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α: calibrated so average coauthorship-adjusted count equals average raw count
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.