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Gogescu, Fiona (2024): Mapping the distinct patterns of educational and social stratification in European countries. In: Journal of European Social Policy online erschienen am 26.04.2024. DOI:10.1177/09589287241240966

Abstract

"This article analyzes how educational and initial vocational training systems in Europe vary regarding the way in which they structure educational routes for pupils of different academic ability. The study uses cluster analysis to explore the degree of similarity between 25 European countries, including variables related to: stratification within compulsory education; vocational orientation; links between initial vocational education and the labor market; transitions from secondary education; stratification within tertiary education; and links between educational qualifications and labor market outcomes. I identify three clusters of countries that have distinct patterns of stratification. This article contributes to the literature on educational regimes and school-to-work transitions by adding countries from Central and Eastern Europe (CEE) and integrating multiple dimensions pertaining to the link between educational and social stratification. Thus, it develops a more encompassing representation of the architecture of educational pathways in different European countries." (Author's abstract, IAB-Doku) ((en))

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Hansen, Jorgen & Nicolai Kristensen (2024): The bottom 20 percent: early career paths of youth with low grade point average. In: The Scandinavian Journal of Economics online erschienen am 09.04.2024. DOI:10.1111/sjoe.12562

Abstract

"Across nations, large proportions of younger birth cohorts obtain no professional qualifications. Using rich administrative data from Denmark and a semi-structural dynamic approach, we analyze different policies targeted towards young people who leave grade 9 with a grade point average in the bottom quintile. We find that preparatory courses, offered to students who are unable to commence a qualifying degree, have no positive impact on future labor market outcomes. Further, unobserved heterogeneity is more important for this group than are cognitive skills. Our results show that education is a good option for many, but not for all." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))

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Bruin, Marieke, Vidmantas Tutlys, Meril Ümarik, Krista Loogma, Lina Kaminskiené, Inna Bentsalo, Terje Väljataga, Biruta Sloka & Ilze Buligina (2023): Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion. In: Journal of vocational education and training online erschienen am 24.11.2023, S. 1-22. 1-22. DOI:10.1080/13636820.2023.2283745

Abstract

"The article explores the experiences of youth at risk for social exclusion and is part of cross-national research involving Norway, Lithuania, Estonia, and Latvia. 79 young people aged 16-29 who are at risk of becoming economically and socially marginalized were interviewed about circumstances that may support or hinder their participation and learning in VET. The study draws on sociocultural theory, emphasizing learning as participation in social practices. Thematic analyzes indicate that negative experiences in the past affect current participation in VET. In all countries, VET offers opportunities for participation for students at risk of social exclusion. However, vulnerable youth do not navigate the paths of social engagement well on their own. In the case of VET-students at risk for social exclusion, the mere development of knowledge and skills relevant for employment in the labor market does not suffice. VET institutions will need to facilitate students participation in learning communities. Building social capital for youth at risk through developing relationships that generate motivation, trust, and confidence enhances students opportunities for participation and subsequent learning. VET teachers and workplace supervisors will need guidance on how to develop the pedagogical competencies necessary to nurture social capital for students at risk for social exclusion." (Author's abstract, IAB-Doku) ((en))

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Li, Junmin & Matthias Pilz (2023): International transfer of vocational education and training: a literature review. In: Journal of vocational education and training, Jg. 75, H. 2, S. 185-218. DOI:10.1080/13636820.2020.1847566

Abstract

"The transferability of vocational education and training (VET) systems is a central issue within international comparative VET research. However, scholars working in related disciplines also focus on the international cooperation associated with VET. This literature review presents relevant findings from the field of VET research, but also from the fields of comparative political economy, comparative educational research, and international human resource management. It explores differences and parallels in research about policy transfer between these fields. For example, scholars working in the comparative political economy and educational sciences tend to focus on transfer activities at the systemic level, while those working in international human resource management tend to focus on regional management strategies, and scholars working in VET research focuses on successes and obstacles associated with cooperation. All of these features are interconnected, providing important insights into the transferability of VET systems. The following discussion begins by exploring the rationales underpinning different disciplinary perspectives on policy transfer in VET. Next, it reviews empirical research on the transfer of VET policies from different disciplinary perspectives. It concludes with a critical reflection on the transfer potential – and how scholars in all relevant disciplines stress the need for cultural sensitivity, adaption, and long-term planning when transferring policy from one country to another." (Author's abstract, IAB-Doku) ((en))

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Michelsen, Svein, Håkon Høst, Regula Julia Leemann & Christian Imdorf (2023): Training agencies as intermediary organisations in apprentice training in Norway and Switzerland: general purpose or niche production tools? In: Journal of vocational education and training, Jg. 75, H. 3, S. 522-542. DOI:10.1080/13636820.2021.1904437

Abstract

"In recent years Norway and Switzerland have introduced local training agencies (TAs), local intermediary organisations consisting of firms involved in apprentice training. In both countries, the starting point for the formation of the TA was roughly similar: enabling more firms to participate in apprentice training. Despite similar tasks, TAs have developed differently in the two countries. In Norway TAs have evolved as general-purpose tools in the governance of apprentice training while in Switzerland they are restricted to small niches. The article investigates these different outcomes using theories of intermediary organisations in the governance of collective skill formation systems at the local level." (Author's abstract, IAB-Doku) ((en))

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Morris, Katy (2023): Where DESO Disappears: Spatial Inequality and Social Stratification at Labour Market Entry. In: European Sociological Review, Jg. 39, H. 1, S. 85-103. DOI:10.1093/esr/jcac027

Abstract

"At country-level, a host of evidence suggests there is a sizeable direct effect of social origin (DESO) on initial labour market outcomes, net of educational attainment. What is true at country-level is not always true below country-level, however. Using data from the UK Household Longitudinal Survey and the German Socio-Economic Panel, we show that variable spatial opportunity structures moderate the size of DESO at labour market entry, such that there are places where DESO disappears. Social origins assume greater importance as local labour market conditions deteriorate: in weak local labour markets, non-graduates are approximately 16 percentage points less likely to find employment if their parents are care workers rather than secondary school teachers, while graduates typically obtain first jobs that are 7–9 ISEI points lower in status. These findings highlight the distinctive geography of social stratification processes at labour market entry and potentially beyond." (Author's abstract, IAB-Doku) ((en))

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Szpakowicz, Dorota (2023): Problematising engagement with technologies in transitions of young people identified as 'Not in Education, Employment or Training' (NEET) in Scotland. In: Journal of Youth Studies, Jg. 26, H. 9, S. 1200-1218. DOI:10.1080/13676261.2022.2080538

