Search

This paper looks at youth mobility as an ongoing, dynamic, processual experience in the making of an educational trajectory. By exploring the experiences of students who have undertaken more than one mobility experience under the Erasmus + program, we reflect on how underlying motivations change over the course of subsequent mobility experiences. In contrast to existing research, where the focus has been on reported motivations for one-off mobility experience, we discuss the latent motivations driving super-mobile educational trajectories. In doing so, we observe the ongoing reconfiguration of these trajectories through the concept of spatial reflexivity, which results in articulated and augmentative dynamics over time. Methodologically, the paper is based on qualitative material collected in person and online with such mobile young people across Europe.

This paper provides a comparative analysis of the drivers of English Language Competence (ELC) in a representative sample of European adolescents. School factors -- such as English instruction time and English onset -- are found to play an important role, especially in countries whose official languages are more distant from English. However, schools do not fully compensate for disparities in ELC. Gender, parental education and parental socioeconomic status are strongly associated with students' ELC. Particularly, girls and children from more privileged social backgrounds show systematically higher ELC, even net of school factors and reading ability in their own country language. The role of family background is stronger in countries with languages that are more distant from English, suggesting that family resources are needed more when the skills are more difficult to acquire elsewhere. Finally, informal English exposure through media and cultural products is strongly and positively associated with ELC. This holds true in countries with both high and low linguistic distance from English, suggesting that schools should promote more informal English learning to increase overall ELC and reduce social disparities.

Background: Chronic nodular prurigo (CNPG) is a condition characterized by chronic itch, a prolonged scratching behaviour and the presence of pruriginous nodules. A comprehensive understanding of this condition, especially regarding its clinical characteristics and impact on quality of life is still lacking. Objectives: Aim of this pan‐European multicentre cross‐sectional study was to establish the clinical profile of CNPG, including its associated burden. Methods: Fifteen centres from 12 European countries recruited CNPG patients presenting at the centre or using the centres' own databases. Patients were asked to complete a questionnaire in paper or electronic format. Demography, current co‐morbidities, underlying disease, itch intensity, additional sensory symptoms, quality of life, highest burden and emotional experience of itch were assessed. Results: A total of 509 patients (210 male, median age: 64 years [52; 72]) were enrolled. Of these, 406 reported itch and CNPG lesions in the previous 7 days and qualified to complete the whole questionnaire. We recorded moderate to severe worst itch intensity scores in the previous 24 h. Scores were higher in patients with lower educational levels and those coming from Eastern or Southern Europe. Most patients experience itch often or always (71%) and report that their everyday life is negatively affected (53%). Itch intensity was considered to be the most burdensome aspect of the disease by 49% of the patients, followed by the visibility of skin lesions (21%) and bleeding of lesions (21%). The majority of patients was unaware of an underlying condition contributing to CNPG (64%), while psychiatric diseases were the conditions most often mentioned in association with CNPG (19%). Conclusions: This multicentre cross‐sectional study shows that itch is the dominant symptom in CNPG and reveals that the profile of the disease is similar throughout Europe. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to develop the theory that structural or procedural changes in institutions precede changes in education in a society. It examines the development of pre-modern institutions in Western Europe in the 16th and 17th centuries and the influences this had on growth in literacy rates within these states. Literacy rates in Western European countries during the Middle Ages were below twenty percent of the population. For most countries, literacy rates did not experience significant increases until the Enlightenment and industrialization. Two early exceptions to this broad trend were the Netherlands and England, which had achieved literacy rates above fifty percent of their populations by the mid-seventeenth century. The explanations for these divergent trends are the structural changes in formal institutions that embodied capital markets, protected private property, and overall established the initial steps in developing modern political institutions. This created incentives to invest more in schools per capita as well as incentives for a middle class to invest more in literacy and numeracy skills for a market-exchange economy that was becoming more specialized in division of labor.

Much research has been made in recent years on the effect of over and under education on earnings. In this paper, I examine the validity of the assumption that the return to over (under) education is independent of the level of education. I use data from the PIAAC survey to estimate the return to education. The findings show that while this assumption might be valid for the return to under-education, it seems to be wrong for estimating the return to over-education. I offer an alternative model where the return to over-education or under-education is not linear and depends on the level of education.

Purpose: The purpose of this paper is to analyze the effect of candidates' perceptions of the attributes of a professional certification scheme based on competences, as well as personal factors, that may influence in the behavioral intentions toward such certification program, i.e. intention to participate in the certification process and willingness to pay for the certificate. Design/methodology/approach: Based on a survey of 2,630 professionals about the "Certified Professional" program in eight European countries, the influence of the perceived attributes of the certification program and the personal characteristics of the potential candidates on their behavioral intentions are analyzed. Findings: Difficulty and fairness of the certification process, credibility, innovativeness, international recognition and future usefulness of the professional certificate influence positively on the candidate's likelihood of applying for being certified and the willingness to pay. Young professionals not holding a university diploma show high probability to participate in the certification process and intention to pay for the certificate. Practical implications: Promotional efforts to launch a professional certification scheme should concentrate in creating strong associations of the certificate with the notions of international prestige, credibility and usefulness to enhance employability and professional growth. Segmentation criteria to increase communication effectiveness are defined. Originality/value: In recent years, there has been a proliferation of professional certification programs in competences, and literature has advocated the need to investigate the perceived value of such systems in terms of benefits and barriers perceived by potential applicants for accreditation. The present paper aims at addressing this research gap.

