17 results on '"Bildungsabschluss"'
Search Results
2. The Role of Birthplace Diversity in Shaping Education Gradients in Trust: Country and Regional Level Mediation-Moderation Analyses
- Author
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Francesca Borgonovi and Artur Pokropek
- Subjects
Landscaping and area planning ,Städtebau, Raumplanung, Landschaftsgestaltung ,Vertrauen ,cross-country ,PIAAC ,Sociology and Political Science ,Diversität ,Raumplanung und Regionalforschung ,Area Development Planning, Regional Research ,level of education attained ,General Social Sciences ,migration ,level of education ,Sociology & anthropology ,diversity ,Sociology of Education ,Arts and Humanities (miscellaneous) ,Soziologie, Anthropologie ,Bildungs- und Erziehungssoziologie ,Bildungsabschluss ,Developmental and Educational Psychology ,ddc:301 ,confidence ,Bildungsniveau ,ddc:710 - Abstract
This paper examines between-country differences in why education promotes trust using data from 29 countries (and 146 regions) participating in the OECD’s Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with trust and that individuals’ literacy, income, and occupational prestige are important mediators of this association. Contrary to previous studies we do not find that country level or regional level birthplace diversity is associated with average levels of trust. However, education gradients in trust and the extent to which these are due to social stratification or cognitive mechanisms vary both at the country and regional level depending on birthplace diversity. Multilevel mediation-moderation analyses reveal that in countries and regions with greater birthplace diversity there is a greater polarization in levels of trust between individuals with different educational qualifications. This polarization is primarily due to cognitive mechanisms.
- Published
- 2022
3. Die Messung von Bildung bei Migrantinnen und Migranten in Umfragen (Version 1.1)
- Author
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Schneider, Silke, Chincarini, Elena, Liebau, Elisabeth, Ortmanns, Verena, Pagel, Lisa, Schönmoser, Carina, and GESIS - Leibniz-Institut für Sozialwissenschaften
- Subjects
Erhebungstechniken und Analysetechniken der Sozialwissenschaften ,Sozialwissenschaften, Soziologie ,Migrant ,level of education attained ,Umfrageforschung ,level of education ,data capture ,Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods ,survey research ,Bildungsabschluss ,ddc:300 ,Messung ,measurement ,Datengewinnung ,Bildungsniveau ,Social sciences, sociology, anthropology - Abstract
Da das höchste erreichte Bildungsniveau in deutschen Umfragen gewöhnlich durch spezifisch deutsche Schul- und Ausbildungsabschlüsse erfasst wird, sind die entsprechenden Fragebogenitems für Personen mit ausländischen Abschlüssen oftmals schwer zu beantworten. Dieser Beitrag gibt einen Überblick über verschiedene Ansätze zur Messung von Bildung bei Personen mit ausländischen Bildungsabschlüssen, insbes. Zugewanderten, und ihre Eignung für verschiedene Erhebungssituationen. Zunächst wird die Codierung der Bildungsvariablen thematisiert. Diese orientiert sich entweder am deutschen Bildungssystem oder an Klassifikationen, die für den internationalen Vergleich entwickelt wurden. Auch die Herleitung von Bildungsjahren ist eine Möglichkeit, die Daten vergleichbar zu codieren. Dann werden verschiedene Erhebungsinstrumente vorgestellt, die das Problem auf unterschiedliche Art und Weise zu lösen versuchen: die Verwendung deutscher Standarditems, die Verwendung generischer Antwortkategorien, die Verwendung herkunftslandsspezifischer Antwortkategorien, und der Einsatz eines datenbankbasierten Tools. Die Lösungen, die im Sozio-oekonomischen Panel (SOEP) und im Rahmen der National Education Panel Study (NEPS) entwickelt wurden, werden ausführlich dargestellt. Zum Schluss werden weiterhin bestehende Interpretationsprobleme und Einschränkungen diskutiert, die auch die Passung des Indikators "höchster Bildungsabschluss" für verschiedene theoretische Konzepte bei Migrantinnen und Migranten betreffen. Since the highest level of education achieved is usually captured in German surveys by specific German school-leaving and training qualifications, the corresponding questionnaire items are often difficult to answer for persons with foreign qualifications. This guideline provides an overview of different approaches to measuring education among persons with foreign educational qualifications, especially immigrants, and their suitability for different survey contexts. First, the coding of educational variables is discussed. This is based either on the German education system or on classifications developed for international comparison. The derivation of years of education is another way to code the data in a comparable way. Then, different survey instruments are presented that try to solve the problem in different ways: the use of German standard items, the use of generic response categories, the use of country-of-origin specific response categories, and the use of a database-based tool. The solutions developed in the Socio-Economic Panel (SOEP) and the National Education Panel Study (NEPS) are presented in detail. Finally, existing interpretation problems and limitations are further discussed, including the fit of the "highest educational attainment" indicator for different theoretical concepts among migrants.
