Did the Bologna Process challenge the German apprenticeship system? Evidence from a natural experiment

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Authors

  • Stephan L Thomsen
  • Johannes Trunzer

Research Organisations

External Research Organisations

  • Centre for European Economic Research (ZEW)
  • Institute of Labor Economics (IZA)
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Details

Original languageEnglish
Number of pages87
JournalJournal of Human Capital
Early online date1 Mar 2024
Publication statusE-pub ahead of print - 1 Mar 2024

Abstract

Starting in 1999, the Bologna Process reformed the German five-year study system for a first degree into the three-year bachelor's (BA) system to harmonize study lengths in Europe and improve competitiveness. This reform unintentionally challenged the German apprenticeship system that offers three-year professional training for the majority of school leavers. Approximately 29% of new apprentices are university-eligible graduates from academic-track schools. We evaluate the effects of the Bologna reform on new highly educated apprentices using a generalized difference-in-differences design based on detailed administrative student and labor market data. Our estimates show that the average regional expansion in first-year BA students decreased the number of new highly educated apprentices by 3%-5%; average treatment effects on those indecisive at school graduation range between -18% and -29%. We reveal substantial gender and occupational heterogeneity: males in STEM apprenticeships experienced the strongest negative effects. The reform aggravated the skills shortage in the economy.

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Did the Bologna Process challenge the German apprenticeship system? Evidence from a natural experiment. / Thomsen, Stephan L; Trunzer, Johannes.
In: Journal of Human Capital, 01.03.2024.

Research output: Contribution to journal › Article › Research › peer review

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