This paper is among the first to investigate the impact of over-education and over-skilling on workers' wages using a unique pan-European database covering twenty-eight countries for the year 2014, namely the CEDEFOP's European Skills and Jobs (ESJ) survey. Overall, the results suggest the existence of a wage penalty associated with over-education. When the educational and the skills mismatches are interacted with each other in order to distinguish apparent over-education from genuine over-education, the results highlight that the workers with the highest wage penalty are those who are both over-educated and over-skilled.

Children from Roma communities are consistently among the lowest academic achievers in many European countries and this holds true in Greece. In Greek schools, Roma students experience high dropout rates and low performance compared to their non-Roma peers. Moreover, in Greece, as elsewhere, Roma experience wide-spread discrimination. Drawing on a set of in-depth interviews with 20 Greek Roma who have entered higher education, this paper examines how these participants account for their educational success. In particular, this article analyses the influence of 'community factors' on the participants' academic progression. This article highlights aspects of the Greek case of Roma's educational success that may contribute towards addressing aspects related to Roma's educational exclusion and promoting educational progression in the European context more widely.

The COVID-19 pandemic has forced governments worldwide to produce solutions to the abruptly interrupted work in education. School systems appear to have responded rapidly, creating home schooling and online educational environments, where teachers and students would interact with safety. In this paper, we attempt a synthesis of Sen's capability approach, Bourdieu's theory of capital and Bernstein's framework in order to theorize the relationships between home and school conditions and practices, and to analyse the data of the 2nd Survey of Schools: ICT in Education (a survey conducted in 2019 on behalf of the European Commission collecting data regarding digitalization in education and digital technologies in learning in the European Union). The survey is complemented by a second set of indicators provided by Eurostat to further investigate the availability and functionality of household space per family in selected European countries. We find significant differences in important social and environmental conversion factors, likely limiting children's capability to benefit from digital schooling. The most important differences are found in regard to parents' familiarity with information and communications technology use, while inequalities in environmental factors, such as overcrowded housing, are also existent. Overall, there are large inequalities within and between countries in Europe, which need to be addressed by policymakers.

Data on educational attainments are often qualitative data where the only information available is the highest level of education of the individual. If these levels of education may be ranked, the information available becomes ordinal. It is then possible to use measures of inequality as well as of overall attainment suggested in recent years (mostly in the field of self-assessed health) for the case where only ordinal information is available. This paper adopts these recent suggestions and proposes new measures of educational inequality and overall educational attainment. Our empirical illustration is based on Eurostat data for the year 2011.

The expansion process of Latin American higher education systems experienced in recent decades has drawn the attention of many scholars. Its impact has been assessed in relation to the broadening of access to education for the low-income sectors and the reduction of social inequality; likewise, the market's capacity to absorb a greater number of qualified workers has also been analysed. Therefore, it has been suggested that the consolidation of a process of 'credentialism' may be gaining momentum whereby: despite a moderate success rate in the expansion of access to higher education, inequalities would not have been reduced; rather, only a deterioration in the value of degrees would have taken place. This paper centres around the expansion process in the Argentine public university system and addresses these topics. We will argue that, despite taking a distinct course of its own, this expansion process falls within the phenomenon of institutional diversification which swept Latin America in the 1960s. The diversification of the Argentine higher education system developed with particular intensity within the university system, where the characteristics and performance of the different universities vary greatly. This, in turn, facilitated the advancement of labour-power differentiation.

Until today, thousands of young adults still dropout of school with no or low qualifications and experience difficulties in entering the labour market. The European Commission offers funding and opportunities for young adults to enter employability enhancing training, often organised under its flagship initiative 'The Youth Guarantee'. The aim of these programmes is to make young adults a work, training or educational offer within four months of their start into this initiative. In this paper, we critically explore the concept of employability and focus on the roles of both the young adults undergoing training interventions, but also of practitioners whose work is ideally embedded within the local context of the labour market and the economy. We were interested in the participation experiences by both groups to analyse the strengths and weaknesses of these programmes. Evidence from interviews demonstrated that learners and practitioners were generally satisfied with the interventions, although individualised support was preferred over group-based activities. Working with stakeholders was strongly recommended for this target group who tends to experience cumulative disadvantages. Long-term follow-up of participants' destinations will provide better evidence on the effectiveness of these programmes.