- Published
- 2023
4. Marital Sorting and Inequality: How Educational Categorization Matters
- Author
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Almar, Frederik, Friedrich, Benjamin, Reynoso, Ana, Schulz, Bastian, and Vejlin, Rune
- Subjects
education ,inequality ,Partnerwahl ,I24 ,marital sorting ,Dänemark ,Einkommensverteilung ,Bildungsabschluss ,ddc:330 ,D13 ,Bildungsniveau ,Ehe ,D31 ,Theorie - Abstract
This paper revisits the link between education-based marriage market sorting and income inequality. Leveraging Danish administrative data, we develop a novel categorization of marriage market types based on the starting wages and wage growth trajectories associated with educational programs: ambition types. We find a substantial increase in sorting by educational ambition over time, which explains more than 40% of increasing inequality since 1980. In contrast, sorting trends are flat with the commonly used level of education. Hence, the mapping between education and marriage-market types matters crucially for conclusions about the role of marital sorting in rising income inequality.
- Published
- 2023
5. Grenzjustierungen - Bildungsbiografien Zugewanderter zwischen Qualifikation und Re-Qualifizierung
- Author
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Prekodravac, Milena and Prekodravac, Milena
- Abstract
Eine migrationsbedingte erneute Bildungsteilnahme ist in hohem Maße widersprüchlich: Das Unvermögen auf institutioneller Seite, im Ausland erworbene Kompetenznachweise in inländische zu übersetzen, zwingt Migrant*innen, trotz Fachkräftemangel und abgeschlossener beruflicher Qualifikation, erneut an Bildungsmaßnahmen teilzunehmen. Die Autorin spürt diese institutionellen Schranken in Deutschland auf und nimmt dafür Bildungsbiografien über Grenzen hinweg in den Blick. Das "Re-" der Qualifizierung ist ein Zurück, ein Wieder und - im Sinne einer Bildungsteilnahme erwachsener Zugewanderter in Deutschland - auch ein Wider, eine Navigation, die quer zu vorgegebenen Bahnen liegt.
- Published
- 2022
6. Trends in Female Education in Low- and Middle-Income Countries: Coherence across Data Sources
- Author
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Jeffers, Kristen, Esteve, Albert, Jeffers, Kristen, and Esteve, Albert
- Abstract
Educational expansion and the closing of gender gaps in education are key objectives in national and international policy agendas. Monitoring progress towards these goals requires comparable data across countries and over time. The availability of international census and survey microdata allows for cross-national comparisons of education participation and completion. However, we lack systematic analyses of how trends vary across data sources and of the extent to which these data sources offer a consistent account of progress in education. In this paper, we examine coherence in estimates of educational attainment among women aged 25 to 29 in 75 countries across the three main repositories of international population microdata: IPUMS International, the Demographic and Health Surveys (DHS) and the Multiple Indicator Cluster Surveys (MICS). Coherence analysis of 535 census and survey observations from 1960 to 2017 shows high levels of consistency overall but also identifies observations misaligned with trends. Results provide practical information to the research community about the validity of comparative investigations using three important data sources for demographic studies. The data also serve as benchmarks for assessing the quality of education information obtained in data sources not included in our analysis and the trend alignment of future estimates.
