Research

Summary

What do we mean when we talk about positive labor market outcomes for youth? The CES youth labor market index (YLMI) goes beyond just employment and unemployment, with twelve items in four dimensions that include activity state, working conditions, education and skills usage, and transition smoothness. The index is built on internationally comparable indicators and data sources, making it comparable across countries and longitudinally over time. We use it as a key outcome metric.

Quick reads

• Apprenticeship vs. School-Based VET
• Youth Labor Market Index (YLMI)
  

Interactive webtool

• Webtool

Reports & publications

• Kemper, J. (2022). CES Youth Labor Market Index. Technical Report. (No. 25). CES Studies. DOI: 10.3929/ethz-b-000527413
  
  
• Zubovic, A., Caves, K., & Kemper, J. (2022). Youth Labor Market during Covid-19. First Release of the CES Youth Labor Market Index. (No. 26). CES Studies. DOI: 10.3929/ethz-b-000527419
  
  
• Oswald-Egg, M. E., & Renold, U. (2021). external page No experience, no employment: The effect of vocational education and training work experience on labour market outcomes after higher education. Economics of education review, 80, 102065.
  
  
• Bolli-Kemper, J. M., & Renold, U. (2021). external page Evaluating the Impact of General Versus Vocational Education on Labor Market Outcomes in Egypt by Means of a Regression Discontinuity Design. CES Working Papers, 5.
  
  
• Pusterla, F., & Oswald-Egg, M. E. (2019). external page Heterogeneity in Education and Training. Sixth Release of the KOF Youth Labour Market Index. KOF Studies, 143.
  
  
• Renold, U., Bolli, T., Oswald-Egg, M. E., & Pusterla, F. (2018). external page KOF Youth Labour Market Index for Scotland. KOF Studies, 117.
  
  
• Pusterla, Filippo, et al. external page Disentangling skills mismatch. Fifth release of the KOF youth labour market index. No. 123. KOF Studien, 2018.
  
  
• Pusterla, F. (2017). external page How active are youth? The interplay between education, youth unemployment, and inactivity. Fourth release of the KOF Youth Labour Market Index (No. 97). KOF Studien.
  
  
• Bolli, T., Egg, M. E., & Rageth, L. (2017). external page Meet the need: The role of vocational education and training for the youth labour market (No. 429). KOF Working Papers.
  
  
• Kemper, J. M. (2017). external page Employment Protection and Labor Market Outcomes (Doctoral dissertation, ETH Zurich).
  
  
• Pusterla, F. (2016). external page The Great Recession and the working conditions of youth: A descriptive analysis of the European labour market. KOF Studies, 83.
  
  
• Pusterla, F. (2016). external page The Great Recession and the Working Conditions of Youth: A Descriptive Analysis of the European Labour Market. Third Release of the KOF Youth Labour Market Index (No. 83). KOF Studien.
  
  
• Pusterla, F. (2015). external page How did the youth labour market situation evolve between 2012 and 2013? Second release of the KOF youth labour market index (No. 67). KOF Studien.
  
  
• Renold, U., Bolli, T., Egg, M. E., & Pusterla, F. (2014). Oexternal page n the multiple dimensions of youth labour markets: A guide to the KOF youth labour market index (No. 51). KOF Studien.

Summary

Once reform leaders know where they want their education system to be, how do they get there? A lot of evidence exists to support evidence-based program design, but it’s harder to find an evidence-based answer to what reform leaders should do first. We are working on understanding the success factors and barriers to reform implementation in VET and education systems reforms.

Quick reads

• Implementing VET Reforms
• Implementing VET Reforms 2
• The tricky thing about NQFs

Reports & publications

• Renold, U., Caves, K., Oswald-Egg, M. E., & Zubovic, A. (2021). Implementation of the Serbian Law on Dual Education: Reflection Report: Drivers and Barriers in the Implementation Phase. CES Studies, 19.
  
