{"id":7536,"date":"2016-03-11T17:44:37","date_gmt":"2016-03-11T16:44:37","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2016\/03\/11\/duale-bildung\/7536\/vocational-schools-with-a-strong-labour-market-orientation-can-be-more-effective-3\/"},"modified":"2016-03-11T17:44:37","modified_gmt":"2016-03-11T16:44:37","slug":"vocational-schools-with-a-strong-labour-market-orientation-can-be-more-effective-3","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/03\/11\/duale-bildung\/7536\/vocational-schools-with-a-strong-labour-market-orientation-can-be-more-effective-3\/","title":{"rendered":"Vocational schools with a strong labour-market orientation can be more effective &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">\u201eVocational schools with a strong labour-market orientation can be more effective in promoting the specialist skills that can be translated into advantages in the labour market. This &#8217;specialisation effect&#8216; of vocational education is greater in education systems with a strong vocational sector. In this sense, vocational education can mean an easier transition to the world of work for many, which can have a positive effect on equity, especially if the option of entering tertiary education is kept open.\u201c<br \/>EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S.&nbsp;130.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eVocational schools with a strong labour-market orientation can be more effective in promoting the specialist skills that can be translated<\/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-7536","post","type-post","status-publish","format-standard","hentry","category-duale-bildung"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/7536","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=7536"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/7536\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=7536"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=7536"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=7536"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}