Abstract

"Dominant debates and digital upskilling strategies in Scotland have been long underpinned by the notion that engagement with technologies can transform young people’s lives. This paper offers a critique of such dominant understandings and contributes to the scarce research on the impact of technologies on disadvantaged young people’s life chances. It reports on qualitative fieldwork exploring everyday lives, transitions and technology use amongst 22 NEET-identified Scottish young people aged 16–24, drawing on thinking tools from Bourdieu. Findings show that participants followed ‘accelerated’ transitions towards vocational pathways, whilst technologies played a liminal role in making occupational choices. Furthermore, processes underpinning the post-16 transitions policy field were found to strongly shape the young people’s trajectories, directing them towards the least valuable options in terms of work and training. Concurrently, uncertainties about how to navigate the realm of work and perform the self in relation to the labour force constituted a common feature of participants labouring subjectivities and these were reflected in the ways they used technologies while looking for opportunities. However, even when the young people acquired digital employability skills, these had little impact on their transitions as the old social divisions were a much stronger influence." (Author's abstract, IAB-Doku) ((en))

Abstract

"The transition to an environmentally sustainable, circular and climate-neutral economy has significant social, economic and employment impacts. Ensuring that all citizens obtain the necessary knowledge, competences, skills and attitudes to cope with these changes is vital to a socially-just transformation of the EU. Vocational education and training (VET) has a key role to play to help young people and adults develop skills so they can thrive in their careers and lives. The European Education Area Working Group on VET and the Green Transition enables technical exchanges and contributions to help countries implement the principles and objectives of the Council Recommendation on vocational education and training, and the Osnabrück Declaration. As part of its mandate, this Working Group has collected a set of inspiring practices from across Europe, presented in a Compendium. These are the key lessons from those practices." (Autorenreferat, IAB-Doku)

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Georg, Walter (2022): Internationalisierung, Akademisierung, Marginalisierung: Berufliche Bildung in Japan. In: S. Bohlinger, G. Scheiermann & C. Schmidt (Hrsg.) (2022): Berufsbildung, Beruf und Arbeit im gesellschaftlichen Wandel, S. 309-322. DOI:10.1007/978-3-658-37897-4_19

Abstract

"In dem von Karin Büchter und Sonja Steier herausgegebenen Heft 4 (2020) der Zeitschrift „Bildung und Erziehung“, das dem Verhältnis von Allgemein- und Berufsbildung gewidmet ist, vertritt Dieter Münk eine wahrlich „steile“ These, die schon im Titel seines Beitrags zum Ausdruck kommt: „Komparative Wettbewerbsvorteile der Berufsbildung gegenüber der Allgemeinbildung“. Der Beitrag endet mit der Feststellung, „dass die berufliche Bildung gegenüber der Allgemeinbildung sowie auch gegenüber dem allgemeinbildenden Schulwesen national wie international […] seit den 1970er Jahren sehr deutlich an Gewicht gewonnen hat“ und dass gerade die Berufsbildung „als entscheidender Faktor für die internationale Wettbewerbsfähigkeit einer Volkswirtschaft betrachtet wird“ (Münk, Bildung und Erziehung 73:394–407, 2020: 403). Diese aus berufspädagogischer Sicht euphorisch-wohltuende Diagnose provoziert den Beobachter der japanischen Verhältnisse von Bildung und Berufsbildung zum Widerspruch, gilt das japanische Bildungswesen doch eher als Musterbeispiel für die Dominanz der Allgemeinbildung, die der Berufsbildung nur mehr eine Nebenrolle zuweist." (Autorenreferat, IAB-Doku, © Springer)

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Hervelin, Jérémy & Pierre Villedieu (2022): The Benefits of Early Work Experience for School Dropouts: Evidence from a Field Experiment. (THEMA working paper / Université de Cergy-Pontoise 2022-07), Cergy-Pontoise, 57 S.

Abstract

"This paper investigates whether work experience gained through a subsidized job program can improve the employment prospects of young school dropouts. Relying on a correspondence study field experiment conducted in France, we find that the chances to be invited for a job interview are more than doubled (from 7.6 percent to 19.3 percent) when youths signal a one-year job-related experience in their résumé - either in the private or public sector; either certified or not - compared to youths who remained mainly inactive after dropping out from high school. We show that this effect is fairly stable across firm, contract or labor market characteristics, and also when testing another channel of application where resumes were sent spontaneously to firms." (Author's abstract, IAB-Doku) ((en))

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Speckesser, Stefan & Lei Xu (2022): Return to apprenticeships: a comparison between existing apprentices and newly recruited apprentices. In: Oxford economic papers, Jg. 74, H. 1, S. 14-39. DOI:10.1093/oep/gpab003

Abstract

"In England, half of all apprentices are now of adult age. Most of them—and many of younger age, too—worked with their training firm for some time before starting their apprenticeship. In this article, we estimate the benefit of apprenticeship completion making the distinction between groups of newly recruited and existing staff. To deal with sources of endogeneity resulting from apprenticeship completion, we exploit an exogenous change in minimum duration of training affecting apprenticeship completion. Our findings show much higher benefits for new compared with existing staff. Also, increasing apprenticeship training only creates positive effects for new entrants, but not for existing workers. Therefore, policy should aim to refocus apprenticeships to be a mechanism of labour market entry combined with education to provide access to and acquire competences required for actual occupational roles, but not as a generic mechanism to train existing staff." (Author's abstract, IAB-Doku) ((en))

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Europäische Kommission. Generaldirektion Beschäftigung, Soziales und Integration (2022): Young Europeans: employment and social challenges ahead. (Employment and social developments in Europe : annual review 2022), Brüssel, 133 S. DOI:10.2767/229768

Abstract

"The exceptional response of solidarity to the COVID-19 pandemic has helped to mitigate some of the socio-economic impact of the crisis, keeping income inequality and poverty in the EU at bay. This year’s edition of the Employment and Social Developments in Europe (ESDE) confirms the tentative findings of the previous one in this respect and provides further insights on the recovery. Nevertheless, during the last two years, some groups - such as young people - were more affected than others. These inequalities risk to be reinforced by the consequences of Russia’s war of aggression against Ukraine, particularly given the recent price spikes." (Author's abstract, IAB-Doku) ((en))

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Bellés-Obrero, Cristina & Emma Duchini (2021): Who Benefits from General Knowledge? In: Economics of Education Review, Jg. 85. DOI:10.1016/j.econedurev.2021.102122

Abstract

"While vocational education is meant to provide occupational-specific skills that are directly employable, their returns may be limited in fast-changing economies. Conversely, general education should provide learning skills, but these may have little value at low levels of education. This paper contributes to this debate by exploiting a reform introduced in Spain in 1990 that postponed students' choice between these two educational pathways from age 14 to 16. To identify exogenous changes in this policy, we instrument its staggered implementation with pre-reform province shares of students in general education interacted with cohort fixed effects. Results indicate that, by shifting educational investment from vocational to general education after age 16, the reform improves occupational outcomes and wages. However, these positive effects are concentrated among middle to high-skilled individuals. In contrast, those who acquire only basic general education have worse long-term employment prospects than vocationally-trained individuals." (Author's abstract, IAB-Doku, © 2022 Elsevier) ((en))