This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe. We analyze a diversity of interventions sponsored by host governments, higher education institutions, foundations, nongovernmental organizations, and individuals. These interventions differ in size, delivery method, focus, and extent of support, and range from a single language course or limited online learning opportunity to fully accredited higher education programs. However, significant problems hamper the efficacy of many current interventions. We examine providers' rationales for working with refugees using Knight and De Wit's rationales for internationalization of higher education, later reconceptualized in four interrelated groups of rationales: academic, political, economic, and socio-cultural. To these, we propose adding a fifth category: humanism. To widen refugee participation and success in higher education, we suggest that policy makers and administrators should adopt a longer-term perspective, increase transparency, and use evidence-based approaches to develop and evaluate refugee programming.

Purpose: The purpose of this paper is to study the effects of a variety of levels of education, namely, high school, vocational and university education, on the probability of being employed in Eastern Europe and the former Soviet Union. Design/methodology/approach: The data are from two waves of the Life-in-Transition Survey that covers 29 post-communist transitional countries. The number of binary logistic models is estimated to quantify the effects of different types of education on the likelihood of being employed, while controlling for different sets of covariates. Findings: The findings reveal that the effect of employment associated with university education is higher than that of vocational education, which in turn is higher than that of high school education. However, the differences between the effects of the various levels of education are not considerable. Any specific level of education is always associated with a higher effect in Eastern Europe as compared to the former Soviet Union. The effect of education is also found to be higher for females than for males. In the former Soviet Union, the positive effect of university and vocational education on employment is found to go down with age. Originality/value: This is the first study which compares effect of different types of education on probability of being employed on a diverse sample of 29 post-communist countries over the period of five years.

Purpose: In survey methodology, it is well-known that interviewers can have an impact on the registered answers. This paper aims to focus on one type of interviewer effect that arises from the differences between interviewers in the systematic effects of each interviewer on the answers. In the first case, the authors evaluate interviewer effects on the measurement of alcohol consumption in European countries. The second case is about the interviewer effects on the respondents' tendency to (non)differentiate their responses and the consequences of this response style for the correlation between variables. Design/methodology/approach: The interviewer effects are evaluated by means of interviewer variance analysis. Because respondents are nested within interviewers, we can specify a two- or three-level random intercept model to calculate the proportion of variance explained by the interviewers. Data from the seventh round of the European Social Survey are used. Findings: The results in the first case show that the substantive conclusions about the effect of gender and education on the alcohol measures continue to hold when interviewer effects are taken into account. The results of the second case make clear that interviewer effects on attitudinal questions are considerable. There is also a significant effect of the interviewers on the degree that respondents differentiate their responses. The results also illustrate that correlations between attitudinal variables are influenced. This also implies that the results of statistical procedures using a correlation or covariance matrix can be strongly influenced by the tendency to (non)differentiate and the interviewers' impact on this tendency. Originality/value: The results clearly demonstrate that there are considerable differences between countries concerning the impact of the interviewers on substantive variables. Cross-national differences are striking and the importance and necessity to evaluate interviewer effects in a cross-national survey becomes clear.

This paper investigates the transmission of educational attainment from parents to offspring as a mediator of intergenerational class mobility in Europe. The study covers the last two decades with data drawn from a cross-national large-scale sample survey, namely the European Social Survey (ESS), for the years 2002–2018. Interest has focused on the question of the persistence of inequality of educational opportunities by examining the attainment of nominal levels of education and the association between the educational attainment of the parent with the highest level of education and their descendants. The study also covers new trends in social mobility that consider education as a "positional good", and a novel method of incorporating educational expansion into the transition probabilities is proposed, providing answers to whether the rising accessibility of educational qualifications attenuates the association between social origin and educational attainment. Therefore, the concept of positionality is taken into account in the estimation of intergenerational transition probabilities, and to complement the analysis, mobility measures are provided for both methods, nominal and positional. The proposed positional method is validated through a correlation analysis between the upward mobility scores (nominal and positional) with the Education Expansion Index (EEI) for the respective years. The upward mobility scores estimated via the positional method are more highly correlated with the EEI for all years, indicating a better alignment with the broader trends in educational participation and achievement. [ABSTRACT FROM AUTHOR]

The belief in continuous progress towards a "better world" and the conviction that good is associated with knowledge and learning have a long tradition. On these bases, expectations have arisen that education substantially contributes to a "better world". The paper reconsiders this contribution from the aspect of modern progress made in the internationalisation and globalisation of education. The concept of education is discussed in relation to the cosmopolitanism of the Enlightenment, 19th and 20th century nationalisms, 20th century internationalism, the "Europeanisation"process and the contemporary age of globalism. Against the "monocausal view" of globalism, the author reaffirms the recognition of a full range of educational purposes.

