How much does education matter and why? Velden, Rolf van der; Wolbers, Maarten H. J
European sociological review,
02/2007, Letnik:
23, Številka:
1
Journal Article
Recenzirano
Odprti dostop
"This article explores the total (measured and unmeasured) impact of education on some of the main socio-economic outcomes (that is, employment opportunities, job security and wages) among ...school-leavers who finished upper secondary or tertiary education in the Netherlands. The empirical analysis shows that the effects of education are typically underestimated in labour market research. Education has a large impact on all outcomes under investigation. Apart from level of education, the selectivity of the study programme turns out to affect socio-economic outcomes, although the effects of the latter educational characteristic are only significant in the private sector. Differences between schools do not have an impact on wages and job security, but they do to some extent affect employment opportunities." Forschungsmethode: empirisch; Sekundäranalyse; Längsschnitt; Querschnitt. (author's abstract, IAB-Doku).
Motherhood is often cited as one of the main reasons for young women to become NEET (not in employment, education, or training). Given the potential long-term negative implications of NEET status, it ...is important to understand which types of resources can help young mothers to avoid becoming NEET around childbirth. In this paper we investigate how the chances of young mothers to become and stay NEET around the time of first birth are related to the availability and characteristics of members of their social support network, especially partners and grandparents, to assist in childcare. In addition, we consider the local availability of formal childcare. We use population-wide register data from the Netherlands and estimate discrete-time eventhistory models. Our results show that young mothers who are cohabitating or married are less likely to become NEETs than single mothers. We also show that economic activity and relative wage of both young mothers and their partners decreases the likelihood to become NEET and to exit NEET. With respect to the grandparents, we find that having more grandparents live in the immediate vicinity is associated with a lower likelihood to become NEET and a higher likelihood to exit NEET. Furthermore, we find that young mothers with economically inactive parents are more likely to become and less likely to exit NEET. Lastly, we find evidence for crowding-out of informal and formal childcare. Formal and informal childcare sources interact in such a way that the role of either becomes less important as more of the other is available.
This article focuses on the explanation of cross-country variation in graduate overeducation using a multilevel analysis. We use data from representative surveys among graduates in 13 European ...countries and Japan, focusing on the first job and the present job 5 years after graduation. We find that cross-country differences in overeducation are explained by the quality and orientation (general versus specific) of the educational system/programme, the business cycle and the relative oversupply of highly skilled labour. Employment protection legislation has no impact on the incidence and persistence of overeducation.
The COVID-19-pandemic forced many countries to close schools abruptly in the spring of 2020. These school closures and the subsequent period of distance learning has led to concerns about increasing ...inequality in education, as children from lower-educated and poorer families have less access to (additional) resources at home. This study analyzes differences in declines in learning gains in primary education in the Netherlands for reading, spelling and math, using rich data on standardized test scores and register data on student and parental background for almost 300,000 unique students. The results show large inequalities in the learning loss based on parental education and parental income, on top of already existing inequalities. The results call for a national focus on interventions specifically targeting vulnerable students.
Based on early career data on graduates in Europe and Japan, the authors investigate whether full job mismatch (i.e. field‐of‐study mismatch and over‐education), mere horizontal mismatch and mere ...vertical mismatch can be explained by differences in institutions and labour market imbalances. Mere horizontal mismatch is lower in countries with stronger employment protection, higher unemployment benefits and selective educational programmes. Cross‐country differences in mere vertical mismatch are largely explained by labour market imbalances. These variables also affect full mismatch, which is positively related to collective bargaining coverage as well. Field‐of‐study differences in mismatches are similarly determined by educational programme characteristics and labour market imbalances.
This study explains early school-leaving in lower secondary education in the Netherlands, taking into account background characteristics, family resources and school composition factors at the same ...time. We distinguish four groups of school-leavers: 'dropouts' (those without any qualification), those who leave school with a diploma in lower secondary education ('low qualified'), those who complete apprentice-based tracks ('apprentices') and those who continue education and receive a full upper secondary qualification ('full qualification'). The breakdown into these four groups reveals clear differences in the effects of different factors on the risk of early school-leaving.
From school to fitting work Levels, Mark; Velden, Rolf van der; Di Stasio, Valentina
Acta sociologica,
11/2014, Letnik:
57, Številka:
4
Journal Article
Recenzirano
Odprti dostop
Although optimal labour market allocation of school leavers benefits individuals, employers and societies, a substantial part of European school leavers do not find a job that matches their field or ...level of education. This paper explores the extent to which horizontal and vertical education-to-job matches of European school leavers from secondary education is associated with the level of stratification, standardization, and the level of vocational orientation and institutional linkages of education systems. We combine notions of signalling theory, human capital theory and job matching theory to formulate hypotheses about how education systems affect horizontal and vertical education-to-job matches. We use micro-data on 30,805 school leavers in 20 European countries from the 2009 Ad Hoc Module of the European Labour Force Survey and data on system characteristics. Using multi-level logistic regression, we show that the level of stratification of secondary education is associated with better vertical job matches. We also find that the positive relation between being vocationally trained and education-to-job matches is stronger in systems with stronger institutional linkages. The positive relation between being vocationally trained and vertical job matches is less strong in more vocational oriented systems. Theoretical and practical implications are discussed.
Abstract
Skills and skill mismatches affect workers’ productivity. However, current approaches to measuring this problem fail to specify the underlying mechanism. In this paper, we develop a new ...perspective by integrating skill proficiency and skill use into a new concept called ‘effective skill’. Effective skill is defined as a multiplicative function of skill proficiency and skill use. The intuitive understanding of this concept is that a skill can have no effect on productivity if it is not used and, vice versa, the effect of using skills is moderated by the skill proficiency level. We develop a skill matching model using data from the OECD PIAAC Survey. We show that there is no effect of numeracy on wages, other than through the use of numeracy skills. Moreover, we show that a skill mismatch model based on this concept is superior to alternative skill mismatch models in explaining wage differences.
•We analyse the relationship between temporary employment and the intensity of on-the-job informal learning across 20 developed countries.•We exploit the differential exposure of workers of different ...ages to employment protection legislation (EPL) and potential unemployment.•We find that temporary employees engage in on-the-job learning more intensively than their counterparts in permanent employment.•We find evidence of a complementarity relation between job-related training and informal learning on the job.•Our main estimate is heterogenous along the distribution of workers’ age and unobservable characteristics.
This paper analyses the relationship between temporary employment and the intensity of on-the-job informal learning across 20 developed countries. Using microdata from the OECD's PIAAC survey, we estimate an instrumented endogenous switching regression model and find that temporary employees engage in on-the-job learning more intensively than their counterparts in permanent employment. We show that this higher intensity of informal learning does not substitute for temporary workers’ lower participation in formal training. Instead, both types of learning are complementary. Heterogeneous-effect analyses suggests that early career expectations of gaining a permanent contract could explain the higher informal learning investments of employees while in a temporary job.
Labor market rewards based on competencies are analyzed using a sample of young European higher education (HE) graduates. Estimates of monetary rewards are obtained from conventional earnings ...regressions, while estimates total rewards are based on job satisfaction and derived through ordered probit regressions. Results for income show that jobs with higher participative and methodological competency requirements are better paid. The results also show that higher requirements in terms of competencies increase graduates' job satisfaction. (HRK / Abstract übernommen).
PDF