  
• Caves, K. M., Baumann, S., & Renold, U. (2021). external page Getting there from here: A literature review on vocational education and training reform implementation. Journal of Vocational Education & Training, 73(1), 95-126.
  
  
• Renold, U., Caves, K., & Bolli, T. (2021). external page Constitutional Reform and its Impact on TVET Governance in Nepal. Technical and Vocational Education and Training (TVET), 30.
  
  
• Renold, U., Caves, K. M., & Oswald-Egg, M. E. (2021). external page Implementation of the Serbian Law on Dual Education: Fourth Report on Drivers and Barriers in the Implementation Phase. CES Studies, 14.
  
  
• Bolli, T., Bolli-Kemper, J. M., Parajuli, M. N., Renold, U., & Thapa, B. K. (2020). external page Drivers and Barriers of Scaling-Up the Dual VETApprenticeship Programme in Nepal. CES Studies, 10.
  
  
• Renold, U., Caves, K. M., Oswald-Egg, M. E., Markovic, J., Veselinovic, Z., & Todorovic, M. (2020). external page Implementation of the Serbian Law on Dual Education: Third Report on Drivers and Barriers in the Implementation Phase. CES Studies, 8.
  
  
• Renold, U., Caves, K. M., Oswald-Egg, M. E., Maldonado-Mariscal, K., Markovic, J., Veselinovic, Z., & Todorovic, M. (2020). external page Implementation of the Serbian Law on Dual Education: Second Report on Barries and Drivers in the Implementation Phase (Vol. 4). CES Studies.
  
  
• Renold, U., Caves, K. M., Maldonado, K., Oswald-Egg, M. E., Markovic, J., Veselinovic, Z., Stankovic, D., Ceneric, I., & Todorovic, M. (2019). external page Implementation of the Serbian law on dual education: First report on drivers and barriers in the pre-implementation phase (No. 129). KOF Studies.
  
  
• Renold, U., Bolli, T., & Caves, K. (2018). external page Constitutional reform and its impact on TVET governance in Nepal: Second report in support of developing understanding and finding the way forward for federalising the TVET sector in Nepal (No. 114). KOF Studies.
  
  
• Caves, K., & Oswald-Egg, M. E. (under review). external page Storming and Forming: A Case Study of Education Policy Implementation. KOF Working Papers, 477. Under review at Journal of Vocational Education and Training.

Summary

Why do employers choose to start training? Although their costs and benefits of training summarize why employers stay in training programs, joining new or reforming programs might require a more complex set of motives. In this strain of research, we investigate why companies choose to start training—skills gaps, social interest, etc.—and how that varies across places. One of the most consistent motivations employers have is the comparative advantage of the workplace over schools as a learning environment for crucially important “soft” or transferable skills.

Quick reads

• The Employer’s Dilemma
  
• New Study on Willingness to Train of Firms in Colorado

Reports & publications

• Caves, K., & McDonald, P. (2021). Skills, Employer-Provided Training, and the COVID-19 Pandemic. CES Studies, 19.
  
  
• Renold, U., Bolli, T., Caves, K., & Buergi, J. (2017). external page Training for growth: Skills shortage and companies' willingness to train in Colorado. An application of the KOF Willingness to Train Survey (No. 94). KOF Studies.
  
  
• Bolli, T., & Renold, U. (2017, April). external page Comparative advantages of school and workplace environment in skill acquisition. In Evidence-based HRM: a Global Forum for Empirical Scholarship. Emerald Publishing Limited.
  
  
• Caves, K. & Renold, U. (2016). external page “The employer’s dilemma: Employer engagement and progress in vocational education and training reforms.” KOF Working Papers No. 423.
  
  
• Oswald-Egg, M. E., & Renold, U. (2015). external page The Swiss Vocational Education and Training System: What Can Spain Learn from Switzerland?  