The objective of the paper is to understand the various determinants of social innovation incidence at the macroeconomic level across countries in Europe. Using a multivariate regression framework, the paper analyses the role of various characteristics from the ecosystem in which social innovations occur. In particular, the paper quantifies the relative importance of several factors, such as educational attainment, ease of doing business index, corruption index, risk preferences, cultural and social norms, to name a few. Methodologically, the paper takes into account the evolution of macroeconomic circumstances, such as the economic crisis of 2008 or general time trend, by collecting a panel data of various indicators from different data sources across countries and over time. As part of robustness checks, the paper uses three different measures of social innovation and includes country fixed effects to account for heterogeneities across countries. [ABSTRACT FROM AUTHOR]

The paper presents the processes of entrepreneurial human capital accumulation and its impact on rural business growth. Data are derived from four surveys on rural businesses in mountainous and less favoured areas in Southern Europe. Formal pathways of entrepreneurial human capital accumulation refer to education and training, while informal pathways include the cognitive processes of work and managerial experience acquisition and the non-cognitive processes of being raised within an entrepreneurial family environment and/or being raised in the area within which the business is later set-up. The studies reveal that there is a variety of processes of entrepreneurial human capital and knowledge accumulation that are case study specific. Human capital accumulation processes related to education and training or to work and managerial experience still plays the prime role in predicting successful businesses. Results indicate the need for decentralised, flexible and selective entrepreneurial human capital accumulation support programmes that take into account local idiosyncrasies and needs.

This paper reviews research on education and childbearing in Europe over the last decade. Early demographic research attributed declining fertility in advanced economies in the second half of the twentieth century to increasing female educational levels. The twenty-first century has witnessed further increases in educational attainment coupled with trend reversals in fertility. The relationship between education and fertility has become more complex, sparking renewed interest in the interplay between the two life domains. We examine how educational enrolment and attainment influence individuals' fertility behaviour - both fertility timing and level - and how the relationship between education and fertility is shaped by contextual factors such as family policies, macroeconomic shocks, and normative changes in gender attitudes. We also summarise the recent literature on educational gradients in male fertility and review methodological developments to address issues of self-selection and unmeasured heterogeneity in the study of education and fertility. Finally, this paper identifies and discusses challenges and important areas for future research. [ABSTRACT FROM AUTHOR]

Distributional implications of capital account regulation is eminently context-specific. This paper examines the distributional effects of the openness of foreign direct investment (FDI) flows across 27 European countries in different economic environments around the Great Recession, covering the period 2007–2013. Our multi-level approach allows us to combine country-level variables and sociodemographic characteristics of individuals. The results highlight that the openness of FDI flows heterogeneously affects the income share of individual groups, favouring in particular the highest income classes. This finding seems to be driven by the educational level. We argue that even though highly educated individuals are present along the entire distribution, the highest income classes are especially favoured by the openness of FDI flows. This biased distributional effect of the openness of FDI flows persists throughout the years examined, regardless of the economic environment; this is due, in part, to the fact that the distribution of highly educated people is not sensitive to the business cycle. [ABSTRACT FROM AUTHOR]

Our paper aims to provide a short guide on how community psychologists can contribute to the improvement of rural young people's prospects. After briefly introducing the demographic trends of these young people in continental Europe for the past decade, we list the current challenges faced by rural European young generations, as well as the opportunities emerging for them from the twin transition that can inspire the community psychology field. We then contextualize community psychologists' interventions in this domain according to an ecological‐systemic standpoint and by embracing a Participatory Action Research (PAR) perspective on research and practice. We further detail the reasons for adopting a PAR approach in research and practice to address rural young people's challenges and opportunities. Finally, we highlight four potential intermediation missions to uphold community psychologists' rural youth development input, based on the adopted theoretical and methodological standpoint. We conclude that our short guide can facilitate community psychology professionals' complete understanding of rural young generations' prospects, in line with the expected increase in the need for rural young people's participation. Our proposal may also have long‐term benefits for rural communities by contributing to the redesigning of intergenerational relationships and securing critical mass. [ABSTRACT FROM AUTHOR]

The paper deals with the idea that Europe 2020 Strategy is a too ambitious project for many Member States. The analysis is focused on PIGS countries. In order to demonstrate the impossibility to achieve the Strategy's goals, the analysis uses six representative economic indicators: GDP growth rate, employment, R&D investment, gas emissions, educational attainment and risk of poverty and social exclusion. The analysis uses regression, clusters, forecasting models and comparisons with Euro area average. The intermediate conclusion of the paper is that PIGS countries can be analysis under a cluster approach. The final conclusion is that PIGS countries are not able to achieve the Strategy's goals in 2020, even that their socio-economic trend is positive for almost all indicators. The analysis and the conclusions in the paper are supported by pertinent statistic tables and diagrams, coupled with dedicated IBM-SPSS software. [ABSTRACT FROM AUTHOR]

The paper presents some indicators used to analyse the educational system. The indicators are: "at least upper secondary educational attainment", "tertiary educational attainment", and "employment rates of recent graduates". All indicators were analysed using information from EUROSTAT. This analysis focused on the European Union (28 countries) as well as on Romania. This paper analysed the differences and also the similarities between the evolution of those indicators at the two presented levels. We have also presented the highest levels as well as the lowest ones in some European countries. [ABSTRACT FROM AUTHOR]

