This dissertation investigates how the set-up of the education system influences the learning process of pupils. Studied were the long-term and short-term effects of a series of specific characteristics of that education system. It turns out, for example, that going to school earlier leads to better learning performance at a later age. Also, pupils in whose case there were doubts about the secondary school level they should enter (vmbo, havo or vwo), accomplish a higher school programme and earn more at a later age when they choose to enter the higher school level. Education level and salaries are also higher in the case of pupils who follow an introductory year of longer duration, and where as a result the choice for school level takes place at a later age. Finally, it is shown that repeating a class has a strong negative effect on further school performance.
|Qualification||Doctor of Philosophy|
|Award date||5 Dec 2012|
|Place of Publication||Maastricht|
|Publication status||Published - 1 Jan 2012|
- education system
- learning process