- Published
- 2022
7. NEET in Germany: Labour Market Entry Patterns and Gender Differences
- Author
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Levels, Mark, Brzinsky-Fay, Christian, Holmes, Craig, Jongbloed, Janine, Taki, Hirofumi, Levels, Mark, Brzinsky-Fay, Christian, Holmes, Craig, Jongbloed, Janine, and Taki, Hirofumi
- Abstract
This chapter aims at assessing the Not in Employment, Education or Training (NEET) youth in Germany, where one finds a strong institutionalized apprenticeship system, a relatively high stratification of the educational system and a gendered vocational education and training system. The dependent variable is the occupational status at the age of 30 measured by the International Socio-Economic Index of Occupational Status. The independent variables are the socio-economic background information and the NEET patterns or respectively the cumulative NEET length. Germany constitutes an interesting case when looking at the longitudinal patterns of youths who experience NEET periods, for several reasons. In international comparison, the connection between education system and the labour market in Germany is quite structured.
- Published
- 2022
8. Trends in Educational and Skill Mismatch in the United States
- Author
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Shin, Dong-Hoon, Bills, David, Shin, Dong-Hoon, and Bills, David
- Abstract
We examined trends in the incidence and correlates of educational and skill mismatch in the United States. We focused on trends over time in the associations between various types of mismatch and a range of factors including contextual conditions. We explored whether contextual conditions at the transitional period from school to jobs increase or decrease the probability of mismatch and whether such relationships persist throughout the working career. Our central questions were how the incidence of and relationship between educational and skill mismatch in the U.S. changed between 1994, 2003, and 2012 and how this differed by age, gender, immigration status, educational attainment, and occupation. We used three cross-sectional surveys that had not previously been implemented for such an effort. These were the International Adult Literacy Survey (IALS) in 1994, the Adult Literacy and Life-skills (ALL) survey in 2003, and the Program for the International Assessment of Adult Competencies (PIAAC) in 2012. Repeated cross-sectional data provided us with substantial analytic leverage. Our findings point toward the key role of occupational or positional factors rather than individual worker characteristics as being most implicated in trends in mismatch. We describe the importance of our results for labor market theories.
- Published
- 2022
9. Educational expectations in the great recession: has the impact of family background become stronger?
- Author
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Salazar, Leire, Cebolla-Boado, Héctor, Radl, Jonas, Salazar, Leire, Cebolla-Boado, Héctor, and Radl, Jonas
- Abstract
This article addresses the impact of economic climate, and particularly of the Great Recession, on the configuration of educational expectations among students around 14 years old. We analyze expectations regarding educational attainment conditional on school performance and compare our results across countries with varying levels of economic growth over time. We expect a changing economic environment to impact on (a) the average level of educational expectations, (b) the association between social background and expectations, and (c) the association between school grades and expectations. Using pooled data from TIMSS for the years 2003, 2007 and 2011 among 8th graders for 24 developed countries, we estimate a set of country-fixed effects and hierarchical random-slope linear regression models. Most notably, our results indicate that economic down times depress educational expectations, especially among average-performing students, and lead to a growth in educational inequalities by family background.