Background: It has been suggested that cross-national variation in educational inequalities in health outcomes (e.g. NCDs) is due to cross-national variation in risky health behaviour. In this paper we aim to use highly recent data (2014) to examine educational inequalities in risky health behaviour in 21 European countries from all regions of the continent to map cross-national variation in the extent to which educational level is associated with risky health behaviour. We focus on four dimensions of risky health behaviour: smoking, alcohol use, lack of physical activity and lack of fruit and vegetable consumption. Methods: We make use of recent data from the 7th wave of the European Social Survey (2014), which contains a special rotating module on the social determinants of health. We performed logistic regression analyses to examine the associations between educational level and the risky health behaviour indicators. Educational level was measured through a three-category version of the harmonized International Standard Classification of Education (ISCED). Results: Our findings show substantial and mostly significant inequalities in risky health behaviour between educational groups in most of the 21 European countries examined in this paper. The risk of being a daily smoker is higher as respondents' level of education is lower (Low education (L): OR = 4.24 (95% CI: 3.83^.68); Middle education (M): OR = 2.91 (95% CI: 2.65-3.19)). Respondents have a lower risk of consuming alcohol frequently if they have a low level of education (L: OR = 0.59 (95% CI: 0.54-0.64); M: OR = 0.70 (95% CI: 0.65-0.76)), but a higher risk of binge drinking frequently (L: OR = 1.29 (95% CI: 1.16-1.44); M: OR = 1.15 (95% CI: 1.04-1.27)). People are more likely to be physically active at least 3 days in the past week when they have a higher level of education (M: OR = 1.42 (95% CI: 1.34-1.50); H: OR = 1.67 (95% CI: 1.55-1.80)). Finally, people are more likely to consume fruit and vegetables at least daily if they have a higher level of education (fruit: M: OR = 1.09 (95% CI: 1.03-1.16); H: OR = 1.77 (95% CI: 1.63-1.92); vegetables: M: OR = 1.34 (95% CI: 1.26-1.42); H: OR = 2.35 (95% CI: 2.16-2.55)). However, we also found considerable cross-national variation in the associations between education and risky health behaviour. Conclusions: Our results yield a complex picture: the lowest educational groups are more likely to smoke and less likely to engage in physical activity and to eat fruit and vegetables, but the highest educational groups are at greater risk of frequent alcohol consumption. Additionally, inequalities in risky health behaviour do not appear to be systematically weakest in the South or strongest in the North and West of Europe. [ABSTRACT FROM AUTHOR]

Taking place annually in more than 400 cities, European Researchers' Night is a pan- European synchronized event that aims to bring researchers closer to the public. In this paper audience profiles are compared from events in 2019 and 2020. In 2019, face-to-face events reached an estimated 1.6 million attendees, while in 2020, events shifted online due to the COVID-19 pandemic and reached an estimated 2.3 million attendees. Focusing on social inclusion metrics, survey data is analyzed across two national contexts (Ireland and Malta) in 2019 (n = 656) and 2020 (n = 506). The results from this exploratory, descriptive study shed light on how moving public engagement with research online shifted audience profiles. Based on prior research about the digital divide in access and use of online media, hypotheses were proposed that online European Researchers' Night events would attract audiences with higher educational attainment levels and greater self-reported, subjective economic well-being. While changes were observed from 2019 to 2020, results for each hypothesis show a mixed picture. The first hypothesis was upheld for the highest education levels but failed for the lowest levels suggesting that the pivot to online events simultaneously attracted participants with no formal education and those with postgraduate qualifications, while attracting less of those with undergraduate or lower levels of education. The second hypothesis was not upheld, with online European Researchers' Night events attracting audiences with slightly higher levels of economic well-being compared to face-to-face events. The findings of this study indicate that European Researchers' Night events present a clear opportunity to measure the effects of the digital divide in relation to public engagement with research across Europe. [ABSTRACT FROM AUTHOR]

