In this study, we examine the self-reported subjective well-being (SWB) of youth who are 'not in employment, education or training' (NEET) across 24 countries in Europe. Theorizing from a youth ...transition regimes perspective focusing on the varying levels of social protection available to youth as well as social norms regarding the transition to adulthood, we attempt to understand the psychological outcomes associated with youth NEET statuses across country contexts. Using European Social Survey (ESS) data, we compare not only the SWB of NEET individuals with that of non-NEET youth, but also how it differs amongst specific NEET sub-categories. We hypothesize that the well-being of NEET youth will be highest where more comprehensive social protections are available, but that inequalities in well-being between NEET and non-NEET groups will be minimized in contexts where prolonged school-to-work transitions to adulthood are the social norm. We find that overall levels of well-being differ systematically amongst countries for both NEET and non-NEET groups, being highest in the Nordic countries. However, when examining relative scores that take into account the distribution of well-being within each country, we discover that inequalities between NEET sub-categories are also the most pronounced in these 'universalistic' contexts.
Education determines life chances across the globe, but human capital and skill formation offer context-specific advantages in the labour market during the transition from school to work. Our study ...focuses specifically on the varying effects of low skill on youth 'not in employment, education or training' (NEET) statuses via educational attainments. Using Programme for the International Assessment of Adult Competencies (PIAAC) data, we estimate the extent to which country-specific relative low skill levels affect young people's probability of reporting long-term NEET statuses across contexts. We find that low skill and education have differing effects on the probabilities of reporting NEET statuses cross-nationally. We also conduct mediation analyses to examine to what extent the negative signalling effects of low education explain the impacts of skill disadvantages on NEET statuses. We find that the indirect effect of low skill through education is particularly important in countries with vocationally oriented education systems.
Purpose
The purpose of this paper is to construct soft-skill indicators and measure their effects on graduates’ earnings using survey data from a sample of master’s degree graduates in France.
...Design/methodology/approach
The authors use a quantile analysis to measure the effects of soft skills on income.
Findings
Certain soft skills explain a proportion of the earnings of recent master’s graduates. In particular, they influence the highest salaries and are important for the most highly skilled jobs.
Research limitations/implications
Most of these soft skills are measured using declarative responses and may result from the feeling of having skills rather than actually possessing the skill. Moreover, this paper only looks at graduates who are employed, and a deficit in soft skills may be more penalising for job seekers.
Social implications
While some young people take advantage of soft skills early and benefit from them in the labour market, it is likely that it is even more important for those less endowed with these skills to further develop them before entering the labour market.
Originality/value
This research illustrates the heterogeneous nature of the skills that young post-secondary graduates acquire. French diplomas do not seem to homogenise all of the skills that young people develop through their academic and professional experiences.
The aim of this paper is to analyse the school-to-work transition of young people in France, focusing specifically on those who are not in employment, education or training (so-called NEETs), in ...order to understand their risk of becoming and remaining NEET. Using longitudinal data from a representative national cohort of French young people leaving the educational system in 2010, this study shows how NEET status fits in more or less long-lasting ways in their career pathways. We indicate that 70% of young people experienced a NEET status at least once over the three-year period, if we retain a static and conventional definition of NEET. For most of them, NEET is a temporary situation that spans all educational attainment groups. However, a quarter of the cohort is still in a NEET status 3 years after leaving the education system. The lack of educational and social capital, as well as geographical economic conditions, are decisive factors in remaining in long-term NEET trajectories.
Separation and preconcentration of scandium (Sc) were successfully achieved using a mesoporous silica support that showed good selectivity for this element. Unmodified mesoporous silica materials ...were used as an extracting medium in a solid–liquid extraction (SLE) process. Selectivity, extraction capacity, kinetics of extraction, and reusability under acidic conditions were investigated. The results demonstrate the potential of unmodified mesoporous silica materials for the selective separation and preconcentration of Sc. As no chelating ligand was grafted on the silica surface, which is often the case for most solid-phase extraction media for metal-ion separation, the experimental data allow us to hypothesize that the accessible silanols on the material surface are responsible for the selective Sc extraction. This interesting feature would drastically decrease the cost of solid–liquid extraction systems by using unmodified mesoporous silica materials. Moreover, a leachate solution obtained from a real rare-earth element ore was used to determine the performances of the proposed materials in a packed column configuration. The maximum Sc adsorption on the silica material surfaces is moderate (1 mg/g), but it is balanced by a great concentration factor (more than 100 times). The extraction performances are potentially promising, both in terms of selectivity and preconcentration, under the acidic conditions tested.