- Published
- 2022
10. Subjektive Belastung der Eltern durch die Beschulung ihrer Kinder zu Hause zu Zeiten des Corona-bedingten Lockdowns im Frühjahr 2020
- Author
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Zinn, Sabine, Bayer, Michael, Zinn, Sabine, and Bayer, Michael
- Abstract
Die Corona-bedingten Schulschließungen sowie die Schließung von Kinderbetreuungseinrichtungen im April und Mai 2020 haben viele Eltern vor eine immense Herausforderung gestellt. Plötzlich mussten Kinder ganztags Zuhause betreut und beschult werden. In diesem Beitrag beschäftigen wir uns mit der Frage nach der subjektiven Belastung, der sich Eltern durch die Beschulung ihrer Kinder Zuhause ausgesetzt sahen. Hierbei legen wir ein besonderes Augenmerk auf die individuelle Ressourcenausstattung der Eltern sowie auf ihre familiäre Situation und ihr Erwerbsleben. Insbesondere untersuchen wir das subjektive Belastungsempfinden alleinerziehender Eltern. Für unsere Analysen nutzen wir die Daten der SOEP-CoV Studie, einer Sonderbefragung an Panelteilnehmern des Sozio-Oekonomischen Panels (SOEP) zum Thema Corona. Insgesamt konnten wir bei allen befragten Eltern (N = 1508, davon N = 243 alleinerziehend) eine mäßige Belastung durch die Anforderungen der Beschulung ihrer Kinder Zuhause ausmachen. Besonders belastet fühlten sich jedoch Eltern mit einem niedrigen Bildungsabschluss und alleinerziehende Eltern, insbesondere wenn sie zur Zeit der Schulschließungen erwerbstätig waren. Unsere Analysen legen nahe, dass gerade diese Elterngruppen Probleme hatten, den Anforderungen, die eine Beschulung Zuhause mit sich bringt, unter den gegebenen Umständen umfassend nachzukommen., The Corona-related school closures and the closure of childcare facilities in April and May 2020 meant an immense challenge for many parents. Suddenly, children had to be looked after and educated at home all day. In this paper, we address the question of the subjective burden that parents faced when schooling their children at home. In doing so, we pay special attention to the individual resources of the parents as well as to their family situation and their working life. In particular, we examine the subjective perception of stress of single parents. For our analyses we use data from the SOEP-CoV study, a special survey of the Socio-Economic Panel (SOEP) on the topic of Corona. Overall, we found moderate levels of stress from the demands of schooling their children at home among all parents surveyed (N = 1508, of which N = 243 were single parents). However, parents with a low level of education and single parents felt particularly burdened, especially if they were employed at the time of the school closures. Our analyses suggest that precisely these groups of parents had problems comprehensively meeting the demands of home schooling under the given circumstances.
- Published
- 2022
11. Auswirkungen unterschiedlicher Bildungslaufbahnen im vorschulischen und schulischen Bereich auf die PIAAC-Schlüsselkompetenzen
- Author
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Statistik Austria, Bönisch, Markus, Stöger, Eduard, Peterbauer, Jakob, Statistik Austria, Bönisch, Markus, Stöger, Eduard, and Peterbauer, Jakob
- Abstract
Erste Analysen der PIAAC-Daten weisen auf die hohe Relevanz des formalen Bildungssystems für den Aufbau der Schlüsselkompetenzen Lesen und Alltagsmathematik hin (vgl. Statistik Austria, 2013). Vor dem Hintergrund der Relevanz des Kompetenzerwerbs in der frühen Kindheit (vgl. Heckman, 2013) legt dieser Beitrag den Fokus bereits auf den Beginn der vorschulischen Betreuung und Erziehung, also den Kindergarten, und untersucht in einem nächsten Schritt die schulischen Bildungswege auf der Sekundarstufe I und II und deren Zusammenhang mit den bei PIAAC gemessenen Schlüsselkompetenzen.