Summary

What are the system-level conditions that enable program success? Even the best program cannot attract students and help them achieve success without further pathways, permeability, good governance, and other key factors. Research in this strain examines the characteristics of good governance and how those vary across contexts, legal conditions surrounding successful education systems, and permeability.

Quick reads

• Functional Differentiation and Permeability
  
• Building Permeability: Modern Reforms in Switzerland
• Education Systems and Systemic Racism
  
• Functional Differentiation and Skills
  
• Chile’s TVET Strategy
  
• Constitutional Reform and its Impact on TVET Governance in Nepal

Reports & publications

• Renold, U., Caves, K., & Bolli, T. (2021). Constitutional Reform and its Impact on TVET Governance in Nepal. Technical and Vocational Education and Training (TVET), 30.
  
  
• Caves, K., & Renold, U. (2019). external page External Evaluation: National Vocational Qualifications System Project (No. 126). KOF Studien.
  
  
• Renold, U., Bolli, T., & Caves, K. (2018). external page Constitutional reform and its impact on TVET governance in Nepal: Second report in support of developing understanding and finding the way forward for federalising the TVET sector in Nepal (No. 114). KOF Studies.
  
  
• Caves, K. & Renold, U. (2018). “external page Goal-setting for TVET reform: A framework for identifying the ideal system in Nepal.” Journal of Education and Research, 8(1), 1-22.
  
  
• Caves, K., Renold, U., & Backes-Gellner, U. (2018). external page System of opportunity: Permeable education and training in Colorado (No. 124). KOF Studien.
  
  
• Renold, U., & Oswald-Egg, M. E. (2017). external page Analysis of challenges to strengthening the Serbian dual VET system (No. 103). KOF Studien.
  
  
• Caves, K. M., & Renold, U. (2017). external page Constitutional Reform and its Impact on TVET Governance in Nepal. A report in support of developing understanding and finding the way forward for federalizing the TVET sector in Nepal (No. 89). KOF Studies.
  
  
• Renold, U., Caves, K. M., Kemper, J., & Egg, M. E. (2017). external page Pacific Alliance countries: Policy framework report on vocational education and training (No. 96). KOF Studien.

Summary

What makes education systems more equitable? Education and training are major drivers of important outcomes like employment, earnings, health, and social status-among many others. However, the characteristics and construction of education systems dramatically affect who has access to these benefits. We explore how systemic and program factors relate to more and less equitable outcomes.

Quick reads

• Education Systems and Systemic Racism

Reports & publications

• Bolli, T., Rageth, L., & Renold, U. (2019). external page The Social Status of Vocational Education and Training in Switzerland. KOF Working Papers, 451.
  
• Bolli, T., & Rageth, L. (2016). external page Measuring the Social Status of Education Programmes: Applying a New Measurement to Dual Vocational Education and Training in Switzerland.

Summary

How do we meaningfully compare education programs across very diverse contexts? Every education program has to carry out certain functions in curriculum design, application, and feedback. However, the way those functions are carried out can differ dramatically. Social institutions that serve the same function might look completely different, making it hard to accurately compare them from the outside. Therefore, we start with the functions and use those to find the social institutions, then compare at that equivalent level.

Reports & publications

• Renold, Ursula. “Socially Constructed Concepts - Methodological Problems in Comparing VET Programs.” In: Uschi Backers-Gellner, Renold, Ursula, Stefan C Wolter (2020). Economics and Governance of Vocational and Professional Education and Training (including Apprenticeship). Theoretical and Empirical Results for Researchers and Educational Policy Leaders., Bern. 2020 (Hep Verlag AG). p. 21-external page 51. http://hdl.handle.net/20.500.11850/457924.
  
  
• Acharya, L., Bolli, T., Bordón Tapia, P., Camacho-Calvo, S., Caves, K.M., Gandonou, E., García-Fallas, J., Günther, I., McDonald, P., Nouatin, G. and Parajuli, M.N., 2020. external page LELAM-TVET4INCOME: Synthesis of results from the first phase of the project. LELAM Working Papers, 21.
  
