{"id":7535,"date":"2016-03-11T16:28:36","date_gmt":"2016-03-11T15:28:36","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2016\/03\/11\/duale-bildung\/7535\/the-relative-proportion-of-upper-secondary-students-in-vocationally-oriented-programmes-2\/"},"modified":"2016-03-11T16:28:36","modified_gmt":"2016-03-11T15:28:36","slug":"the-relative-proportion-of-upper-secondary-students-in-vocationally-oriented-programmes-2","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/03\/11\/duale-bildung\/7535\/the-relative-proportion-of-upper-secondary-students-in-vocationally-oriented-programmes-2\/","title":{"rendered":"The relative proportion of upper secondary students in vocationally oriented programmes &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">\u201eThe relative proportion of upper secondary students in vocationally oriented programmes differs widely between European countries, from around 15&nbsp;% to 75&nbsp;%.\u201c<br \/>EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S.&nbsp;125.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eThe relative proportion of upper secondary students in vocationally oriented programmes differs widely between European countries, from around 15&nbsp;% to<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14],"tags":[],"class_list":["post-7535","post","type-post","status-publish","format-standard","hentry","category-duale-bildung"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/7535","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=7535"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/7535\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=7535"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=7535"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=7535"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}