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Cefalo, Ruggero & Rosario Scandurra (2021): Territorial disparities in youth labour market chances in Europe. In: Regional Studies, Regional Science, Jg. 8, H. 1, S. 228-238. DOI:10.1080/21681376.2021.1925580

Abstract

"Comparative research on youth employment has mostly focused on differences between countries or regimes of youth transitions. The territorial differentiation below country level has been less explored, notwithstanding the potential impact on youth-life chances and the territorial cohesion of the European Union. This paper aims at deepening into the investigation of regional variations in patterns of youth labour market chances. To do this, we build on a composite indicator measuring regional youth labour market integration (YLMI) as a comprehensive measure of contextual fragilities (or strengths) of regional youth labour markets. We provide both comparative and longitudinal views over 15 years (2004–18). Furthermore, we explore the impact of contextual factors related to economic conditions, labour market and demographic trends on the regional patterns of youth integration in the labour market." (Author's abstract, IAB-Doku) ((en))

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Corrales-Herrero, Helena & Beatriz Rodriguez-Prado (2021): Measuring Youth Living Conditions in Europe: A Multidimensional Cross-Country Approach. In: Social indicators research, Jg. 155, H. 3, S. 1077-1117. DOI:10.1007/s11205-021-02608-8

Abstract

"Since the onset of the Great Recession, it could be argued that it is the young who have been hardest hit in their living conditions. This paper offers a comprehensive description of youth living conditions and how they evolved during the recession period. To do so, we develop a synthetic index combining the indicators proposed by experts in the dimensions of Education and Training, Employment and Entrepreneurship, and Social Inclusion, through a multi-criteria approach based on the double reference point method. This technique enriches the debate by shifting the focus to acceptable and desirable thresholds for each indicator and by overcoming limitations inherent in previous youth indexes that allow for total compensation between the indicators, whilst ignoring potential imbalances. Results show that, in a context of convergence in policy instruments across countries during the Great Recession, there was an improvement in education performance, whereas cross-country divergences in terms of youth labour market prospects and social inclusion increased. This evolution has led to a more complex picture which is characterized by greater polarization in the spatial distribution of youth living conditions, with two noticeable poles: north-central Europe as opposed to the south and east of Europe. Differences in institutional configurations in the fields of education and training, active labour market policies, employment protection legislation and welfare provision together with macroeconomic trends, particularly levels of demand for youth labour and fiscal resources, have played an important role in shaping European youth living conditions." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))

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Deng, Liuchun, Pravin Krishna, Mine Zeynep Senses & Jens Stegmaier (2021): Trade, Human Capital, and Income Risk. (IZA discussion paper 14953), Bonn, 40 S.

Abstract

"In this paper, we empirically assess the causal links between trade and individual income risk and study the role that human capital plays in this relationship using a rich, worker-level, longitudinal data set from Germany spanning 1976 to 2012. Our estimates suggest substantial heterogeneity in labor income risk across workers in different entry cohorts and across workers with different levels of industry- and occupation-specific human capital. Our findings suggest that within-industry changes in imports and exports are causally related to income risk: Imports increase risk and exports decrease risk, and they do so in an economically significant manner. Importantly, we find there to be a complex interplay between human capital and the linkage between trade and risk: While, on average, individuals with higher levels of industry- or occupation-specific human capital experience lower income risk, a given increase in net-imports exposure in an industry increases risk for workers with higher levels of industry tenure more than it does for workers with lower levels of industry tenure. High levels of industry-specific human capital can be costly for workers in highly trade-exposed industries. By contrast, we find no evidence of any interaction between risk, industry trade exposure, and occupation-specific human capital." (Author's abstract, IAB-Doku) ((en))

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Gebel, Michael, Kseniia Gatskova & Tatiana Karabchuk (2021): Gender Differences Among Youth: Education to Job Transitions in Azerbaijan, Georgia and Tajikistan. In: T. Karabchuk, K. Kumo, K. Gatskova & E. Skoglund (Hrsg.) (2021): Gendering Post-Soviet Space. Demography, Labor Market and Values in Empirical Research, S. 49-71, 2020-06-01. DOI:10.1007/978-981-15-9358-1_3

Abstract

"Despite education expansion, decreasing fertility rate and economic progress, women still face labor market integration problems and labor market disadvantages compared to men around the world. This applies also to the region of the Caucasus and Central Asia (CCA) and especially to Muslim societies of the CCA region due to the general weak labor market attachment of women in Muslim countries. As gender inequalities emerge already quite early in the working life this chapter focuses on gender inequalities in the transition from education to work. The key research question is how strong gender inequality is among young people who are transiting from school to work in Azerbaijan, Georgia, and Tajikistan. The nationally representative, retrospective life history data from the TEW-CCA “Youth Transitions Surveys” of Azerbaijan, Georgia, and Tajikistan 2017 are used to answer the research question. The gender inequality is described here in various aspects of the transition from education to work. First, the labor market inactivity decision is examined. Second, among those who are active in the labor market, it is investigated how much time it takes from the time of graduation until the moment of finding a first job. Third, the quality of the first job obtained is analyzed in terms of chances of getting access to formal sector jobs. Comparing results across the three countries will allow us to highlight cross-country similarities and differences that are expected because of the common past Soviet institutional legacy and varying economic and cultural conditions." (Author's abstract, IAB-Doku, © Springer Nature Singapore Pte) ((en))

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Giret, Jean-Francois & Janine Jongbloed (2021): Young people not in employment, education or training (NEET): the role of basic competencies. (Training & employment 154), Marseille, 4 S.

Abstract

"A top priority for public policies at both national and European levels, young people who are not in employment, education or training (NEET) face a risk of exclusion that varies in intensity from country to country. While education level plays a central role in these situations, viewing them through the lens of basic competencies sharpens the focus. After all, the international data show that the same level of qualification does not guarantee the same level of competencies everywhere. How can these differences be explained? To what extent do these basic competencies protect young people from becoming not in employment, education or training regardless of their level of qualification?" (Author's abstract, IAB-Doku) ((en))

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Greve, Jane, Morten Saaby, Anders Rosdahl & Vibeke Tornhøj Christensen (2021): Uncertain occupational expectations at age 19 and later educational and labour market outcomes. In: Labour, Jg. 35, H. 2, S. 163-191. DOI:10.1111/labr.12194

Abstract

"Many young people lack clear subjective occupational expectations. A concern is how they will perform later in life. We examine the impact of uncertain expectations at age 19 on education and labour market outcomes at age 30. We use the Programme for International Student Assessment (PISA) 2000 survey conducted on a nationally representative sample of 15-year-olds, a follow-up survey in 2004, and administrative registry data from 2004–2014. We find that uncertain expectations are associated with low educational attainment and weak labour market attachment. This result applies mainly for young men and for young people from low socioeconomic backgrounds." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))