  
• Renold, U., Rageth, L., Caves, K., & Buergi, J. (2019). external page Theoretical and methodological framework for measuring the robustness of social institutions in education and training (No. 461). KOF Working Papers.
  
  
• Renold, U., Bolli, T., Caves, K., Rageth, L., Agarwal, V., & Pusterla, F. (2015). external page Feasibility Study for a Curriculum Comparison in Vocational Education and Training. Intermediary Report I: The 20 Top Performers (No. 70). KOF Studien.

Summary

Can education and training contribute to income, youth labor market success, and economic development? The LELAM-TVET4INCOME project is a multi-year project funded by the Swiss National Science Foundation that investigates these questions across development stages by focusing on Nepal, Benin, Costa Rica, and Chile. You can learn more on that project’s website.

Link to LELAM website

• LELAM website

Summary

What effects did the COVID-19 pandemic have on apprenticeship training in Switzerland? Starting in the first lockdown in April 2020, the CES team began collecting, processing, and reporting data monthly on the situation of Swiss apprentices during the COVID-19 pandemic. That project is run by the CES Swiss Education Lab. You can find English-language information here and full details in German and French here.

Related Links

• Project website (EN)
  
• external page Project website (DE&FR)
• Swiss Education Lab (DE&FR)

Quick reads

• Blog posts-2020
  
• Blog posts-2021

Reports and publications

• Caves, K., & McDonald, P. (2021). Skills, Employer-Provided Training, and the COVID-19 Pandemic. CES Studies, 19.

Summary

The Swiss system is one of the best in the world, what can we learn from that? We use the Swiss education system as an example of the power of evidence-based reform over time and a demonstration of key best practices. No education program or system can be copied and pasted, but the Swiss case is an excellent proof of concept. We have some research that examines the Swiss system or explains some of its key characteristics for an international audience.

Quick reads

• Building Permeability: Modern Reforms in Switzerland.
  
• New Report on the Social Status of VET in Switzerland.

Reports and publications

• Bolli, T., Rageth, L., & Renold, U. (2019). external page The Social Status of Vocational Education and Training in Switzerland. KOF Working Papers, 451.
  
  
• Renold, U., Bolli, T., Caves, K., Bürgi, J., Egg, M. E., Kemper, J., & Rageth, L. (2017). external page Comparing international vocational education and training programs: The KOF Education-Employment Linkage Index. Includes a special section on applying the KOF EELI to VET policy. KOF Studien. No. 98, ETH Zurich, KOF Swiss Economic Institute, Zurich.
  
  
• Bolli, T., & Rageth, L. (2016). external page Measuring the Social Status of Education Programmes: Applying a New Measurement to Dual Vocational Education and Training in Switzerland.
  
  
• Oswald-Egg, M. E., & Renold, U. (2015). Texternal page he Swiss Vocational Education and Training System: What Can Spain Learn from Switzerland?
  
  

Link to SEL website for more info (in German/French)

• SEL Website (DE)
  
• SEL website (FR)

Summary

How different are education systems throughout the world? CES has been systematically compiling education system factbooks since 2013. We are constantly updating and adding new factbooks that compile and present key information on countries’ education systems and youth labor markets in a consistent format. These let readers quickly absorb and compare education systems and are our starting point for understanding new and dynamic systems.

CES factbook list

Reports & publications

• Sourou, N. G., Gandonou, E., Bankole, R., & Renold, U. Reforms of Technical Vocational Education and Training system in Benin: An exploration of social anthro-pological field. LELAM Working Papers, vol. 15, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
  
  
• Bankole, R., Nouatin, G., Gandonou, E. The Dual Apprenticeship in Benin: Strategic Actors and Roles. LELAM Working Papers, vol. 18, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
  
  
• Kudrzycki, B., Günther, I., Chogou, S., Bankolé, R. The Working Lives of 1250 Urban Youth in Benin. LELAM Working Papers, vol. 14, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
  
  
• Nouatin, G., Bankole, R., Gandonou, E., Bolli-Kemper, J. M., & Maldonado-Mariscal, K. Country Case Study on Technical Vocational Education and Training (TVET) in Benin. LELAM Working Paper, 9, 2019.

