The objective of this article is twofold: first, it reviews the theoretical justifications for the existence of vocational education and training (VET); and second, it summarizes the empirical evidence. After discussing the major empirical identification problems, this article presents international evidence concerning the answers to the following questions: Is VET as effective as general-based education? What are the effects of postponing the tracking of students into vocational schools? Which type of VET best prepares workers for the labor market? What are the returns to a year of apprenticeship training? What is the life-cycle impact of VET? Is informal VET effective? The article concludes with a discussion on policy implications. © 2015 Elsevier Ltd All rights reserved.
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