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School-to-work transition: apprenticeship versus vocational school in France

Author

Listed:
  • Liliane Bonnal

    (GREMAQ - Groupe de recherche en économie mathématique et quantitative - UT Capitole - Université Toulouse Capitole - UT - Université de Toulouse - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - CNRS - Centre National de la Recherche Scientifique)

  • Sylvie Mendes

    (LEO - Laboratoire d'économie d'Orleans [2008-2011] - UO - Université d'Orléans - CNRS - Centre National de la Recherche Scientifique)

  • Catherine Sofer

    (TEAM - Théories et Applications en Microéconomie et Macroéconomie - UP1 - Université Paris 1 Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique)

Abstract
There has recently been a strong drive to develop apprenticeship in France, as one means of decreasing youth unemployment. Our aim in this paper is to try to measure the "pure" within-firm training effect on school-to-work transition. We address the problem of the transition to the first job, using a model of simultaneous maximum likelihood estimation of several probabilities and of the parameters of the probability density function linked to the exit from unemployment. We conclude that apprentices have a distinct advantage over those who attended vocational school. This effect is stronger when we correct for the negative selection bias associated with the choice of apprenticeship.

Suggested Citation

  • Liliane Bonnal & Sylvie Mendes & Catherine Sofer, 2002. "School-to-work transition: apprenticeship versus vocational school in France," Post-Print halshs-00367135, HAL.
    • Handle: RePEc:hal:journl:halshs-00367135
    DOI: 10.1108/01437720210436046
    as

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