The number of outlaw bikers is growing globally. Despite this, little research exists on these groups and their alleged violent tendencies. To address this, the current paper uses unique data to examine whether gang violence causes outlaw biker violence. The period examined runs from mid-2008 until early 2012 during which violent clashes occurred between outlaw bikers and street gang members involved in an alleged conflict in Copenhagen, Denmark. A precise description of each individual act of violence would make it possible to identify whether specific acts were carried out in furtherance of the alleged conflict. This would allow one to determine whether outlaw bikers commit violence on behalf of their club. However, such knowledge is unavailable. The paper therefore takes a different approach by examining whether acts of violence committed by the two groups are statistically associated. In other words, it considers whether one or more acts can be described as retaliatory during the observation periods. The sample consists of 640 individuals involved with the Hells Angels Motorcycle Club or with non-biker street gangs–both of which are present in Copenhagen. Statistical models are used to predict 143 violent events committed by 196 outlaw bikers. The results suggest that violence committed by gang members predicts violence committed by outlaw bikers. This indicates that violent acts committed by outlaw bikers are at least partly a form of retaliation carried out on behalf of their club. The paper expands the literature on the kinds of inter-group, micro-level processes that can lead to reciprocal violence by including outlaw bikers in a literature that has previously focused on non-biker street gangs. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to present the stylised facts of over-education among European graduates over time (1998–2013), paying special attention to the measurement issues.Design/methodology/approach The authors use two different sources, the Programme for the International Assessment of Adult Competencies 2012, and the European Union Labour Force Survey 1998–2013, with two different aims. The authors employ the first one to make a detailed analysis of the different forms of measuring over-education and its implications in terms of the result obtained. The analysis of the second one responds to studying the evolution and characteristics of over-education in Europe.Findings In the first place, the paper provides evidence of the high level of sensitivity of the level of measured over-education to the type of methodology used. Such difference is even higher when the authors focus on skills vs educational mismatch. The work also shows how with all their shortcomings, the measures of over-education used in the analysis point to the existence of convergence in over-education levels among the European countries of the sample (only interrupted by the crisis), in a context of reduction of over-education rates in many countries.Practical implications Researchers should be particularly careful when estimating over-education, because of the strong implications in terms of the so different results obtained when choosing between competing methods.Originality/value The analysis abounds in the implications of the use of different methodologies of estimating over-education in terms of both size and ranking among European countries. The production of long-run and updated estimates of over-education for a large sample of countries is done using a homogenous database and different estimation methods. [ABSTRACT FROM AUTHOR]

The Roma are both the largest ‘minority’ ethnic group in Central and South-Eastern Europe (CSEE) and the one that suffered most from transition to the market. Still today, nearly 40 years after the introduction of the European Union (EU) 1975 Discrimination Directive and with the end of the ‘Roma Decade’ (2005–15) in sight, people from the Roma minority have unemployment rates far above—and employment rates and wages far below—those of majority populations. One issue that has received relatively little attention concerns the ‘double’ discrimination facing Roma women. Not only do Roma women face poorer employment and wage outcomes in the labour market than non-Roma women, in most CSEE countries the gender earnings gap is significantly larger amongst Roma compared to non-Roma. This paper seeks to analyse and explain differences in the gender gap in the earnings of Roma. The paper employs a non-parametric matching approach to identify the main factors underlying the gender difference. Educational attainment plays a relatively small role, explaining only around one-fifth of the gap. Industrial and occupational segregation appear to be playing a strong role as do the civil status of individuals, household socio-economic status and whether or not individuals live in a predominantly Roma community. [ABSTRACT FROM PUBLISHER]

Abstract: This paper investigates the association between the Great Recession and educational inequalities in self‐rated general health in 25 European countries. We investigate four different indicators related to economic recession: GDP; unemployment; austerity and a ‘crisis’ indicator signifying severe simultaneous drops in GDP and welfare generosity. We also assess the extent to which health inequality changes can be attributed to changes in the economic conditions and social capital in the European populations. The paper uses data from the European Social Survey (2002–2014). The analyses include both cross‐sectional and lagged associations using multilevel linear regression models with country fixed effects. This approach allows us to identify health inequality changes net of all time‐invariant differences between countries. GDP drops and increasing unemployment were associated with decreasing health inequalities. Austerity, however, was related to increasing health inequalities, an association that grew stronger with time. The strongest increase in health inequality was found for the more robust ‘crisis’ indicator. Changes in trust, social relationships and in the experience of economic hardship of the populations accounted for much of the increase in health inequality. The paper concludes that social policy has an important role in the development of health inequalities, particularly during times of economic crisis. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

It is known that the education of significant others may affect an individual's mortality. This paper extends an emerging body of research by investigating the effect of having highly educated adult children on the longevity of older parents in Europe, especially parents with low educational attainment. Using a sample of 15,015 individuals (6,620 fathers and 8,395 mothers) aged 50 and above, with 1,847 recorded deaths, over a mean follow-up period of 10.9 years from the Survey of Health, Ageing and Retirement in Europe (SHARE), we examine whether the well-established socio-economic gradient in mortality among parents is modified when their adult children have higher educational attainment than their parents. We find that having highly educated adult children is associated with reduced mortality risks for fathers and mothers with low educational attainment, compared to their counterparts whose adult children have only compulsory education. The association is stronger in early older age (ages 50–74) than in later older age (ages 75 and over). Part of the association appears to be explained by health behaviours (physical (in)activity) and health status (self-rated health). Our findings suggest that the socio-economic–mortality gradient among older parents might be better captured using an intergenerational approach that recognises the advantage of having highly educated adult children, especially for fathers and mothers with only compulsory education. [ABSTRACT FROM AUTHOR]

