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Does Work-Based Learning Facilitate the School to Work Transition? Evidence from an Italian Reform

Author

Listed:
  • Bernardi, Martino

    (Fondazione Giovanni Agnelli)

  • Bertoni, Marco

    (University of Padova)

  • Brunello, Giorgio

    (University of Padova)

  • Crocè, Clementina

    (University of Padova)

  • Rocco, Lorenzo

    (University of Padova)

Abstract

In 2015, school-work alternation programmes (alternanza scuola lavoro) became compulsory in all Italian high schools, with the purpose of enabling students to combine theoretical learning at school with work-based learning. A distinctive feature of this reform was that the intensity of school-work-alternation programs varied across school tracks, higher for technical schools and lower for academic schools. Using a difference–in–differences approach, we show that female students in more intensively treated tracks experienced a decline in the probability of employment during the year following high school graduation, relative to females in less intensively treated tracks. The decline was accompanied by an increase in full-time higher education. These results could be driven by the relatively unattractive conditions offered by the Italian labour market to high school graduates without college education.

Suggested Citation

  • Bernardi, Martino & Bertoni, Marco & Brunello, Giorgio & Crocè, Clementina & Rocco, Lorenzo, 2024. "Does Work-Based Learning Facilitate the School to Work Transition? Evidence from an Italian Reform," IZA Discussion Papers 17352, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp17352
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    More about this item

    Keywords

    work-based learning; employment; college enrolment; Italy;
    All these keywords.

    JEL classification:

    • J60 - Labor and Demographic Economics - - Mobility, Unemployment, Vacancies, and Immigrant Workers - - - General
    • J68 - Labor and Demographic Economics - - Mobility, Unemployment, Vacancies, and Immigrant Workers - - - Public Policy

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