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Heller, Sara B. & Judd B. Kessler (2021): The Effects of Letters of Recommendation in the Youth Labor Market. (NBER working paper 29579), Cambridge, Mass, 43 S. DOI:10.3386/w29579

Abstract

"Youth employment has been near historic lows in recent years, and racial gaps persist. This paper tests whether information frictions limit young people's labor market success with a field experiment involving over 43,000 youth in New York City. We build software that allows employers to quickly and easily produce letters of recommendation for randomly selected youth who worked under their supervision during a summer youth employment program. We then send these letters to nearly 9,000 youth over two years. Being sent a letter generates a 3 percentage point (4.5 percent) increase in employment the following year, with both employment and earnings increases persisting over the two-year follow-up period. By posting our own job advertisement, we document that while treatment youth do use the letters in applications, there is no evidence of other supply-side responses (i.e., no increased job search, motivation, or confidence); effects appear to be driven by the demand side. Labor market benefits accrue primarily to racial and ethnic minorities, suggesting frictions may contribute to racial employment gaps. But improved employment may also hamper on-time high school graduation. Additional evidence indicates that letters help improve job match quality. Results suggest that expanding the availability of credible signals about young workers—particularly for those not on the margin of graduating high school—could improve the efficiency of the youth labor market." (Author's abstract, IAB-Doku) ((en))

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Pastore, Francesco, Claudio Quintano & Antonella Rocca (2021): The Duration of the School-To-Work Transition in Italy and in Other European Countries: A Flexible Baseline Hazard Interpretation. (IZA discussion paper 14832), Bonn, 24 S.

Abstract

"Purpose: The Italian school-to-work transition (STWT) is astonishingly slow and long in comparison to the other EU countries. The aim of this paper is to analyze its determinants comparing the Italian case with Austria, Poland and the UK in a gender perspective. Design/methodology/ approach: The analysis is based on a Cox survival model with proportional hazard. The smoothed hazard estimates allow us to identify the non-linear path of the hazard function. Findings: We reckon that the actual length of the transition to a stable job is around 30 months. Conversely, it is less than one year in the other countries. Women are particularly penalized, despite being on average more educated than men. Attaining a tertiary degree or a vocational path of education at high secondary school strongly increases the hazard rate. The smoothed hazard estimates support the hypothesis of positive duration dependence at the beginning of the transition and slightly negative thereafter. Practical implications: Stimulating economic growth and investing in education and training are important pre-conditions for shortening the transition. Originality: Despite the duration of the STWT is one of the most important indicators to measure the efficiency of the STWT, it is not easy to measure. The authors build on their previous research work on this topic, but relaxing the assumption of a monotonic hazard rate and using the flexible baseline hazard approach to test for the existence of non-linear duration dependence. Furthermore, they extend the analysis by including student-workers who attended a vocational path of education, in order to detect its effectiveness in allowing young people finding a job sooner." (Author's abstract, IAB-Doku) ((en))

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Pastore, Francesco, Claudio Quintano & Antonella Rocca (2021): Some young people have all the luck! The duration dependence of the school-to-work transition in Europe. In: Labour Economics, Jg. 70, S. 1-18. DOI:10.1016/j.labeco.2021.101982

Abstract

"This paper provides sound, comparative empirical evidence on the duration of the school-to-work-transition (STWT) across 14 European countries using information available in the EU-SILC database. We define the duration of the STWT as the time needed for young people to secure their first regular job (at least six months) after completing their studies. We highlight the existence of dramatic inequality both across and within countries, namely by education level. The duration ranges on average from 13 (UK) to 34 months (Italy) and the gap still remains after 10 years. We then study the determinants of the duration by means of parametric survival models, with the distribution of hazard rates for finding a regular job being proxied by a Weibull distribution, which reveals the best fit based on a number of statistical tests. We test for omitted heterogeneity by means of the frailty survival model and find consistent evidence of positive duration dependence, suggesting that, as times passes, young people increase their hazard rate for finding a regular job as soon as they gain work experience and accumulate work-related competences." (Author's abstract, IAB-Doku, © 2021 Elsevier) ((en))

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Scandurra, Rosario, Ruggero Cefalo & Yuri Kazepov (2021): School to work outcomes during the Great Recession, is the regional scale relevant for young people’s life chances? In: Journal of Youth Studies, Jg. 24, H. 4, S. 441-465. DOI:10.1080/13676261.2020.1742299

Abstract

"The debate on territorial cohesion and spatial inequality recognises the role and influence different scales have on individuals’ opportunities with extended effects especially for young people’s life chances. In particular, a regional perspective into territorial disparities of socio-economic conditions and welfare in Europe provides a more fine-grained view on the existence of territorially diverging income and labour market conditions for youth that a national level analysis is not able to grasp. This paper focus on regional differences in school to work outcomes of young people using macro-panel data covering the period from 2005 until 2016. We use a plurality of indicators to study to what extent school to work transitions are better studied at regional level and to characterise those transitions in a more comprehensive way. Our findings demonstrate that there are huge differences both in the level and in the dispersion of young people’s school to work outcomes across European territories. This tells us that the allegedly assumed national homogeneity of transition systems can definitely not be taken for granted. Moreover, we show that the Great Recession had strong but differentiated impacts at regional level." (Author's abstract, IAB-Doku) ((en))

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Struffolino, Emanuela & Camilla Borgna (2021): Who is really 'left behind'? Half a century of gender differences in the school-to-work transitions of low-educated youth. In: Journal of Youth Studies, Jg. 24, H. 2, S. 162-185. DOI:10.1080/13676261.2020.1713308

Abstract

"At a time of growing expectations about educational attainment, young people who did not complete upper-secondary schooling can easily be "left behind" to face risks of social exclusion. Being able to make a rapid and successful transition into a first significant job is crucial for long-term labor-market attachment. We approach the question of continuity or change in school-to-work transitions by comparing the experiences of four birth cohorts of early school leavers in Italy, where they still constitute a sizeable group as of today. Italy makes for an interesting case study due to the length of school-to-work transitions and the extent of gender differences in this phase. In an era of educational expansion and increased female activation, studying changes in low-educated women's labor-market access brings into focus the question of who is really left behind. Using data from the 2009 "Multi-purpose Survey on Household and Social Subjects", we use discrete time logistic regression models to estimate the probability of transitioning to the first significant job for early school leavers born between 1954 and 1993. We find that gender differences are strikingly persistent across birth cohorts, even after controlling for sociodemographic variables as well as for time-varying fertility and partnership histories." (Author's abstract, IAB-Doku) ((en))

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Kalleberg, Arne L. (2020): Labor Market Uncertainties and Youth Labor Force Experiences: Lessons Learned. In: The Annals of the American Academy of Political and Social Science, Jg. 688, H. 1, S. 258-270. DOI:10.1177/0002716220913861