- Published
- 2022
12. New Kids on the Block: Attraktivität und Tragik der Counter School Culture
- Author
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Wellgraf, Stefan and Wellgraf, Stefan
- Abstract
Die sich hierzulande an Haupt- und Sekundarschulen unter Jugendlichen herausbildende schulische Gegenkultur zeichnet sich durch eine Ablehnung institutioneller Verhaltensnormen sowie eine symbolische Prämierung von anti-schulischen Haltungen aus. Doch in diesem Gestus der Auflehnung besteht gleichsam die Gefahr, dass rangniedrige Statuspositionen perpetuiert und sozialmoralische Vorurteile bestätigt werden. Paul Willis hat in den 1970er Jahren die jugendkulturelle Attraktivität und die statusbezogene Tragik dieser Counter-School-Culture in seinem Buch "Learning to Labor" beschrieben. Ich greife dieses Modell auf und übertrage es auf Schulen in Berlin-Neukölln und Wedding, in denen ich in den Jahren 2008/09 bzw. 2012/13 umfangreiche Feldforschungen durchgeführt habe. Dabei frage ich im ersten Teil nach den Auswirkungen veränderter, von Prekarisierung und Neoliberalisierung geprägter gesellschaftlicher Rahmenbedingungen und im zweiten Teil nach den neuen inhaltlichen Stoßrichtungen der schulischen Gegenkultur, die sich in den letzten Jahrzehnten aus einer ethnischen Unterschichtung und einer Kulturalisierung von Fragen sozialer Ungleichheit ergeben haben., The counter school culture that is developing among young people at secondary and lower secondary schools in Germany is characterized by a rejection of bourgeois values and institutional norms of behavior as well as a symbolic award for anti-school attitudes. But in this gesture of rebellion, there is a danger that low-ranking status positions are perpetuated and social-moral prejudices are confirmed. In the 1970s, Paul Willis used the English example to describe the attractiveness and tragedy of the counter school culture for young people in his book "Learning to Labor". I take up this model and transfer it to secondary schools in the Berlin districts of Wedding and Neukölln, where I conducted extensive field research in 2008/09 and 2012/13 respectively. In the first part, I ask about the effects of changed social conditions and in the second part about new topics of the school counterculture that have emerged in recent decades.
- Published
- 2022
13. The role of parental wealth in children's educational pathways in Germany
- Author
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Jascha Dräger
- Subjects
050402 sociology ,Sociology and Political Science ,education ,Bildungsverlauf ,Vermögen ,level of education attained ,Federal Republic of Germany ,soziale Ungleichheit ,level of education ,Sociology & anthropology ,soziale Schichtung ,Schulübergang ,0504 sociology ,course of education ,0502 economics and business ,Bildungsabschluss ,050207 economics ,school transition ,social inequality ,05 social sciences ,assets ,Bundesrepublik Deutschland ,social stratification ,Sociology of Education ,Soziologie, Anthropologie ,Bildungs- und Erziehungssoziologie ,ddc:301 ,Bildungsniveau ,German National Educational Panel Study (NEPS) SC4 - Abstract
In this article, I evaluate whether educational attainment in Germany is stratified by parental wealth and at which transitions stratification emerges. I propose a four-stage model to capture the emergence of stratification in the German education system, which is characterized by early between-school tracking: (i) transition to the tracked secondary school, (ii) attended track in the last year of mandatory schooling, (iii) highest school-leaving certificate, and (iv) transition to vocational or tertiary education. Results suggest that stratification by parental wealth emerges at all four stages, and, therefore, accumulates over the stages. Children living in wealthy households are 20 per cent more likely to attend the highest track in fifth grade and to obtain the highest school-leaving certificate and are 40 per cent more likely to enroll in tertiary education compared to children at the bottom of the wealth distribution. Furthermore, parental wealth seems to be particularly effective in preventing negative outcomes like leaving school without a certificate or not finding a fully qualifying vocational training. Among those who do not obtain the formal requirements to enroll in tertiary education, those with wealthy parents are more likely to start dual vocational training.