Le stage en licence : un stage formateur ? Bonnard, Claire; Droyer, Nathalie; Giret, Jean-François
Revue française de pédagogie,
2022, Letnik:
216, Številka:
3
Journal Article
Recenzirano
Les stages dans l’enseignement supérieur, en particulier depuis le « plan réussite en licence », se sont multipliés avec l’idée de professionnaliser les étudiants. Une relation tripartite entre les ...universités, les entreprises, les administrations ou associations et l’étudiant stagiaire lui-même s’instaure pour permettre la dimension formative de ces stages. Mais cette dimension ne peut opérer qu’à certaines conditions liées aux contenus des missions, à la préparation, l’encadrement et l’évaluation du côté de l’université et de l’organisme d’accueil et à la posture réfléchie du stagiaire. Cet article propose une typologie des stages, à partir d’une enquête auprès d’étudiants inscrits en troisième année de licence générale d’une même université, où les étudiants sont interrogés sur ces différents critères. Les quatre types de stages identifiés se différencient fortement par leur plus ou moins grande articulation avec la formation. Même si le taux de satisfaction des étudiants par rapport au stage est élevé, les stages les plus formateurs aux études rassemblent à peine plus d’un étudiant sur cinq.
This article assesses the effects of early schooling in France, where children can access school-based preschool programmes from the age of 2. The aim of this policy is to increase readiness for ...school, and it especially targets children from disadvantaged areas. We use the Elfe cohort survey to estimate the effect of the policy on child development outcomes at age 3.5 and the contribution it makes to reducing developmental gaps among children. We controlled for a rich set of potential confounding variables, including children’s baseline level of development. Using OLS regressions, we find that early schooling has a positive effect on motor skills, language skills, and knowledge of letters and numbers and to a lesser extent on social and self-help skills. Conversely, however, it has no effect on non-verbal reasoning abilities. We also find that disadvantaged children and those with a low level of skills at age 2 benefit more from early schooling. We also use logistic regressions to show that socially disadvantaged children and high-skilled children are more likely to access early schooling. We conclude that to make a more effective contribution to reducing gaps in child development, early schooling should be made more accessible to low-skilled children.
In this study, we examine how student employment impacts higher educational trajectories in France. Focussing on undergraduates' educational outcomes, we show the consequences of different ...intensities and levels of recurrence of student employment on perseverance in higher education. We use data from a nationally representative four-year longitudinal survey, descriptive analysis and logistic regression are performed to control for student characteristics. Our results suggest that student employment, especially when intensive and during periods of exams, increases exam failure. When it is recurrent over time, student employment often leads to university dropout. Furthermore, even for those who do manage to reconcile work and study, it lengthens the time spent in higher education. This consequence is particularly costly in France, where success in higher education is often judged by time-to-completion, encouraging strategies that lead to finishing degree requirements as quickly as possible. This approach is difficult to follow for students who must combine work and study, leading to particularly pronounced costs.
Le doctorat est en France une condition nécessaire pour accéder à des postes de permanents de chercheurs et d’enseignants-chercheurs dans l’enseignement supérieur et la recherche publique. Il n’est ...cependant pas une condition suffisante, même si une majorité de jeunes doctorants souhaitent se stabiliser dans ces emplois. La formation doctorale, notamment depuis la création des écoles doctorales, a cherché à proposer d’autres alternatives professionnelles. A partir des enquêtes du Céreq sur l’insertion des jeunes docteurs, nos travaux soulignent une baisse assez sensible des aspirations des jeunes docteurs à rejoindre le secteur académique en fin de thèse. Ils montrent également que la hausse de la précarité dans ce secteur paraît affecter leur projet professionnel en les incitant à se tourner vers d’autres débouchés.
In France, a doctorate degree is a necessary condition for accessing permanent positions in higher education and public research. However, it is not a sufficient condition, even if a majority of young Doctorate students wish to stabilize themselves in these jobs. Doctoral training, especially since the creation of doctoral schools, has sought to offer them other professional alternatives. Based on the Cereq surveys on the labour market integration of young doctors, our work highlights a fairly marked drop in the aspirations of young doctors to join the academic sector at the end of their PhD. They also show that the increase in precariousness in this sector seems to affect their career plans by encouraging them to look to other opportunities.
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