Abstract

"Labor market uncertainties have plagued all countries in recent years, but young workers have borne the brunt of these uncertainties. Liberalization of labor markets has transformed work, creating a variety of nonstandard employment relations as well as increasing the number of people who do not have traditional employers. Macro social, political, and economic forces have also made it harder for young adults to gain solid footholds in the labor market. The articles in this issue of The ANNALS present empirical evidence about labor market uncertainties and youth labor force experiences from diverse regions of the world, both in the Global North and Global South: Asia (China, South Korea, Hong Kong, Caucasus and Central Asia); Latin/South America (Mexico, Brazil); Eastern Europe (Lithuania); Western Europe; and the United States. In this epilogue, I summarize the main insights from the articles and draw some broader conclusions about the future of labor market policies to address concerns related to workers? insecurities and uncertainties." (Author's abstract, IAB-Doku) ((en))

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Neyt, Brecht, Dieter Verhaest & Stijn Baert (2020): The impact of dual apprenticeship programs on early labour market outcomes. A dynamic approach. In: Economics of Education Review, Jg. 78. DOI:10.1016/j.econedurev.2020.102022

Abstract

"This study examines the impact of enrolling into dual apprenticeship programmes during secondary education on six early employment outcomes. Our contribution to the literature is threefold. First, we apply a method that has rarely been used in this literature to control for potential selection biases. Second, this method allows us to distinguish between the programmes' direct effect (conditional on educational achievement) and indirect effect (via educational achievement) on labour market outcomes. Third, we examine the impact of two distinct dual apprenticeship programmes in a novel setting: Flanders (Belgium). We find evidence for short-term labour market advantages only for the programme with the most days of on-the-job training, which fade out quickly over time." (Author's abstract, IAB-Doku, © 2020 Elsevier) ((en))

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Niemi, Anna-Maija & Markku Jahnukainen (2020): Educating self-governing learners and employees: studying, learning and pedagogical practices in the context of vocational education and its reform. In: Journal of youth studies, Jg. 23, H. 9, S. 1143-1160. DOI:10.1080/13676261.2019.1656329

Abstract

"The present article considers pedagogical practices and learning, students' assumed self-governing, and the need for educational support in relation to students' wish to receive proper teaching and guidance and to become well educated. The analysis is based on an ethnographic study in one vocational school in the Helsinki Metropolitan area. The research interest is in how the narratives of the students and the episodes documented in the field recount the ethos of the current vocational education reform. We ask: (1) How are pedagogical practices organised and how do the students recount their studies, teaching and support for learning?; (2) How do the narratives on both education and working life practices relate to the discourse on self-governing? The research data consists of the fieldnotes on 27 school days and transcribed interviews and group interviews with the students, teachers and other educators. This study shows that in the school's practices, the education policy objectives of ideal student as self-governing and autonomous are in conflict with the lack of teachers' time and attention for the students. The analysis makes evident the significance of educational support and the school's social aspect. It also suggests that emphasising self-governing does not meet the everyday life of young people and educators, and it actually produces resistance in the school and workplace contexts." (Author's abstract, IAB-Doku) ((en))

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Sargsyan, Marine & David Cairns (2020): Home or away? Pathways to employment for the highly qualified in Armenia after the Velvet Revolution. In: Young. Nordic Journal of Youth Research, Jg. 28, H. 3, S. 259-274. DOI:10.1177/1103308819861793

Abstract

"In this article, we take a look at transitions to employment in Armenia for the highly qualified, focusing on students and graduates. Theoretically, we acknowledge the importance of insights from prior research, including the idea of the transition-to-work as a journey, with our research questions aimed at highlighting specific challenges facing Armenian youth following spatialized and sedentary transition pathways; moving abroad for work and entering the local labour market respectively. As evidence, we make use of interviews conducted with 51 young Armenians in the months that followed the Velvet Revolution of 2018. Discussion highlights factors that inhibit highly qualified youth from finding jobs at home, including perceptions of corruption in the workplace, difficulties associated with entering foreign labour markets and the salience of recent political events." (Author's abstract, IAB-Doku) ((en))

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Schoon, Ingrid (2020): Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work. In: The Annals of the American Academy of Political and Social Science, Jg. 688, H. 1, S. 77-92. DOI:10.1177/0002716220905569

Abstract

"This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education." (Author's abstract, IAB-Doku) ((en))

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Tobback, Ilse, Dieter Verhaest & Stijn Baert (2020): Student Access to Apprenticeships: Evidence from a Vignette Experiment. In: Industrial Relations, Jg. 59, H. 3, S. 435-465. DOI:10.1111/irel.12258

Abstract

"We identify the causal effects of student characteristics on the likelihood of being hired for an apprenticeship and explore the mechanisms underlying the employer’s decision. To this end, we perform a vignette experiment among human resources professionals in Belgium, focusing on less-qualified youth. Our results indicate that students with favorable educational records and students revealing being motivated are more likely to obtain an apprenticeship. Furthermore, we find that these characteristics are used by human resources professionals as signals of trainability, employability, and quit intentions." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))

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Von Wachter, Till (2020): The Persistent Effects of Initial Labor Market Conditions for Young Adults and Their Sources. In: The Journal of Economic Perspectives, Jg. 34, H. 4, S. 168-194. DOI:10.1257/jep.34.4.168

Abstract

"Unlucky young workers entering the labor market in recessions suffer a range of medium- to long-term consequences. This paper summarizes the findings of the growing empirical literature on this subject and uses it to assess economic models of career development. The literature finds large initial effects on earnings, labor supply, and wages that tend to fade after ten to fifteen years in the labor market, and that are accompanied by changes in occupation, job mobility, and employer characteristics. Adverse initial labor market entry also has persistent effects on a range of social outcomes, including timing and completed fertility, marriage and divorce, criminal activities, attitudes, and risky alcohol consumption. There is also evidence that early exposure to depressed labor market lowers health and raises mortality in middle age, patterns accompanied by a reopening of earnings gaps." (Author's abstract, IAB-Doku) ((en))

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Wright, Laura, Wolfgang Lehrmann & Alison Taylor (2020): 'If you want to have a future and a life, do an apprenticeship': The expectations and realities of tradesmen's transition to adulthood. In: Journal of youth studies, Jg. 23, H. 6, S. 745-764. DOI:10.1080/13676261.2019.1636947

Abstract

"Apprenticeship programs are promoted to facilitate youth's transition from school-to-work, especially for those who might not otherwise attend postsecondary education. These programs may help youth achieve other markers of adulthood earlier. In this paper, we draw on qualitative interviews with Canadian young men in the skilled trades to explore whether they believe their educational choices have given them an advantage in their transition to adulthood. We also draw from the 2011 GSS, a nationally representative survey, and Cox modeling to examine three early adult transitions - home-leaving, first union, and first marriage - to determine if apprenticeship programs facilitate earlier transitions compared to other educational streams. Our respondents expressed that they transitioned to adulthood more quickly than their peers, due to early employment and avoiding student debt, however, many also had trouble finding stable employment and often took on debt related to their training. Using nationally representative data, we find tradesmen tend to leave home earlier than their peers, they form first unions at younger ages but marry slightly later than their more highly educated counterparts. Our results contribute to our understanding of how apprenticeship programs in Canada facilitate transitions to adulthood among a recent cohort of young men." (Author's abstract, IAB-Doku) ((en))

