (2017). external pageComparing international vocational education and training programs: The KOF Education-Employment Linkage Index. Includes a special section on applying the KOF EELI to VET policy. KOF Studien. No. 98, ETH Zurich, KOF Swiss Economic Institute, Zurich.
- Renold, U., Caves, K., Bolli, T., & Bürgi, J. (2016). external pageFrom bright spots to a system: Measuring education-employment linkage in Colorado career and technical education (No. 87). KOF Studies.
Quick reads
- Building Permeability: Modern Reforms in Switzerland
- New Report on the Social Status of VET in Switzerland
Reports & publications
- Au Yong Lyn, A., Bolli, T., Ladina, L., Renold, U. & Sritharan, A. (2023). Initial vocational education and training (VET) in fashion design: Information brochure. CES Studies, 36
- Bolli, T., & Rageth, L. (2022). external pageDoes Time Since Arrival have an Effect on Immigrants’ Preferences for Vocational Education and Training Programs in Switzerland? International Migration Review, 0(0). https://doi.org/10.1177/01979183221139137
- Bolli, T., Rageth, L., & Renold, U. (2019). external pageThe Social Status of Vocational Education and Training in Switzerland. KOF Working Papers, 451.
- Renold, U., Bolli, T., Caves, K., Bürgi, J., Egg, M. E., Kemper, J., & Rageth, L. (2017). external pageComparing international vocational education and training programs: The KOF Education-Employment Linkage Index. Includes a special section on applying the KOF EELI to VET policy. KOF Studien. No. 98, ETH Zurich, KOF Swiss Economic Institute, Zurich.
- Renold, U., Caves, K. M., Kemper, J., & Egg, M. E. (2017). external pagePacific Alliance countries: Policy framework report on vocational education and training (No. 96). KOF Studien.
- Bolli, T., & Rageth, L. (2016). external pageMeasuring the Social Status of Education Programmes: Applying a New Measurement to Dual Vocational Education and Training in Switzerland.
- Oswald-Egg, M. E., & Renold, U. (2015). external pageThe Swiss Vocational Education and Training System: What Can Spain Learn from Switzerland?
Reports & publications
- Caves, K. M., & Oswald-Egg, M. E. (2023). external pageAn Empirical Case of Education Policy Implementation in Serbian VET. International Journal for Research in Vocational Education and Training, 10(2), 191–219. https://doi.org/10.13152/IJRVET.10.2.3
- Renold, U., Caves, K., Oswald-Egg, M. E., & Zubovic, A. (2021). Implementation of the Serbian Law on Dual Education: Reflection Report: Drivers and Barriers in the Implementation Phase. CES Studies, 19.
- Caves, K., & Oswald-Egg, M. E. (under review). external pageStorming and Forming: A Case Study of Education Policy Implementation. KOF Working Papers, 477. Under review at Journal of Vocational Education and Training.
- Bolli, T., Caves, K. M., Pusterla, F., & Renold, U. (2021). external pageNew Dual Education Program in Serbia. Do Benefits exceed Costs for Participating Companies? CES Studies, 9.
- Renold, U., Caves, K. M., & Oswald-Egg, M. E. (2021). external pageImplementation of the Serbian Law on Dual Education: Fourth Report on Drivers and Barriers in the Implementation Phase. CES Studies, 14.
- Renold, U., Caves, K. M., Oswald-Egg, M. E., Maldonado-Mariscal, K., Markovic, J., Veselinovic, Z., & Todorovic, M. (2020). external pageImplementation of the Serbian Law on Dual Education: Second Report on Barries and Drivers in the Implementation Phase (Vol. 4). CES Studies.
- Renold, U., Caves, K. M., Oswald-Egg, M. E., Markovic, J., Veselinovic, Z., & Todorovic, M. (2020). external pageImplementation of the Serbian Law on D0ual Education: Third Report on Drivers and Barriers in the Implementation Phase. CES Studies, 8.
- Renold, U., Caves, K. M., Maldonado, K., Oswald-Egg, M. E., Markovic, J., Veselinovic, Z., Stankovic, D., Ceneric, I., & Todorovic, M. (2019). external pageImplementation of the Serbian law on dual education: First report on drivers and barriers in the pre-implementation phase (No. 129). KOF Studies.
- Renold, U., & Oswald-Egg, M. E. (2017). external pageAnalysis of challenges to strengthening the Serbian dual VET system (No. 103). KOF Studien.
Reports & publications
- Renold, U., Bolli, T., & Wolter, S. (2018). external pageDoes it Pay for Firms?: Costs and Benefits of the SkillsFuture Earn and Learn Programme in Singapore. KOF Studies, 115.
- Renold, U., Bolli, T., Caves, K., Bürgi, J., Egg, M. E., Kemper, J., & Rageth, L. (2017). external pageComparing international vocational education and training programs: The KOF Education-Employment Linkage Index. Includes a special section on applying the KOF EELI to VET policy. KOF Studien. No. 98, ETH Zurich, KOF Swiss Economic Institute, Zurich.
Reports & publications
- Bolli-Kemper, J. M., & Renold, U. (2021). external pageEvaluating the Impact of General Versus Vocational Education on Labor Market Outcomes in Egypt by Means of a Regression Discontinuity Design. CES Working Papers, 5.
Reports & publications
- Renold, U., Bolli, T., Oswald-Egg, M. E., & Pusterla, F. (2018). external pageKOF Youth Labour Market Index for Scotland. KOF Studies, 117.
Reports & publications
- Renold, U., Caves, K., & Zubovic, A. (2022). Governance of TVET in Uzbekistan: Series: Governance of Education Systems. CES Studies, vol. 31. https://doi.org/10.3929/ethz-b-000586303
- Renold, U., Caves, K., & Zubovic, A., (2021). Education-Employment Linkage in Uzbekistan. CES Studies, 18.
Reports & publications
- Benin, Chile, Costa Rica, Nepal: Caves, K., Ghisletta, A., Kemper, J., McDonald, P., & Renold, U., (2021). external pageMeeting in the Middle: TVET Programs’ Education–Employment Linkage at Different Stages of Development. Social Sciences, 10(6), 220.
- Benin, Chile, Costa Rica, Nepal: Caves, K., Ghisletta, A., Renold, U., & Kemper, J. (2019). external pageMeeting in the middle: TVET programs' education-employment linkage in developing contexts (No. 460). KOF Working Papers.
- Mexico, Chile, Colombia, Peru: Renold, U., Caves, K. M., Kemper, J., & Egg, M. E. (2017). external pagePacific Alliance countries: Policy framework report on vocational education and training (No. 96). KOF Studien.
Summary
How do we meaningfully compare education programs across very diverse contexts? Every education program has to carry out certain functions in curriculum design, application, and feedback. However, the way those functions are carried out can differ dramatically. Social institutions that serve the same function might look completely different, making it hard to accurately compare them from the outside. Therefore, we start with the functions and use those to find the social institutions, then compare at that equivalent level.
Reports & publications
Highlighted
chevron_right Operationalizing institutions: a theoretical framework and methodological approach for assessing the robustness of social institutions (Rageth et al., 2021). In: International Review of Sociology, 31:3, 507 - 535Other