Investigating the image deficit of vocational education and training: Occupational prestige ranking depending on the educational requirements and the skill content of occupations

Abstract

Vocational education and training (VET) often suffers from a lack of social standing among students and their families. Parents have been shown to discard vocational education because of social status maintenance considerations. How adults perceive the social prestige of occupations might therefore be key in understanding the reasons of the image deficit of VET. While the existing literature on occupational prestige ranking stresses the role of the salience in science or the training intensiveness of occupations for the perception of their social prestige, it fails at accounting for the distinct types of knowledge involved and the variety of the skill content of occupations. More precisely, differences in the salience of physical tasks and cognitive skills should be particularly relevant. We contribute to the literature by analysing a unique data set in Switzerland, a country characterized by a well-established and well-functioning vocational education and system, based on a survey of adults’ perception of the social prestige of occupations requiring academic or vocational education. Using several dimensions of the skill content of occupations, we find that the sophistication of skills performed within occupations, whether manual or intellectual, clearly improves the social prestige of the occupations investigated. However, the negative or positive effect of the previous dimensions of the skill content of occupations is small to inexistent at lower levels of educational requirements and becomes stronger as occupations become more training intensive. The desirability of occupations requiring vocational education depends therefore less on the skill content of occupations than on the level of education that is required.