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2. The Role of Labour Market Information in Guiding Educational and Occupational Choices. OECD Education Working Papers, No. 229
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Organisation for Economic Cooperation and Development (OECD) (France), Hofer, Andrea-Rosalinde, Zhivkovikj, Aleksandra, and Smyth, Roger
- Abstract
Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners' decisions -- access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.
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- 2020
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3. Renewing VET Provision: Understanding Feedback Mechanisms between Initial VET and the Labour Market. Research Paper No 37
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Cedefop - European Centre for the Development of Vocational Training
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A strong VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent? Three annexes provide: (1) Case Studies; (2) List of interviewees; and (3) List of experts responsible for the country overviews. Bibliography and references are included. [This paper is the result of a team effort reflecting the work of a research consortium led by Jörg Markowitsch from 3s Research Laboratory who together with Tanja Bacher, Carol Costley, David Etherington, Gerhard Geiger, Günter Hefler, Jelena Helemäe, Triin Roosalu, Ellu Saar, Auni Tamm, and Odd Bjørn Ure conducted the research and fieldwork and drafted the report. This work was carried out under Cedefop's service contract No 2011-0161/AO/ECVL/JB-IPS/Cooperation Labour market--VET/007/11.]
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- 2013
4. Making Skills Transparent: Recognising Vocational Skills Acquired through Workbased Learning. OECD Education Working Papers, No. 180
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Organisation for Economic Cooperation and Development (OECD) (France), Kis, Viktoria, and Windisch, Hendrickje Catriona
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This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which contexts skill recognition has the highest potential to bring benefits. The focus is on three tools that are commonly used to shorten the path to a formal qualification: admission into a programme, reduced programme duration and qualification without a mandatory programme. For each of these tools, this paper sets out country approaches, discusses common challenges that arise in their implementation and advances policy messages to support policy design and implementation.
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- 2018
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5. The Determinants of Transitions in Youth. Papers from the Conference Organized by the ESF Network on Transitions in Youth, CEDEFOP and GRET (Universitat Autonoma de Barcelona) (Barcelona, Spain, September 20-21, 1993). 2nd Edition. CEDEFOP Panorama. Second Edition.
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European Centre for the Development of Vocational Training, Berlin (Germany).
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This document consists of the 24 papers delivered at a conference that had five workshops examining various dimensions of the social and occupational transition of young people. The papers are arranged by workshop/session. A summary report precedes the other papers presented during a session. The papers in the session on perspectives on systems, institutions, and change are as follows: "Summary Report" (Karl Ulrich Mayer); "Understanding Change in Youth Labour Markets" (David Ashton); "Different Systems of Vocational Training and Transition from School to Career" (Hans-Peter Blossfeld); "Tracks and Pathways" (David Raffe); "On the Interest of Longitudinal Approaches in the Analysis of Vocational Transitions" (Jose Rose); and "Education and Training in Transition" (Karen Schober). Session 2 on labor market itineraries of secondary school leavers contains the following: "Summary Report" (Jose Rose); "Entry into Employment of Young People Who Have Successfully Completed Their Secondary Technical and Vocational Education in French-Speaking Brabant and Charleroi" (Simon Cabitsis, Adinda Vanheerswynghels); "Explaining the Differences in the Occupational Insertion of Educationally Lesser Qualified Young People" (Didier Demaziere, Brigitte Monfroy); "Transition to the Labour Market of Vocational and Technical Secondary School Leavers" (Jan Denys); "Complex Training Routes and the Results of Insertion among Young People" (Jordi Planas); "Time Spent in Education and Lack of Job Security" (Simon Cabitsis, Nouria Ouali, Andrea Rea); and "Analysis of the Use of Government Integration Measures Made by Young People Leaving Secondary Education" (Thomas Couppie, Patrick Werquin). The session on transitions in youth--social and household dimensions--includes these papers: "Summary Report" (Alessandro Cavalli); "Transition Behaviour and Career Outcomes in England and Germany" (Walter R. Heinz); "French Women Entering the Labour Process and Setting Up Households in the 1980's" (Annick Kieffer, Catherine