Studies have shown that retired older adults are more likely to volunteer than their working counterparts. However, whether the transition to retirement is associated with increased volunteering frequency and whether this varies according to material and time resources of participants is unclear. We used four waves of data from the longitudinal Survey of Health, Ageing and Retirement in Europe, collected between 2011–2018 across 19 countries (n = 12,400 person-observations from 6200 individuals over 50). Within-person (or panel fixed-effect) regression analyses revealed that transition to retirement was associated with an increased volunteering frequency over time. This association was stronger among individuals with better health, higher education, improved financial situation and in countries with higher gross domestic product per capita. Overall, transition to retirement tends to open new ways of organizing everyday life and is associated with increased frequency of volunteering. [ABSTRACT FROM AUTHOR]

Background Social inequalities in multimorbidity may occur due to familial and/or individual factors and may differ between men and women. Using population-based multi-generational data, this study aimed to (1) assess the roles of parental and individual education in the risk of multimorbidity and (2) examine the potential effect modification by sex. Methods Data were analysed from 62 060 adults aged 50+ who participated in the Survey of Health, Ageing and Retirement in Europe, comprising 14 European countries. Intergenerational educational trajectories (exposure) were High–High (reference), Low–High, High–Low and Low–Low, corresponding to parental–individual educational attainments. Multimorbidity (outcome) was ascertained between 2013 and 2020 as self-reported occurrence of ≥2 diagnosed chronic conditions. Inequalities were quantified as multimorbidity-free years lost (MFYL) between the ages of 50 and 90 and estimated via differences in the area under the standardized cumulative risk curves. Effect modification by sex was assessed via stratification. Results Low individual education was associated with higher multimorbidity risk regardless of parental education. Compared to the High–High trajectory, Low–High was associated with −0.2 MFYL (95% confidence intervals: −0.5 to 0.1), High–Low with 3.0 (2.4–3.5), and Low–Low with 2.6 (2.3–2.9) MFYL. This pattern was observed for both sexes, with a greater magnitude for women. This effect modification was not observed when only diseases diagnosed independently of healthcare-seeking behaviours were examined. Conclusions Individual education was the main contributor to intergenerational inequalities in multimorbidity risk among older European adults. These findings support the importance of achieving a high education to mitigate multimorbidity risk. [ABSTRACT FROM AUTHOR]

Aims: The so-called 'Great Recession' in Europe triggered widespread concerns about population health, as reflected by an upsurge in empirical research on the health impacts of the economic crisis. A growing body of empirical studies has also been devoted to socioeconomic inequalities in health during the Great Recession. The aim of the current study is to summarise this health inequality literature by means of a scoping review. Methods : We have performed a scoping review of the research literature (English language) published in the years 2012–2017. Only empirical papers with (a) health status measured on the individual level, (b) information on socioeconomic position (i.e. employment status, educational level, income/wealth, and/or occupational class), and (c) data from European countries in both pre- and post-crisis years were considered relevant. In total, 49 empirical studies fulfilled these inclusion criteria. Results : The empirical findings in the 49 included studies predominantly show that socioeconomic inequalities in health either increased or remained stable from pre- to post-crisis years. Two-thirds (65%) of the studies found evidence of either increasing or partially increasing health inequalities. Thus, people in lower socioeconomic strata fared worse overall in terms of health during the Great Recession, compared to people with higher socioeconomic status. Conclusions : The Great Recession in Europe tends to be followed by increasing socioeconomic inequalities in health. Policymakers should take note of this finding. Widening socioeconomic inequalities in health is a major cause of concern, in particular if health deterioration among 'vulnerable groups' is caused by accelerating cumulative disadvantages. [ABSTRACT FROM AUTHOR]

Many studies have shown that childhood circumstances can have long term consequences that persist until old age. To better understand the transmission of early life circumstances, this paper analyses the effects of health and financial situation during childhood on quality of life after retirement as well as the mediating role of later life health, educational level, and income in this association. Moreover, this study is the first to compare these pathways across European regions. The analyses are based on data of 13,092 retirees aged ≥ 60 and ≤ 85 years from the fifth wave of the Survey of Health, Aging, and Retirement in Europe (SHARE) with full information on childhood and later life measures of health, educational level, financial situation, and quality of life as well as relevant covariates. Five European regions are studied: Central-Western Europe (Austria, Germany), Central-Eastern Europe (Czech Republic, Estonia, Slovenia), Northern Europe (Denmark, Sweden), Southern Europe (Italy, Spain), and Western Europe (Belgium, France, The Netherlands). Path analysis is used to identify the direct and indirect effects of childhood measures on quality of life. We find retirees’ quality of life to be associated with childhood finances and health in all five European regions. While both the direct and indirect effects of childhood health are rather moderate and homogeneous across regions, especially the direct effects of childhood finances on quality of life after retirement display a distinct North-South gradient being strongest in Southern Europe. Potential explanations for the regional variations are differences in the countries’ welfare systems. [ABSTRACT FROM AUTHOR]

