{"id":6359,"date":"2020-03-27T12:59:30","date_gmt":"2020-03-27T11:59:30","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2020\/03\/27\/deutschland\/6359\/highly-diversified-models-of-provision-can-promote-high-levels-of-completion-2\/"},"modified":"2020-03-27T12:59:30","modified_gmt":"2020-03-27T11:59:30","slug":"highly-diversified-models-of-provision-can-promote-high-levels-of-completion-2","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2020\/03\/27\/deutschland\/6359\/highly-diversified-models-of-provision-can-promote-high-levels-of-completion-2\/","title":{"rendered":"Highly diversified models of provision can promote high levels of completion &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">\u201eThe highly diversified models of provision in countries such as Germany, the Netherlands, Denmark and Austria can promote high levels of completion. The percentage of 15- to 19-year-olds not in education or training is relatively low in countries that have such arrangements.\u201c<br \/>Univ.-Prof.&nbsp;Dr.&nbsp;Stephen Lamb, Pathways to School Completion: An International Comparison. In: Lamb u.a., School Dropout and Completion (2011), S.&nbsp;60.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eThe highly diversified models of provision in countries such as Germany, the Netherlands, Denmark and Austria can promote high levels<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[94],"tags":[],"class_list":["post-6359","post","type-post","status-publish","format-standard","hentry","category-deutschland"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6359","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=6359"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6359\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=6359"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=6359"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=6359"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}