Quick reads

• Chile’s TVET Strategy
  
• National Education Plan for Chile with Six Priorities for VET

Reports & publications

• Amesti, J., Bordon, P., Bolli, T. external page Dual TEVT education in Chile: Why do companies train students? LELAM Working Papers, vol. 22, Zurich: Chair of Education Systems, Department of Management and Technology, ETH Zurich, 2021.
  
  
• The effects of Professional Technical High School Education when applying to study for STEM undergraduate degrees at Chilean universities. A causal analysis based on observational data. Miski Peralta, Máximo Quiero, Andrea Canales, Luis Maldonado. LELAM Working Papers, vol. 19, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
  
  
• Country Case Study on Technical Vocational Education and Training (TVET) in Chile. Miski Peralta Rojas, Paola Bordón Tapia, Johanna M. Kemper, Karina Maldonado-Mariscal. LELAM Working Papers, vol. 6, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2020.
  
  
• Renold, U., Caves, K. M., Kemper, J., & Egg, M. E. (2017). Pacific Alliance countries: external page Policy framework report on vocational education and training (No. 96). KOF Studien.

Reports & publications

• Country Case Study on Technical Vocational Education and Training (TVET) in Costa Rica. Silvia Camacho-Calvo, Jacqueline García-Fallas, Johanna M. Kemper, Karina Maldonado-Mariscal, Alicia Vargas-Porras. LELAM Working Papers, vol. 8, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2019

Quick reads

• Summary of New Nepal Study
  
• Constitutional Reform and its Impact on TVET Governance in Nepal

Reports & publications

• Bolli, T., Kemper, J., Parajuli, M. N., Renold, U., & Thapa, B. K. (2020). external page Projection of net benefits for companies in the dual VET-apprenticeship programme in Nepal (No. 145). KOF Studien.
  
  
• Bolli, T., Bolli-Kemper, J. M., Parajuli, M. N., Renold, U., & Thapa, B. K. (2020). external page Drivers and Barriers of Scaling-Up the Dual VETApprenticeship Programme in Nepal. CES Studies, 10.
  
  
• Baral, D. P. (2020). external page Developing a Typology of Informal Skills Learning Places in Nepal. LELAM Working Papers, vol. 17, Zurich: KOF Swiss Economic Institute, ETH Zurich.
  
  
• Parajuli, M. N., Renold, U., Bhandari, U., & Lamsal, H. P. (2020). Download Financial flow in TVET in Nepal: Transiting from the old to the new constitution (PDF, 703 KB) (No. 10). Working Paper.
  
  
• external page Paudel, P., Acharya, L., J. M., Parajuli, (2020).Download Students’ Perspective on the Master in Technical and Vocational Education and Training Program in Nepal (PDF, 440 KB). LELAM Working Papers, vol. 16, Zurich: KOF Swiss Economic Institute, ETH Zurich.
  
  
• external page Caves, K., & Renold, U. (2019). External evaluation: National Vocational Qualifications System project (No. 126). KOF Studies.
  
  
• Bolli, T., Bolli-Kemper, J. M., Parajuli, M. N., Renold, U., & Thapa, B. K. (2019). external page First Report on the Dual Vet-Apprenticeship Programme in Nepal: Formative Assessment of the First Cohort. KOF Studies, 135.
  
  
• Baral, D. P., Kemper, J. M., & Maldonado-Mariscal, K. (2019). Country case study on technical vocational education and training (TVET) in Nepal (Vol. 7). LELAM Working Papers.
  