- Published
- 2022
14. Trends in female education in low-and middle-income countries: coherence across data sources
- Author
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Kristen Jeffers and Albert Esteve
- Subjects
Data coherence ,DHS ,Monitoring ,educational inequality ,level of education attained ,internationaler Vergleich ,level of education ,Population Studies, Sociology of Population ,Census microdata ,Education ,ddc:370 ,gender-specific factors ,Bildungsabschluss ,Trend ,Bevölkerung ,data quality ,Frau ,Datengewinnung ,Bildung und Erziehung ,Social sciences, sociology, anthropology ,Demography ,Erhebungstechniken und Analysetechniken der Sozialwissenschaften ,Sozialwissenschaften, Soziologie ,MICS ,Datenqualität ,Macroanalysis of the Education System, Economics of Education, Educational Policy ,international comparison ,participation in education ,data capture ,educational expansion ,IPUMS International ,Demographic and Health Surveys (DHS) ,Multiple Indicator Cluster Surveys (MICS) ,data coherence ,Frauen- und Geschlechterforschung ,Makroebene des Bildungswesens ,Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods ,Educational expansión ,geschlechtsspezifische Faktoren ,woman ,ddc:300 ,Women's Studies, Feminist Studies, Gender Studies ,Bildungsungleichheit ,Bildungsniveau ,Bildungsbeteiligung ,Educational expansion - Abstract
Educational expansion and the closing of gender gaps in education are key objectives in national and international policy agendas. Monitoring progress towards these goals requires comparable data across countries and over time. The availability of international census and survey microdata allows for cross-national comparisons of education participation and completion. However, we lack systematic analyses of how trends vary across data sources and of the extent to which these data sources offer a consistent account of progress in education. In this paper, we examine coherence in estimates of educational attainment among women aged 25 to 29 in 75 countries across the three main repositories of international population microdata: IPUMS International, the Demographic and Health Surveys (DHS) and the Multiple Indicator Cluster Surveys (MICS). Coherence analysis of 535 census and survey observations from 1960 to 2017 shows high levels of consistency overall but also identifies observations misaligned with trends. Results provide practical information to the research community about the validity of comparative investigations using three important data sources for demographic studies. The data also serve as benchmarks for assessing the quality of education information obtained in data sources not included in our analysis and the trend alignment of future estimates.
- Published
- 2022
15. Soziale Ungleichheit des Bildungserwerbs von der Vorschule bis zur Hochschule. Eine Forschungssynthese zwei Jahrzehnte nach PISA
- Author
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Bachsleitner, Anna [Hrsg.] <GND:1221671413> <ORCID:0000-0003-4092-3806>, Lämmchen, Ronja [Hrsg.], and Maaz, Kai [Hrsg.] <GND:122503392> <ORCID:0000-0002-7028-3160>
- Subjects
Educational opportunities ,Schulbildung ,Socioeconomic influences ,Ungleichheit ,School level of education ,Primary school lower level ,Literaturrecherche ,Benachteiligung ,Secondary education ,370 Erziehung, Schul- und Bildungswesen ,Educational attainment ,Tertiärbereich ,Elementary School ,Bildungssoziologie ,Germany ,Schweiz ,Empirische Bildungsforschung ,Österreich ,Primary education ,Hochschulbildung ,Vorschule ,Sozioökonomischer Faktor ,Soziale Ungleichheit ,Primary school ,Competency ,Soziale Herkunft ,Participation in education ,Educational opportunity ,Bildungszugang ,Synthese ,Participation Rate ,Reception class ,Berufsbildung ,Austria ,Socioeconomic status ,370 Education ,Bildungschance ,Primary level ,Switzerland ,Kompetenz ,Preschool school ,Erziehung, Schul- und Bildungswesen ,Social inequality ,Socio-economic status ,Access to Education ,Education ,ddc:370 ,Social origin ,Bildungsabschluss ,Higher education ,Primarbereich ,Deutschland ,Disadvantage ,Grundschule ,Datenerhebung ,Vocational Education ,Forschungsstand ,Forschung ,Research ,Übergang ,Elementary education sector ,Sekundarbereich ,Nursery school ,University level of education ,Tertiary level ,Systematic Review ,Bildung ,Bildungsbeteiligung ,Elementarbereich ,Sozioökonomischer Status - Abstract
Münster ; New York : Waxmann 2022, 214 S., Insbesondere seit dem „PISA-Schock“ nach der ersten PISA-Veröffentlichung im Jahr 2001 hat die Forschung umfassende Einzelbefunde zu sozialer Ungleichheit, vor allem in der schulischen Bildung, vorgelegt. Soziale Ungleichheiten des Bildungserwerbs wurden dabei in allen Bildungsbereichen, von der frühkindlichen Bildung bis zur Weiterbildung im Erwachsenenalter, aufgezeigt. Diese Studie systematisiert erstmals das über knapp 20 Jahre hinweg gewachsene Forschungswissen zu den Erscheinungsformen sozialer Ungleichheit des Bildungserwerbs im deutschsprachigen Raum (Deutschland, Österreich und Schweiz). Die erstellte Forschungssynthese umfasst Befunde zu sozialer Ungleichheit in den Bereichen der vorschulischen Bildung, schulischen Bildung, beruflichen Bildung und Hochschulbildung sowie den Aspekten der Kompetenzen, der Bildungsbeteiligung und der Bildungsabschlüsse. Die Studie gibt einen Überblick über das vorhandene Forschungswissen und zeigt Forschungslücken auf. Zudem wird die verfügbare Evidenz aus Einzelstudien synthetisiert, um so verlässlichere Aussagen zum Bestehen sozialer Herkunftseffekte treffen zu können. Der Band stellt damit eine umfassende Vermessung der Forschungslandschaft dar. (DIPF/Orig.)
