Johanna Mirka Bolli-Kemper


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Bolli-Kemper

First Name

Johanna Mirka

ORCID

0000-0002-5274-2490

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2010 - 2019212020 - 202514
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Publications 1 - 10 of 36
  • Employment Protection, Capital Investments and Labor Productivity
    Item type: Other Conference Item
    Bolli-Kemper, Johanna Mirka (2017)
  • Projection of Net Benefits for Companies in the Dual VET-Apprenticeship Programme in Nepal
    Item type: Report
    Bolli, Thomas; Bolli-Kemper, Johanna Mirka; Parajuli, Mahesh N.; et al. (2020)
    KOF Studies
    This project analyses the Dual VET-Apprenticeship programme in Nepal that is supported by the Enhanced Skills for Sustainable and Rewarding Employment (ENSSURE) project. This new technical and vocational education and training (TVET)4 programme lasts for two years, combines workplace training with classroom education and leads to a formal degree equivalent to a Technical School Leaving Certificate (TSLC). This working paper presents the results of structured surveys among participating companies and applicants of the first Dual VET-Apprenticeship cohort that started in July and September 2018. The apprentices will be technicians in mechanical and electrical engineering after successful completion of the programme.5 The working paper is structured into two parts, using the experience of companies and applicants to analyse the factors influencing the motivation of companies and apprentices to participate in the programme.
  • Evaluating the Impact of General Versus Vocational Education on Labor Market Outcomes in Egypt by Means of a Regression Discontinuity Design
    Item type: Working Paper
    Bolli-Kemper, Johanna Mirka; Renold, Ursula (2021)
    CES Working Paper Series
    This paper analyzes the impact of general versus vocational upper secondary education on labor market outcomes of people aged 25-49 in Egypt. The regression discontinuity design (RDD) exploits variation in test scores that track students in general or vocational education. Pooling data from the Egyptian Labor Market Survey (ELMPS) for the years 2012 and 2018, we find evidence for a relative advantage of general education graduates in terms of employment quality but no impact on labor force participation or employment. In particular, general education graduates are more likely to have a formal job, work on a regular basis and work in large firms with at least 25 workers. Estimates for 2018 relative to 2012, suggest that these effects are particularly strong in 2018. This finding could reflect the increasing advantage of general education over time or the more relaxed labor market situation in 2018 relative to 2012, right after the Arab spring.
  • Evaluating the impact of general versus vocational education on labor market outcomes in Egypt by means of a RDD
    Item type: Other Conference Item
    Bolli-Kemper, Johanna Mirka (2018)
  • Country Case Study on Technical Vocational Education and Training (TVET) in Costa Rica
    Item type: Working Paper
    Camacho-Calvo, Silvia; García-Fallas, Jacqueline; Bolli-Kemper, Johanna Mirka; et al. (2019)
    LELAM Working Papers
  • Evaluating the impact of general versus vocational education on labor market outcomes in Egypt by means of a regression discontinuity design
    Item type: Journal Article
    Bolli-Kemper, Johanna Mirka; Renold, Ursula (2024)
    Journal of Development Economics
    This study contributes to the scarce literature in developing countries by causally analyzing the long-term impact of secondary general versus vocational education on labor market outcomes in Egypt. Our regression discontinuity design (RDD) exploits a cutoff in exam scores that tracks students in upper-secondary vocational or general education. Pooling data from the 2012 and 2018 Egypt Labor Market Panel Survey (ELMPS), we find that among male upper-secondary graduates aged 25–49 and employed in the private sector, general education graduates experience a relative advantage in terms of formal employment. We find no impact on employment, public-sector employment for the employed, or wages for those in wage employment. Given the relatively poor prospects of vocational graduates, who account for two-thirds of enrollment at the upper-secondary level, improving the efficiency of vocational upper-secondary education could have a significant impact on the working conditions of many Egyptians.
  • Projection of Net Benefits for Companies in the Dual VET-Apprenticeship Programme in Nepal
    Item type: Report
    Bolli, Thomas; Bolli-Kemper, Johanna Mirka; Parajuli, Mahesh N.; et al. (2020)
    CES Studies
    This project analyses the Dual VET-Apprenticeship programme in Nepal that is supported by the Enhanced Skills for Sustainable and Rewarding Employment (ENSSURE) project. This new technical and vocational education and training (TVET)4 programme lasts for two years, combines workplace training with classroom education and leads to a formal degree equivalent to a Technical School Leaving Certificate (TSLC). This working paper presents the results of structured surveys among participating companies and applicants of the first Dual VET-Apprenticeship cohort that started in July and September 2018. The apprentices will be technicians in mechanical and electrical engineering after successful completion of the programme.5 The working paper is structured into two parts, using the experience of companies and applicants to analyse the factors influencing the motivation of companies and apprentices to participate in the programme.
  • Meeting in the Middle: TVET Programs’ Education–Employment Linkage at Different Stages of Development
    Item type: Journal Article
    Caves, Katherine Marie; Ghisletta, Andrea; Bolli-Kemper, Johanna Mirka; et al. (2021)
    Social Sciences
    Technical and vocational education and training (TVET) programs are most successful at supporting youth labor markets when they combine education and employment. Education–employment linkage theory describes this combination in terms of power-sharing between actors from the education system and their counterparts in the employment system over key processes in the curriculum value chain of curriculum design, curriculum application (program delivery), and curriculum updating. The Education–Employment Linkage Index measures linkage for every function in a TVET program where actors from the two systems interact, aggregating those into processes and phases and eventually an index score. We apply this index to the largest upper-secondary TVET programs in Benin, Chile, Costa Rica, and Nepal. We find that Benin has relatively high education–employment linkage, while the other three countries score very low. Benin’s situation is unique because its TVET program is moving from employer-led to linked, rather than the typical employer integration into an education-based program. Other countries with large informal economies, low formal education and training rates, and existing non-formal employer-led training may be able to implement similar approaches.
  • Country Case Study on Technical Vocational Education and Training (TVET) in Nepal
    Item type: Working Paper
    Prasad Baral, Durga; Bolli-Kemper, Johanna Mirka; Maldonado-Mariscal, Karina (2019)
    LELAM Working Papers
  • Employment Protection, Capital Investments and Labor Productivity
    Item type: Other Conference Item
    Bolli-Kemper, Johanna Mirka (2018)
Publications 1 - 10 of 36