The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education

Abstract

We investigate how work-based versus school-based learning impacts students’ cognitive (numeracy, literacy) and non-cognitive outcomes (student motivation, engagement, academic self-concept, well-being) in vocational secondary education. To this end, we exploit longitudinal test score and survey data on a cohort of Belgian pupils. We rely on school-field-of-study fixed effects, (non-)cognitive test scores in the preceding grades, and detailed background characteristics to remove the bias resulting from self-selection into educational programmes. Within the technical track aimed at preparing students both for the labour market and further education, we find the effects of substituting school-based for work-based learning on both cognitive and non-cognitive outcomes to be negative. Within the purely vocational track, by contrast, effects seem to be more mixed and to depend on the outcome and amount of workplace learning. These results are consistent with cognitive and non-cognitive outcomes being crucial mechanisms underlying the effects of work-based programmes on educational and labour market career outcomes. © 2025

Keywords

Author Keywords

Vocational training human capital work-based learning Work placement non-cognitive skills Dual system Literacy Numeracy Returns to education

Index Keywords

human capital learning training workplace Vocational education literacy education policy returns to education labor market cognition secondary education Belgium

Author Affiliations

Faculty of Economics and Business, HIVA - Onderzoeksinstituut voor Arbeid en Samenleving, Leuven, Vlaams-Brabant, Belgium

Faculty of Economics and Business, KU Leuven, Leuven, Vlaams-Brabant, Belgium

Faculty of Economics and Business, KU Leuven, Leuven, Vlaams-Brabant, Belgium, Universiteit Maastricht, Maastricht, Limburg, Netherlands

Funding & Acknowledgements

Vlaamse regering

Funding text 1: We thank Rolf van der Velden and Nick Deschacht for their valuable comments on an earlier version of this article. This work was supported by the Flemish Authority within the frame of the policy research centre on educational research (Steunpunt SONO). Kristof De Witte acknowledges financial support from the European Commission through its Horizon Europe project BRIDGE (grant 101177154). Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the granting authority. Neither the European Union nor the granting authority can be held responsible for them. Our analyses are based on the LISO-data (www.lisoproject.be), which are proprietary. This data collection was sponsored by the Flemish Government in the framework of the Flemish Policy Research Centre on Educational Research. To get access to the data, users have to send a motivated request to info@lisoproject.be. The replication files can be obtained by sending an email to the corresponding author.; Funding text 2: This work was supported by the Flemish Authority within the frame of the policy research centre on educational research (Steunpunt SONO) . Kristof De Witte acknowledges financial support from the European Commission through its Horizon Europe project BRIDGE (grant 101177154 ). Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the granting authority. Neither the European Union nor the granting authority can be held responsible for them.; Funding text 3: Our analyses are based on the LISO-data (www.lisoproject.be), which are proprietary. This data collection was sponsored by the Flemish Government in the framework of the Flemish Policy Research Centre on Educational Research. To get access to the data, users have to send a motivated request to info@lisoproject.be. The replication files can be obtained by sending an email to the corresponding author.

European Commission, EU

Funding text 1: We thank Rolf van der Velden and Nick Deschacht for their valuable comments on an earlier version of this article. This work was supported by the Flemish Authority within the frame of the policy research centre on educational research (Steunpunt SONO). Kristof De Witte acknowledges financial support from the European Commission through its Horizon Europe project BRIDGE (grant 101177154). Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the granting authority. Neither the European Union nor the granting authority can be held responsible for them. Our analyses are based on the LISO-data (www.lisoproject.be), which are proprietary. This data collection was sponsored by the Flemish Government in the framework of the Flemish Policy Research Centre on Educational Research. To get access to the data, users have to send a motivated request to info@lisoproject.be. The replication files can be obtained by sending an email to the corresponding author.; Funding text 2: This work was supported by the Flemish Authority within the frame of the policy research centre on educational research (Steunpunt SONO) . Kristof De Witte acknowledges financial support from the European Commission through its Horizon Europe project BRIDGE (grant 101177154 ). Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the granting authority. Neither the European Union nor the granting authority can be held responsible for them.; Funding text 3: Our analyses are based on the LISO-data (www.lisoproject.be), which are proprietary. This data collection was sponsored by the Flemish Government in the framework of the Flemish Policy Research Centre on Educational Research. To get access to the data, users have to send a motivated request to info@lisoproject.be. The replication files can be obtained by sending an email to the corresponding author.

Grant: 101177154

Funding text 1: We thank Rolf van der Velden and Nick Deschacht for their valuable comments on an earlier version of this article. This work was supported by the Flemish Authority within the frame of the policy research centre on educational research (Steunpunt SONO). Kristof De Witte acknowledges financial support from the European Commission through its Horizon Europe project BRIDGE (grant 101177154). Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the granting authority. Neither the European Union nor the granting authority can be held responsible for them. Our analyses are based on the LISO-data (www.lisoproject.be), which are proprietary. This data collection was sponsored by the Flemish Government in the framework of the Flemish Policy Research Centre on Educational Research. To get access to the data, users have to send a motivated request to info@lisoproject.be. The replication files can be obtained by sending an email to the corresponding author.; Funding text 2: This work was supported by the Flemish Authority within the frame of the policy research centre on educational research (Steunpunt SONO) . Kristof De Witte acknowledges financial support from the European Commission through its Horizon Europe project BRIDGE (grant 101177154 ). Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the granting authority. Neither the European Union nor the granting authority can be held responsible for them.; Funding text 3: Our analyses are based on the LISO-data (www.lisoproject.be), which are proprietary. This data collection was sponsored by the Flemish Government in the framework of the Flemish Policy Research Centre on Educational Research. To get access to the data, users have to send a motivated request to info@lisoproject.be. The replication files can be obtained by sending an email to the corresponding author.

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The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education

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