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Zenner-Höffkes, Lea J. B. (2020): Das Klagelied vom schlechten Bewerber. Historische Wurzeln und aktuelle Bezüge der Diskussion um mangelnde Ausbildungsreife in Deutschland und England im Vergleich. (Internationale Berufsbildungsforschung), Wiesbaden: Imprint: Springer VS, XXI, 368 S. DOI:10.1007/978-3-658-31517-7

Abstract

"Das Buch liefert in internationaler wie historischer Perspektive empirische Befunde für die Beantwortung der Frage, ob Ausbildungsreife ein interessenpolitisch genutztes Konstrukt darstellt und ob ein Zusammenhang der genutzten Narrative mit der Lage auf dem Ausbildungsstellenmarkt besteht. Während die Frage für den deutschen Kontext bejaht werden kann, wird sie für den englischen Kontext verneint. Die Ergebnisse zeigen somit eine hohe Abhängigkeit der nationalen Diskurse von den länderspezifischen Rahmenbedingungen. Dr. Lea J. B. Zenner-Höffkes ist Lehrerin an einem Berufskolleg. Sie promovierte im Fach Wirtschaftspädagogik an der Universität zu Köln und war dort am Lehrstuhl für Wirtschafts- und Sozialpädagogik als wissenschaftliche Mitarbeiterin tätig. Ihr Forschungsschwerpunkt bildet die International Vergleichende Berufsbildungsforschung." (Verlagsangaben)

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Šćepanović, Vera & Antonio Martin Artiles (2020): Dual training in Europe: a policy fad or a policy turn? In: Transfer, Jg. 26, H. 1, S. 15-26. DOI:10.1177/1024258919898317

Abstract

"Seit Beginn der globalen Finanzkrise ist in Europa erneut ein verstärktes Interesse am dualen System der beruflichen Bildung entstanden. Die EU selbst hat ihren Mitgliedern nachdrücklich die Vorteile dieses Systems dargelegt und finanzielle und organisatorische Unterstützung bei der Einführung der Lehrlingsausbildung in ihre Bildungssysteme zugesagt. Zwar wird das duale System der beruflichen Bildung allgemein als ein bewährtes Modell angesehen, um jungen Erwachsenen den Übergang in den Arbeitsmarkt zu erleichtern, gleichzeitig erfordert diese Form des Kompetenzerwerbs aber auch einen hohen Aufwand an Koordination nicht nur zwischen den Schulen und den Unternehmen, die diese Ausbildung übernehmen, sondern auch zwischen den Unternehmen selbst und zwischen den Arbeitgeberorganisationen und den Gewerkschaften. In der vorliegenden Einleitung beschreiben wir, dass die EU zwar erfolgreich für die Einführung der dualen beruflichen Bildung in allen Ländern der Europäischen Union geworben hat, die Umsetzung dieses Modells jedoch auf sehr unterschiedliche Weise erfolgt ist. Das ist teilweise auf die bereits bestehenden Unterschiede in den vorhandenen organisatorischen Strukturen zurückzuführen, aber ebenso auf die permanenten demographischen, technologischen und institutionellen Veränderungen, die zum Teil durch die europäische Integration selbst verursacht werden und sich negativ auf die Motivation von Unternehmen auswirken, eine entsprechende Ausbildung anzubieten." (Autorenreferat, IAB-Doku)

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International Labour Office (2020): Global employment trends for youth 2020. Technology and the future of jobs. (Global employment trends for youth ...), Genf, 184 S.

Abstract

"Incorporating the most recent labour market information available, Global Employment Trends for Youth sets out the youth labour market situation around the world. It shows where progress has or has not been made, updates world and regional youth labour market indicators, and gives detailed analyses of medium-term trends in youth population, labour force, employment and unemployment. The 2020 edition discusses the implications of technological change for the nature of jobs available to young people. It focuses on shifts in job characteristics, sectors and skills, as well as examining the impact of technological change on inequalities in youth labour markets." (Author's abstract, IAB-Doku) ((en))

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OECD (2020): Bildung auf einen Blick 2020. OECD Indikatoren. (Bildung auf einen Blick. OECD-Indikatoren), Bielefeld: Bertelsmann, 582 S. DOI:10.3278/6001821nw

Abstract

"Bildung auf einen Blick 2020 hat u. a. einen Schwerpunkt auf der beruflichen Ausbildung. Untersucht wurden die Teilnahme an beruflicher Bildung in den verschiedenen Bildungsbereichen, die Arbeitsmarktergebnisse und sozialen Auswirkungen für Absolventen beruflicher Ausbildungsgänge sowie die in berufsbildende Bildungseinrichtungen investierten Human- und Finanzressourcen. Zwei neue Indikatoren zu den unterschiedlichen Systemen der beruflichen Bildung weltweit und den Erfolgsraten im Sekundarbereich II runden die Analyse ab. Außerdem gibt es erneut ein separates Kapitel zu SDG 4, dem vierten Ziel für nachhaltige Entwicklung der Agenda 2030, in dem auch die Qualität und Teilnahme im Sekundarbereich II untersucht wird." (Autorenreferat, IAB-Doku)

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Curry, Matthew, Irma Mooi-Reci & Mark Wooden (2019): Parental joblessness and the moderating role of a university degree on the school-to-work transition in Australia and the United States. In: Social science research, Jg. 81, H. July, S. 61-76. DOI:10.1016/j.ssresearch.2019.03.004

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Hvinden, Bjørn, Jacqueline O'Reilly & Christer Hyggen (Hrsg.) (2019): Negotiating early job insecurity well-being, scarring and resilience of European youth. Cheltenham: Elgar, 264 S. DOI:10.4337/9781788118798

Abstract

"Offering new knowledge and insights into European job markets, this book explores how young men and women experience job insecurity. By combining analysis of original data collected through a variety of innovative methods, it compares the trajectories of early job insecurity in nine European countries. Focusing on the ways in which young adults deal with this by actively increasing their chances of getting a job through a variety of methods, as the book shows how governmental policies can be altered to reduce early job insecurity." (Publisher information, IAB-Doku) ((en))

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Hvinden, Bjørn, Christer Hyggen, Mi A. Schoyen & Tomá¿ Sirovátka (Hrsg.) (2019): Youth unemployment and job insecurity in Europe. Problems, risk factors and policies. Cheltenham: Elgar, 272 S. DOI:10.4337/9781788118897

