{"id":6360,"date":"2020-03-23T13:02:07","date_gmt":"2020-03-23T12:02:07","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2020\/03\/23\/deutschland\/6360\/highest-rates-of-school-completion-for-nations-that-operate-vocational-education-programs-4\/"},"modified":"2020-03-23T13:02:07","modified_gmt":"2020-03-23T12:02:07","slug":"highest-rates-of-school-completion-for-nations-that-operate-vocational-education-programs-4","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2020\/03\/23\/deutschland\/6360\/highest-rates-of-school-completion-for-nations-that-operate-vocational-education-programs-4\/","title":{"rendered":"Highest rates of school completion for nations that operate vocational education programs &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">\u201eThe group of nations that operate vocational education programs as separate qualifications or tracks, including Germany, Austria, Denmark and the Netherlands, tend to have the highest rates of school completion.\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;56.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eThe group of nations that operate vocational education programs as separate qualifications or tracks, including Germany, Austria, Denmark and the<\/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-6360","post","type-post","status-publish","format-standard","hentry","category-deutschland"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6360","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=6360"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6360\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=6360"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=6360"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=6360"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}