| Evaluation | Effect | Average Age | Observations | Experimental Evaluation | Country | Intervention |
|---|---|---|---|---|---|---|
| Reis 2015 | 3 | 21-54 | 178,636 | No | Brazil | Practical application of vocational in-classroom training |
| Stenberg 2015 | 28 | 22-55 | 110,998 | No | Sweden | In-classroom specific in-demand skills training |
| Kaplan 2015 | -9 | 34 | 99,955 | No | Chile | Voucher program (grant for 80-140 hrs labor training courses) |
| Freedman 1996 | 4 | 34 | 22,791 | Yes | United States | Vocational or employment skills training with skill building activity |
| Andrén 2004 i | 7 | 30 | 15,807 | No | Sweden | Vocational training programs in Sweden |
| Biewen 2014 i | 8 | 25-53 | 7,440 | No | Germany | Short term technical training |
| Freedman 2000 | 0 | 32 | 7,095 | Yes | United States | Basic education, English, vocational or employment-oriented training |
| Bendewald 2016 | 17 | 37 | 5,510 | No | United States | Counseling, case management and job training program for adults |
| Hirshleifer 2016 | 4 | 27 | 5,396 | Yes | Türkiye | 3-month vocational training programme |
| Chakravarty 2016 | 0 | 24 | 4,677 | No | Nepal | Wide range of technical skills training and employment placement |
| Biewen 2014 ii | -14 | 25-53 | 3,298 | No | Germany | Medium duration courses to improve technical skills |
| Diaz 2006 | -2 | 19 | 2,924 | No | Peru | Vocational training and an internship at private firms |
| Macours 2013 | 4 | N/A | 1,968 | Yes | Nicaragua | Basic CCT with scholarship for vocational training or bussiness grant |
| Hicks 2015 | -15 | 22 | 1,549 | Yes | Kenya | Vouchers for vocational training in public/private institutes |
| Miller 2003 | 4 | 19 | 1,306 | Yes | United States | Occupational training according to employers needs in a worklike setting |
| Burghardt 1992 iv | 0 | 28 | 1,225 | Yes | United States | Motivation, basic reading/math classes and technical, job-searching skills training |
| Cave 1993 i | 1 | 17-21 | 1,202 | Yes | United States | Educational and vocational training with job placement assistance/support services |
| Rosholm 2009 | -2 | 31 | 810 | Yes | Denmark | Short technical course (2 weeks) |
| Raaum 2002 iii | 17 | 30 | 770 | Yes | Norway | Short and free off-the-job technical courses |
| Burghardt 1992 ii | 16 | 29 | 754 | Yes | United States | Occupational skill training, English and general educational development classes |
| Burghardt 1992 i | 9 | 28 | 672 | Yes | United States | Job-specific training with remedial education, job placement and child care assistance |
| Hendra 2016 iv | 6 | 35 | 562 | Yes | United States | Training on health care and manufacturing |
| Hendra 2016 iii | 6 | 35 | 560 | Yes | United States | Training on transportation and manufacturing |
| Hendra 2016 i | 22 | 31 | 552 | Yes | United States | IT training and job placement services |
| Burghardt 1992 iii | 11 | 27 | 509 | Yes | United States | Sequential strategy: meet academic standards then offered job training |
| Maitra 2017 | 21 | 18-39 | 439 | Yes | India | Technical training in tailoring and sewing |
| Hendra 2016 ii | -7 | 35 | 384 | Yes | United States | Training on environmental remediation |
Graph of Effects
This graph shows the effects of [Number of Evaluations] evaluations of [Program Type] programs. The first evaluation, [Evaluation name 1], estimated an effect of [Estimated effect Eval. 1] points (graphed with the top grey circle). Because this is an estimate, there is uncertainty about what the true effect is. But we know that the true effect will probably lie between a low value of [True effect lie between – Low value, Eval. 1] and a high value of [True effect lie between – High value, Eval. 1] (graphed with the top horizontal line). We can combine the estimates from all the evaluations and compute an average effect of [Estimated effect, Average] (graphed with the black circle). There is also uncertainty about where the true average effect is. But we know that the true average effect probably lies between [True effect lie between – Low value, Average] and [True effect lie between – High value, Average] points (graphed with the bottom horizontal line).
| Evaluation | Effects | Low Value | High Value | Weight in Average Effect (%) |
|---|---|---|---|---|
| Andrén 2004 i | 7 | 4 | 10 | 4 |
| Bendewald 2016 | 17 | 12 | 22 | 4 |
| Biewen 2014 i | 8 | 4 | 12 | 4 |
| Biewen 2014 ii | -14 | -20 | -9 | 4 |
| Burghardt 1992 i | 9 | -4 | 22 | 3 |
| Burghardt 1992 ii | 16 | 3 | 28 | 4 |
| Burghardt 1992 iii | 11 | -5 | 27 | 3 |
| Burghardt 1992 iv | 0 | -10 | 10 | 4 |
| Cave 1993 i | 1 | -8 | 10 | 4 |
| Chakravarty 2016 | 0 | -5 | 6 | 4 |
| Diaz 2006 | -2 | -10 | 6 | 4 |
| Freedman 1996 | 4 | 1 | 7 | 4 |
| Freedman 2000 | 0 | -4 | 4 | 4 |
| Hendra 2016 i | 22 | 8 | 36 | 3 |
| Hendra 2016 ii | -7 | -24 | 10 | 3 |
| Hendra 2016 iii | 6 | -8 | 20 | 3 |
| Hendra 2016 iv | 6 | -8 | 20 | 3 |
| Hicks 2015 | -15 | -27 | -3 | 4 |
| Hirshleifer 2016 | 4 | -1 | 8 | 4 |
| Kaplan 2015 | -9 | -11 | -8 | 4 |
| Macours 2013 | 4 | -3 | 12 | 4 |
| Maitra 2017 | 21 | 4 | 38 | 3 |
| Miller 2003 | 4 | -5 | 13 | 4 |
| Raaum 2002 iii | 17 | 4 | 29 | 3 |
| Reis 2015 | 3 | 2 | 4 | 4 |
| Rosholm 2009 | -2 | -14 | 9 | 4 |
| Stenberg 2015 | 28 | 27 | 30 | 4 |
| Overall |