  
• Caves, K., & Renold, U. (2019). external page External Evaluation: National Vocational Qualifications System Project (No. 126). KOF Studien.
  
  
• Baral, D. P. (2019). external page Positioning Informal Skills Learners in Nepal's TVET System. LELAM Working Papers, vol. 4, Zurich: KOF Swiss Economic Institute, ETH Zurich.
  
  
• Bolli, T., Parajuli, M. N., & Renold, U. (2019). Download Has the relationship between formal education and the formal employment sector in Nepal changed between 1995 and 2014? (PDF, 461 KB) LELAM Working Papers, vol. 1, Zurich: KOF Swiss Economic Institute, ETH Zurich, 2019.
  
  
• Caves, K. & Renold, U. (2018). external page Goal-setting for TVET reform: A framework for identifying the ideal system in Nepal. Journal of Education and Research, 8(1), 1-22.
  
  
• Renold, U., Bolli, T., & Caves, K. (2018). external page Constitutional reform and its impact on TVET governance in Nepal: Second report in support of developing understanding and finding the way forward for federalising the TVET sector in Nepal (No. 114). KOF Studies.
  
  
• Caves, K. M., & Renold, U. (2017). external page Constitutional Reform and its Impact on TVET Governance in Nepal. A report in support of developing understanding and finding the way forward for federalizing the TVET sector in Nepal: (No. 89). KOF Studies.

Quick reads

• New Study on Willingness to Train of Firms in Colorado

Reports & publications

• Caves, K., & McDonald, P. (2021). Skills, Employer-Provided Training, and the COVID-19 Pandemic. CES Studies, 19.
  
  
• Caves, K., Renold, U., & Backes-Gellner, U. (2018). external page System of opportunity: Permeable education and training in Colorado (No. 124). KOF Studien.
  
  
• Renold, U., Bolli, T., Caves, K., Bürgi, J., Egg, M. E., Kemper, J., & Rageth, L. (2017). external page Comparing international vocational education and training programs: The KOF Education-Employment Linkage Index. Includes a special section on applying the KOF EELI to VET policy. KOF Studien. No. 98, ETH Zurich, KOF Swiss Economic Institute, Zurich.
  
  
• Renold, U., Caves, K., Bolli, T., & Bürgi, J. (2016). external page From bright spots to a system: Measuring education-employment linkage in Colorado career and technical education (No. 87). KOF Studies.  

Quick reads

• Building Permeability: Modern Reforms in Switzerland
  
• New Report on the Social Status of VET in Switzerland

Reports & publications

• Bolli, T., Rageth, L., & Renold, U. (2019). external page The Social Status of Vocational Education and Training in Switzerland. KOF Working Papers, 451.
  
  
• Renold, U., Bolli, T., Caves, K., Bürgi, J., Egg, M. E., Kemper, J., & Rageth, L. (2017). external page Comparing international vocational education and training programs: The KOF Education-Employment Linkage Index. Includes a special section on applying the KOF EELI to VET policy. KOF Studien. No. 98, ETH Zurich, KOF Swiss Economic Institute, Zurich.
  
  
• Renold, U., Caves, K. M., Kemper, J., & Egg, M. E. (2017). external page Pacific Alliance countries: Policy framework report on vocational education and training (No. 96). KOF Studien.
  
  
• Bolli, T., & Rageth, L. (2016). external page Measuring the Social Status of Education Programmes: Applying a New Measurement to Dual Vocational Education and Training in Switzerland.
  
  
• Oswald-Egg, M. E., & Renold, U. (2015). external page The Swiss Vocational Education and Training System: What Can Spain Learn from Switzerland?

Reports & publications

• Renold, U., Caves, K., Oswald-Egg, M. E., & Zubovic, A. (2021). Implementation of the Serbian Law on Dual Education: Reflection Report: Drivers and Barriers in the Implementation Phase. CES Studies, 19.
  
