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Labor Markets, Public Policy and Gender Equality
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data collection relies on each national government that use different categories. As a rule, whenever possible, I tried to use data from one single source for the same variable.
xxxvii
UNESCO also offers international educational data of gender breakdown of
vocational and general education. Unfortunately, UNESCO provides the gender breakdown for fewer countries (Japan, Austria, Demark, Finland, Germany, Ireland, Italy, Netherlands, Norway, Spain, Sweden and Switzerland). UNESCO data also show that there are fewer women in vocational tracks than men. UNESCO, “Secondary Technical and Vocational Education,” Statistical Issue, March 1995.
xxxviii
German apprenticeship programs have always been extremely gender-segregated:
when we look at the most popular five programs among men—all of which are craft skills—we find that 98% of enrollment is male (CEDEFOP 1991, 1995a).
xxxix
Hall and Soskice 2001, Hall and Gingrich 2001, Estevez-Abe, Iversen and Soskice
2001.
xl
Huber and Stephens, Klausen, OECD (1994).
xli
On this topic, see Estévez-Abe and Dubin (2003).
56
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| | Authors: Estevez-Abe, Margarita. |
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data collection relies on each national government that use different categories. As a rule,
whenever possible, I tried to use data from one single source for the same variable.
xxxvii
UNESCO also offers international educational data of gender breakdown of
vocational and general education. Unfortunately, UNESCO provides the gender
breakdown for fewer countries (Japan, Austria, Demark, Finland, Germany, Ireland,
Italy, Netherlands, Norway, Spain, Sweden and Switzerland). UNESCO data also show
that there are fewer women in vocational tracks than men. UNESCO, “Secondary
Technical and Vocational Education,” Statistical Issue, March 1995.
xxxviii
German apprenticeship programs have always been extremely gender-segregated:
when we look at the most popular five programs among men—all of which are craft
skills—we find that 98% of enrollment is male (CEDEFOP 1991, 1995a).
xxxix
Hall and Soskice 2001, Hall and Gingrich 2001, Estevez-Abe, Iversen and Soskice
2001.
xl
Huber and Stephens, Klausen, OECD (1994).
xli
On this topic, see Estévez-Abe and Dubin (2003).
56
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