The costs of standardized apprenticeship curricula for training firms

Empirical Research in Vocational Education and Training

Table 2 Firm heterogeneity in curriculum (mis)fit

	Content not used		Additional skills
	Fractional regression		Logit
	(1)	(2)	(3)	(4)
Member of prof. association (yes = 1)	\(-\) 0.026*** (0.007)	\(-\) 0.026*** (0.007)	0.029** (0.012)	0.029** (0.012)
Attractiveness for specialists (yes = 1)	0.002 (0.009)	0.002 (0.009)	0.021 (0.014)	0.022 (0.014)
Affected by digitalization (yes = 1)	\(-\) 0.001 (0.007)	\(-\) 0.001 (0.007)	0.031** (0.014)	0.032** (0.014)
Efficiency of production (yes = 1)	\(-\) 0.022** (0.008)	\(-\) 0.022** (0.008)	\(-\) 0.013 (0.015)	\(-\) 0.013 (0.015)
Demand good (yes = 1)	\(-\) 0.005 (0.007)	\(-\) 0.005 (0.007)	0.015 (0.013)	0.015 (0.012)
10\(-\)49 Emp.	\(-\) 0.008 (0.008)	\(-\) 0.006 (0.008)	\(-\) 0.028 (0.014)	\(-\) 0.026 (0.014)
50\(-\)99 Emp.	\(-\) 0.032** (0.010)	\(-\)0.032** (0.010)	\(-\) 0.005 (0.023)	\(-\) 0.004 (0.023)
100+ Emp.	\(-\) 0.024** (0.013)	\(-\) 0.023* (0.013)	0.015 (0.023)	0.018 (0.023)
Occupation dummies	Yes	Yes	Yes	Yes
Industry dummies	Yes	Yes	Yes	Yes
Greater region dummies	Yes	Yes	Yes	Yes
Apprentice characteristics	No	Yes	No	Yes
(pseudo) R-squared	0.011	0.011	0.075	0.077
Observations	4152	4152	4152	4152

Average marginal effects reported. \(^{\star \star \star }\), \(^{\star \star }\), and \(^{\star }\) denote statistical significance at the 1%, 5%, and 10% level, respectively. Standard errors given in parentheses. Results are weighted with sampling weights. The dummies for competitiveness, efficiency, attractiveness, and digitalisation are one for firms reporting “very” or “rather” in the respective question and zero otherwise. Additional apprentice characteristics are shares of adult and female apprentices, of short apprenticeships and apprenticeships with vocational baccalaureate. Occupation, industry and region dummies as shown in Table 9