  
• Caves, K., & Oswald-Egg, M. E. (under review). external page Storming and Forming: A Case Study of Education Policy Implementation. KOF Working Papers, 477. Under review at Journal of Vocational Education and Training.
  
  
• Bolli, T., Caves, K. M., Pusterla, F., & Renold, U. (2021). external page New Dual Education Program in Serbia. Do Benefits exceed Costs for Participating Companies? CES Studies, 9.
  
  
• Renold, U., Caves, K. M., & Oswald-Egg, M. E. (2021). external page Implementation of the Serbian Law on Dual Education: Fourth Report on Drivers and Barriers in the Implementation Phase. CES Studies, 14.
  
  
• Renold, U., Caves, K. M., Oswald-Egg, M. E., Maldonado-Mariscal, K., Markovic, J., Veselinovic, Z., & Todorovic, M. (2020). external page Implementation of the Serbian Law on Dual Education: Second Report on Barries and Drivers in the Implementation Phase (Vol. 4). CES Studies.
  
  
• Renold, U., Caves, K. M., Oswald-Egg, M. E., Markovic, J., Veselinovic, Z., & Todorovic, M. (2020). external page Implementation of the Serbian Law on D0ual Education: Third Report on Drivers and Barriers in the Implementation Phase. CES Studies, 8.
  
  
• Renold, U., Caves, K. M., Maldonado, K., Oswald-Egg, M. E., Markovic, J., Veselinovic, Z., Stankovic, D., Ceneric, I., & Todorovic, M. (2019). external page Implementation of the Serbian law on dual education: First report on drivers and barriers in the pre-implementation phase (No. 129). KOF Studies.
  
  
• Renold, U., & Oswald-Egg, M. E. (2017). external page Analysis of challenges to strengthening the Serbian dual VET system (No. 103). KOF Studien.

Reports & publications

• Renold, U., Bolli, T., & Wolter, S. (2018). external page Does it Pay for Firms?: Costs and Benefits of the SkillsFuture Earn and Learn Programme in Singapore. KOF Studies, 115.
  
  
• Renold, U., Bolli, T., Caves, K., Bürgi, J., Egg, M. E., Kemper, J., & Rageth, L. (2017). external page Comparing international vocational education and training programs: The KOF Education-Employment Linkage Index. Includes a special section on applying the KOF EELI to VET policy. KOF Studien. No. 98, ETH Zurich, KOF Swiss Economic Institute, Zurich.

Reports & publications

• Bolli-Kemper, J. M., & Renold, U. (2021). external page Evaluating the Impact of General Versus Vocational Education on Labor Market Outcomes in Egypt by Means of a Regression Discontinuity Design. CES Working Papers, 5.

Reports & publications

• Renold, U., Bolli, T., Oswald-Egg, M. E., & Pusterla, F. (2018). external page KOF Youth Labour Market Index for Scotland. KOF Studies, 117.

Reports & publications

• Renold, U., Caves, K., & Zubovic, A., (2021). Education-Employment Linkage in Uzbekistan. CES Studies, 18.

Reports & publications

• Benin, Chile, Costa Rica, Nepal: Caves, K., Ghisletta, A., Kemper, J., McDonald, P., & Renold, U., (2021). external page Meeting in the Middle: TVET Programs’ Education–Employment Linkage at Different Stages of Development. Social Sciences, 10(6), 220.
  
  
• Benin, Chile, Costa Rica, Nepal: Caves, K., Ghisletta, A., Renold, U., & Kemper, J. (2019). external page Meeting in the middle: TVET programs' education-employment linkage in developing contexts (No. 460). KOF Working Papers.
  
  
• Mexico, Chile, Colombia, Peru: Renold, U., Caves, K. M., Kemper, J., & Egg, M. E. (2017). external page Pacific Alliance countries: Policy framework report on vocational education and training (No. 96). KOF Studien.