- Published
- 2022
- Full Text
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16. The long-term effects of financial aid and career education: Evidence from a randomized experiment
- Author
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Renée, Laëtitia
- Subjects
Kanada ,I22 ,I23 ,I24 ,ddc:330 ,Bildungsabschluss ,Bildungsertrag ,D8 ,Karriereplanung ,Wirkungsanalyse ,Haushaltseinkommen ,D31 ,Studienfinanzierung - Abstract
I study the effects of the Future to Discover Project, a randomized experiment in which Canadian high school students were either invited to participate in career planning workshops or were made eligible for an $8,000 college grant. By matching the experimental data to post-secondary institution records and income tax files, I am able to examine the effects of the interventions on college enrollment, graduation, and earnings in adulthood. I show that the career education intervention greatly improved students' outcomes in the long run by improving academic matching. In contrast, the college grant had no long-term monetary benefits despite increasing college enrollment, which is consistent with classical models of human capital investment in the absence of credit constraints. My findings suggest that informational frictions and behavioral obstacles-rather than financial constraints-represent the primary barrier to four-year college enrollment faced by low-income students. And that they explain a large part of the gap in four-year college enrollment between high- and low-income students.
- Published
- 2022
17. NEET in Germany: Labour Market Entry Patterns and Gender Differences
- Author
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Brzinsky-Fay, Christian, Levels, Mark, Brzinsky-Fay, Christian, Holmes, Craig, Jongbloed, Janine, and Taki, Hirofumi
- Subjects
unemployment ,Economics ,level of education attained ,Arbeitslosigkeit ,Federal Republic of Germany ,Berufssituation ,Education ,vocational training system ,ddc:370 ,gender-specific factors ,ddc:330 ,Bildungsabschluss ,occupational situation ,Labor Market Research ,Bildung und Erziehung ,junger Erwachsener ,Arbeitsmarktforschung ,Macroanalysis of the Education System, Economics of Education, Educational Policy ,Jugendlicher ,Wirtschaft ,Bundesrepublik Deutschland ,Makroebene des Bildungswesens ,education system ,Bildungswesen ,adolescent ,geschlechtsspezifische Faktoren ,young adult ,ddc:300 ,Ausbildungssystem - Abstract
This chapter aims at assessing the Not in Employment, Education or Training (NEET) youth in Germany, where one finds a strong institutionalized apprenticeship system, a relatively high stratification of the educational system and a gendered vocational education and training system. The dependent variable is the occupational status at the age of 30 measured by the International Socio-Economic Index of Occupational Status. The independent variables are the socio-economic background information and the NEET patterns or respectively the cumulative NEET length. Germany constitutes an interesting case when looking at the longitudinal patterns of youths who experience NEET periods, for several reasons. In international comparison, the connection between education system and the labour market in Germany is quite structured.
- Published
- 2022
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