Abstract

"Providing original insights into the factors causing early job insecurity in European countries, this book examines its short- and long-term consequences. It assesses public policies seeking to diminish the risks to young people facing prolonged job insecurity and reduce the severity of these impacts. Based on the findings of a major study across nine European countries, this book examines the diverse strategies that countries across the continent use to help young people overcome employment barriers." (Publisher information, IAB-Doku) ((en))

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Lorentzen, Thomas, Olof Bäckman, Ilari Ilmakunnas & Timo Kauppinen (2019): Pathways to adulthood: Sequences in the school-to-work transition in Finland, Norway and Sweden. In: Social indicators research, Jg. 141, H. 3, S. 1285-1305. DOI:10.1007/s11205-018-1877-4

Abstract

"Research on youth transitions often follows the lines of classic welfare state typologies. Thus, given the institutional similarities, the transition from youth to adulthood in the Nordic countries has often been considered a specific type of trajectory. However, little research exists on how country differences within the Nordic cluster shape young people's pathways from education to work. Thus, little is known about intra-Nordic variations caused by national labour market regulations and social safety nets (e.g. parental insurance, public day care and unemployment security). In this article, we use sequence analysis to examine the transition process from school to work in Finland, Norway and Sweden and to find how these processes are linked to family formation patterns. The results indicate that Finland, Norway and Sweden to a great extent share the same general types of school-to-work trajectories. The role of family establishment in workforce entry trajectories, on the other hand, differs in some respects. There is a very strong link between early parenthood among Finnish women and trajectories leading to labour market exclusion. This is interpreted in light of the Finnish labour market and family policy." (Author's abstract, © Springer-Verlag) ((en))

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Passaretta, Giampiero & Maarten H. J. Wolbers (2019): Temporary employment at labour market entry in Europe. Labour market dualism, transitions to secure employment and upward mobility. In: Economic and Industrial Democracy, Jg. 40, H. 2, S. 382-408. DOI:10.1177/0143831X16652946

Abstract

"This article focuses on school-leavers who enter employment with a temporary contract in the European context, and examines their probabilities to shift to standard employment or unemployment, and their chances of occupational mobility afterwards. The authors argue that two institutional dimensions of insider - outsider segmentation drive the career progression after a flexible entry: the gap between the regulation of permanent and temporary contracts and the degree of unionization. The analyses show that a disproportionate protection of permanent compared to temporary contracts increases the probability of remaining on a fixed-term contract, whereas the degree of unionization slightly decreases the chance of moving to jobs with higher or lower socio-economic status. Finally, a shift to permanent employment after a fixed-term entry is more often associated with occupational upward mobility in strongly rather than weakly unionized labour markets." (Author's abstract, IAB-Doku) ((en))

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Schwandt, Hannes & Till M. von Wachter (2019): Unlucky cohorts: Estimating the long-term effects of entering the labor market in a recession in large cross-sectional data sets. In: Journal of labor economics, Jg. 37, H. S1, S. S161-S198. DOI:10.1086/701046

Abstract

"This paper studies the differential persistent effects of initial economic conditions for labor market entrants in the United States from 1976 to 2015 by education, gender, and race using labor force survey data. We find persistent earnings and wage reductions, especially for less advantaged entrants, that increases in government support only partly offset. We confirm that the results are unaffected by selective migration and labor market entry by also using a double-weighted average unemployment rate at labor market entry for each birth cohort and state-of-birth cell based on average state migration rates and average cohort education rates from census data." (Author's abstract, IAB-Doku) ((en))

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Wößmann, Ludger (2019): Facing the life-cycle trade-off between vocational and general education in apprenticeship systems. An economics-of-education perspective. In: Journal for educational research online, Jg. 11, H. 1, S. 31-46.

Abstract

"Dieser Beitrag befasst sich mit der Rolle berufsspezifischer Bildung, insbesondere im Rahmen der dualen Berufsausbildung, in der Vorbereitung von Schülern auf den Arbeitsmarkt unter besonderer Berücksichtigung einer Lebenszyklusperspektive in einer sich verändernden Wirtschaft. Die Grundidee besteht darin, dass berufsspezifische Bildung den Einstieg in den Arbeitsmarkt erleichtert, im späteren Leben aber aufgrund von begrenzter Anpassungsfähigkeit an das sich wandelnde wirtschaftliche Umfeld die Beschäftigungsmöglichkeiten behindern kann. Wir fassen Evidenz über die sich verändernden Effekte berufsspezifischer Bildung über den Lebenslauf aus den internationalen Erwachsenentests IALS und PIAAC sowie länderspezifische Ergebnisse zusammen. Darauf aufbauend werden Politikimplikationen für Elemente eines zukunftsorientierten Bildungssystems diskutiert, mit einem besonderen Fokus auf die duale Berufsbildung." (Autorenreferat, IAB-Doku)

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Bornhofen, Achim Johannes, Linda Borrs & Michael Moritz (2018): Die binationale Berufsausbildung im bayerisch-tschechischen Grenzraum - ein Zukunftsmodell für Nachbarstaaten? (IAB-Forschungsbericht 07/2018), Nürnberg, 75 S.

Abstract

"Seit 2012 werden im Rahmen eines grenzüberschreitenden Berufsausbildungsmodells tschechische Schülerinnen und Schüler der Berufsschule Domazlice gemeinsam mit der Berufsschule im Landkreis Cham ausgebildet. Die Herausforderung liegt in der Verbindung der unterschiedlichen Berufsausbildungssysteme von Tschechien (schulisch) und Deutschland (dual). Das Programm verbindet diese, indem der tschechische Lehrplan um einige wenige Unterrichtsmodule erweitert wird. Diese umfassen die Vermittlung von berufsbezogenen Kenntnissen an einer deutschen Berufsschule, die Erweiterung der Deutschkenntnisse sowie zwei Praktika in bayerischen Unternehmen. Der erfolgreiche Ausbildungsabschluss wird durch ein Zertifikat der Industrie- und Handelskammer (IHK) dokumentiert. Partner dieses Projekts sind die Berufsschule Domazlice, die Berufsschule im Landkreis Cham, die IHK Regensburg für Oberpfalz/Kelheim, die Agentur für Arbeit Schwandorf und der Landkreis Cham.
Ziel dieses vom Institut für Arbeitsmarkt- und Berufsforschung (IAB) und der Otto-Friedrich-Universität Bamberg durchgeführten wissenschaftlichen Vorhabens ist die Untersuchung des Ausbildungsprojekts hinsichtlich seiner Mehrwerte für die Absolventen, hinsichtlich der Probleme und Verbesserungsmöglichkeiten, welche die Projektbeteiligten, also Auszubildende, Lehrkräfte und Betriebe, genannt haben und der Bedeutung des Programms für den grenzüberschreitenden Arbeitsmarkt. Mit dieser Arbeit soll darüber hinaus auch der Modellcharakter des Projekts für eine binationale Berufsausbildung und die Übertragbarkeit auf andere Grenzregionen geprüft werden. Die Bearbeitung dieser Aufgabenstellung erfolgte im Rahmen einer Masterarbeit im Zeitraum von Mai bis September 2017. Neben der Auswertung quantitativer Arbeitsmarktdaten waren für die Erstellung der Arbeit mehrere Gesprächstermine mit vielen Beteiligten vor Ort erforderlich, insbesondere an den Berufsschulen Cham und Domazlice sowie bei bayerischen Betrieben und Institutionen.
Das zentrale Ergebnis der Untersuchung ist, dass sich durch das grenzüberschreitende Ausbildungsprogramm zahlreiche neue Perspektiven sowohl für die Auszubildenden als auch die Betriebe eröffnen. Beide können durch das Programm die vorhandenen Potenziale auf dem Arbeitsmarkt besser nutzen. Durch den Erwerb der Zusatzqualifikation wird den tschechischen Berufsschülerinnen und -schülern der Einstieg in den deutschen und tschechischen Arbeitsmarkt erleichtert. Anhand staatlich anerkannter Zertifikate kann überregional ein einheitlicher Ausbildungsstandard, unabhängig von der nationalen Ausbildung, erreicht werden. Davon profitieren nicht nur Unternehmen auf bayerischer Seite, auch deutschen Firmen in Tschechien stehen dadurch zusätzliche qualifizierte Fachkräfte mit einem bekannten Ausbildungszertifikat zur Verfügung. Darüber hinaus trägt das Programm zum kulturellen Austausch bei. Auch wenn an einigen Stellen Verbesserungsbedarfe identifiziert werden konnten, kann das Programm nicht nur dem Fachkräftemangel in der Region entgegenwirken, sondern auch als zukünftiges Modell für andere Grenzräume dienen." (Autorenreferat, IAB-Doku)