Introduction: The aim of the paper is to examine the role of income inequality and redistribution for income-related health inequalities in Europe. This paper contributes in two ways to the literature on macro determinants of socio-economic inequalities in health. First, it widens the distinctive focus of the research field on welfare state regimes to quantifiable measures such as social policy indicators. Second, looking at income differences completes studies on socio-economic health inequalities, which often analyse health inequalities based on educational differences. Methods: Using data from the European Values Study (2008/2009), 42 European countries are available for analysis. Country characteristics are derived from SWIID, Eurostat, and ILO and include indicators for income inequality, social policies, and economic performance. The data is analysed by using a two-step hierarchical estimation approach: At the first step--the individual level--the effect of household income on self-assessed health is extracted and introduced as an indicator measuring income-related health inequalities at the second step, the country-level. Results: Individual-level analyses reveal that income-related health inequalities exist all across Europe. Results from country-level analyses show that higher income inequality is significantly positively related to higher health inequalities while social policies do not show significant relations. Nevertheless, the results show the expected negative association between social policies and health inequalities. Economic performance also has a reducing influence on health inequalities. In all models, income inequality was the dominating explanatory effect for health inequalities. Conclusions: The analyses indicate that income inequality has more impact on health inequalities than social policies. On the contrary, social policies seemed to matter to all individuals regardless of socio-economic position since it is significantly positively linked to overall population health. Even though social policies are not significantly related to health inequalities, the power of public redistribution to impact health inequalities should not be downplayed. Social policies as a way of public redistribution are a possible instrument to reduce income inequalities which would in turn lead to a reduction in health inequalities. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of factors influencing job satisfaction in post-transition economies on the example of the Czech Republic. Our research shows that women reported higher levels of job satisfaction compared to men. Education proved to be statistically significant in one of three indicators of job satisfaction. Personal income and workplace relationships proved to be positively and significantly related to all the three indicators of job satisfaction. Most of the occupational dummies were significantly related to two out of three indicators of job satisfaction. In addition, we found that Czech entrepreneurs enjoy and value their job, which indicates strong self-selection for doing business in post-transition economies. However, human capital expressed by the level of education was significant factor for job satisfaction, meaning that well- educated people might not be satisfied with their jobs or feel that their education and experience are wasted in the market economy. [ABSTRACT FROM AUTHOR]

In this paper, we revisit the relationship between educational and income inequalities in a historical perspective, using a newly developed annual dataset of average years of education in Europe. Theoretically one would expect a reduction in educational inequality should, given the positive correlation between education level and income, initially increase and then, at a later stage, reduce income inequality. Testing for such a Kuznets-type relationship between educational and income inequalities yields an unexpected result: we find the expected inverse U-curve before the 1950s, but the relationship changes into a normal U-curve afterward. We explain this observation by a change in the trend of skill premium during the second half of the twentieth century due to an increased relative demand for skills, which contradicts the usual assumption of decreasing returns to education. Due to lack of appropriate wage data, we cannot directly capture this effect. Yet, once we use an instrumental variable estimation method to filter out the effect of the omitted skill premium, the expected inverse U-curve also appears for the latter decades of the twentieth century. [ABSTRACT FROM AUTHOR]

Background: In 2015, new disability weights (DWs) for infectious diseases were constructed based on data from four European countries. In this paper, we evaluated if country, age, sex, disease experience status, income and educational levels have an impact on these DWs. Methods: We analyzed paired comparison responses of the European DW study by participants' characteristics with separate probit regression models. To evaluate the effect of participants' characteristics, we performed correlation analyses between countries and within country by respondent characteristics and constructed seven probit regression models, including a null model and six models containing participants' characteristics. We compared these seven models using Akaike Information Criterion (AIC). Results: According to AIC, the probit model including country as covariate was the best model. We found a lower correlation of the probit coefficients between countries and income levels (range rs: 0.97-0.99, P < 0.01) than between age groups (range rs: 0.98-0.99, P < 0.01), educational level (range rs: 0.98-0.99, P < 0.01), sex (rs = 0.99, P < 0.01) and disease status (rs = 0.99, P < 0.01). Within country the lowest correlations of the probit coefficients were between low and high income level (range rs = 0.89-0.94, P < 0.01). Conclusions: We observed variations in health valuation across countries and within country between income levels. These observations should be further explored in a systematic way, also in non-European countries. We recommend future researches studying the effect of other characteristics of respondents on health assessment. [ABSTRACT FROM AUTHOR]

Recent research into educational inequalities has shown the importance of decomposing social origins into parental class, status and education, representing economic, socio-cultural and educational family resources, respectively. But we know little about how inequalities in educational attainment at the micro-level map onto institutional characteristics of educational systems at the macro-level, if we treat social origins in a multidimensional way. Drawing on the rich over-time variation in educational systems in four European countries – Britain, Sweden, Germany and Italy – this paper develops and tests a number of hypotheses regarding the effects of various components of social origins on individuals’ educational attainment in different institutional contexts. It is evident from our results that a great deal of similarity exists across nations with different educational systems in the persisting importance for individuals’ educational attainment of parental class, status and education. But our findings also indicate that changes in the institutional features of educational systems have, in some instances although not in others, served to reinforce or to offset the social processes generating educational inequalities at the micro level. [ABSTRACT FROM PUBLISHER]