A critical perspective on the empirical evidence toward economic performance indicators in vocational education and training

Abstract

The starting point for this contribution is provided by the two central reporting series “National Reports on Education” as well as the “Report on Vocational Education and Training” with the corresponding “Vocational Education and Training Data Report”. These regularly published reports include a comprehensive set of indicators for the description of economic performance in Vocational Education and Training. Since 2016, both series have also been supplemented by the “Vocational Education and Training Report at Federal State Level”. This monitor provides additional and expanding insights into vocational education and training and focuses more on the governance level of the federal states policy and the regional conditions of vocational education and training. The aim of this article lies on a critical perspective on the empirical evidence toward the performance indicators of the previously mentioned report systems. The limits and challenges of these indicators are determined. Indeed, corresponding indicator-based reports are limited by deficient data, but it is questionable, whether the lack of differentiation by regions and professions does limit the validity of these indicators.