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Dietrich, Hans, Annie Tubadji, Brigitte Schels, Anette Haas, Ioanna Tsoka, Vasilis Angelis & Katerina Dimaki (2018): Youth unemployment and the transition from school to work in Germany and Greece. In: F. E. Caroleo, O. Demidova, E. Marelli & M. Signorelli (Hrsg.) (2018): Young people and the labour market : a comparative perspective, S. 127-157.

Abstract

"In summary, the current chapter presents a descriptive analysis and logistic regression models with average marginal effects presented for Greece and Germany. Based on the extensive micro-level data sets of the Eurostat Labour Force Survey, the analysis explores young people's unemployment risk in Germany and Greece. In contrast to the literature, where unemployment in the youth stage (below the age of 25) is used, here, individuals' first five years on the labour market are addressed." (Excerpt, IAB-Doku) ((en))

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Dorsett, Richard & Paolo Lucchino (2018): Young people's labour market transitions. The role of early experiences. In: Labour Economics, Jg. 54, H. October, S. 29-46. DOI:10.1016/j.labeco.2018.06.002

Abstract

"We use UK longitudinal survey data to model young people's transitions between employment, unemployment, education and a residual category made up of those neither in education nor economically active. Transitions from employment are shown to exhibit negative duration dependence regardless of destination, while transitions from unemployment only do so when the destination is employment. The results suggest the nature and length of males' preceding spells affect transitions from unemployment to employment but that this is not the case for females. The combination of modelled effects is captured through simulations. These show that, for both males and females, a period neither in education nor economically active has more damaging long-term consequences for future employment than a period of unemployment." (Author's abstract, © 2018 Elsevier) ((en))

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Galam, Roderick G. (2018): An exercise in futurity: servitude as pathway to young Filipino men's education- to-work transition. In: Journal of Youth Studies, Jg. 21, H. 8, S. 1045-1060. DOI:10.1080/13676261.2018.1442920

Abstract

"This article examines how young Filipino men looking to work in international seafaring deploy servitude as a means of attaining education-to-work transition. It focuses on those applying to work for free as 'utility men' (gofer or flunkey) in Manila's manning and crewing agencies that supply seafarers to ship operators around the world in exchange for the promise of boarding a ship. Based on participant observation and life history interviews, the article accounts for how they transform their servitude into diskarte - strategy by which they navigate the limited employment opportunities in the Philippines - by constructing their 'utility manning' as an informal and negotiated pathway to employment. The young Filipino men's seeking and enduring servitude, geared towards gleaning better social possibilities, becomes a profoundly rational act of investing in and securing their future." (Author's abstract, IAB-Doku) ((en))

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Haaland, Venke Furre (2018): Ability matters: Effects of youth labor-market opportunities on long-term labor-market outcomes. In: The Scandinavian journal of economics, Jg. 120, H. 3, S. 794-825. DOI:10.1111/sjoe.12248

Abstract

"Utilizing registry data from cognitive ability tests for all Norwegian males born between 1962 and 1973, I study whether labor-market conditions at the age of graduation have differential effects on earnings and employment for different ability groups. I find that low-ability males are more vulnerable to local business cycles at the expected time of labor-market entry. In particular, I demonstrate that low-ability males suffer larger long-term earnings losses than the rest of the population." (Author's abstract, Published by arrangement with John Wiley & Sons) ((en))

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Lee, Jing Young (2018): The upward trend in women's college-going. The role of teenagers' anticipated future labour force attachment. In: Applied Economics, Jg. 50, H. 30, S. 3271-3284. DOI:10.1080/00036846.2017.1420888

Abstract

"This article focuses on the role of teenagers' anticipated labour force participation in explaining the upward trend in U.S. women's college-going. A simple conceptual model implies that individuals with more anticipated lifetime hours of work are more likely to invest in college education. My analysis using data from three National Longitudinal Surveys supports the theoretical implication. This finding, combined with the trend towards higher work expectations of young women across birth cohorts, may account in part for the upward trends in women's college attendance and completion." (Author's abstract, IAB-Doku) ((en))

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Marks, Gary N. (2018): Do the labour market returns to university degrees differ between high and low achieving youth? Evidence from Australia. In: Journal for labour market research, Jg. 52, H. 1, S. 1-14. DOI:10.1186/s12651-018-0241-0

Abstract

"In almost all developed countries there has been substantial growth in university education over the last half-century. This growth has raised concerns that the benefits of university education are declining and that university education is not appropriate for students who, without the expansion, would not have been admitted. For such students, vocational education or direct entry to the labour market may be more appropriate. The purpose of this study is to examine the effects of university and vocational qualifications, net of other influences on a variety of labour market outcomes for Australian youths up to age 25; and if the benefits of university degrees differ across the achievement continuum. Achievement is measured by test scores in the OECD's PISA assessments. The six labour market outcomes investigated are: occupational status, hourly and weekly earnings, employment, unemployment and full-time work. The study finds that university degrees provide substantially superior labour market outcomes which are not confined to high and average achievers, at least for this cohort in their formative years in the labour market." (Author's abstract, © Springer-Verlag) ((en))