Marry); "From Youth to Adulthood Project" (Matti Vesa Volanen); and "Main Features of the Structure of the Working Population" (Luis M. Larringa, Ascen M. F. de Landa). Session 4 on the process and consequences of education differentiation contains the following: "Summary Report" (Walter Mueller); "Transition from Education to the Labour Market for Young People in Sweden" (Karin Arvemo-Notstrand, Ingegerd Berggren); "Secondary Technical Education Qualifications" (Marcelo Ossandon, Pol Dupont); "Transition from School to Work" (Wim Groot, Hans Rutjes); "Returns to Education" (Richard Breen, Damian F. Hannan); and "Competition on the Labour Market" (Rolf van der Velden, Lex Borghans). Session 5 on labor market itineraries of higher education graduates consists of the following: "Summary Report" (Francois Pottier); "'How Does a Changing Labour Market Affect the Transition from Higher Education to Work?'" (Clara Aase Arnesen, Jane Baekken, Terje Naess); "Training and Employment in Hospitals" (Mateo Alaluf, Adinda Vanheerswynghels); "Family Social Status and Paths of Youths in the Systems of Education and on the Labour Market" (Lea Battistoni); and"Training and Occupational Routes of New University Graduates in Catalonia" (Josep M. Masjuan, Helena Troiano, Jesus Vivas, Miguel Zaldivar). (YLB)
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- 1994
6. Age, Ageing and Skills: Results from the Survey of Adult Skills. OECD Education Working Papers, No. 132
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Organisation for Economic Cooperation and Development (OECD) (France) and Paccagnella, Marco
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This paper presents a comprehensive analysis of the link between age and proficiency in information-processing skills, based on information drawn from the Survey of Adult Skills (PIAAC). The data reveal significant age-related differences in proficiencies, strongly suggesting that proficiency tends to "naturally" decline with age. Age differences in proficiency are, at first sight, substantial. On average across the OECD countries participating in PIAAC, adults aged 55 to 65 score some 30 points less than adults aged 25 to 34 on the PIAAC literacy scale, which is only slightly smaller than the score point difference between tertiary educated and less-than-upper-secondary educated individuals. However, despite their lower levels of proficiency, older individuals do not seem to suffer in terms of labour market outcomes. In particular, they generally earn higher wages, and much of the available empirical evidence suggests that they are not less productive than younger workers. Older and more experienced individuals seem therefore able to compensate the decline in information processing skills with the development of other skills, generally much more difficult to measure. On the other hand, proficiency in information-processing skills remain a strong determinant of important outcomes at all ages: this makes it important to better understand which factors are the most effective in preventing such age-related decline in proficiency, which does not occur to the same extent in all countries and for all individuals. Two broad interventions seem to be particularly promising in this respect. First, it is important to ensure that there is adequate and effective investment in skills development early in the life-cycle: as skills beget skills, starting off with a higher stock of human capital seems also to ensure smaller rates of proficiency decline. Second, it is equally important that policies are in place that provide incentives to individuals (and firms) to invest in skills across the entire working life. In this respect, changes in retirement policies can not only have the short-term effect of providing some reliefs to public finance, but have the potential to radically reshape incentives to stay active, to practice their skills and to invest more in training, thus helping to maintain high levels of proficiency. One table, Age Differences and Age Effects, is appended.
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- 2016
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7. The Impact of Literacy, Numeracy and Computer Skills on Earnings and Employment Outcomes. OECD Education Working Papers, No. 129
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Organisation for Economic Cooperation and Development (OECD) (France), Lane, Marguerita, and Conlon, Gavan
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Using the 2012 PIAAC data, our analysis confirms that there are significantly higher earnings and employment returns to "both" increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and information and communication technologies (ICT) skills proficiencies controlling for the level of education. Unsurprisingly, the labour market returns to changes in formally recognised levels of education in general exceed the labour market returns associated with increasing levels of skills proficiency. In the case of literacy and numeracy proficiencies, improved literacy and numeracy skills narrow the labour market outcomes gap between individuals with different levels of formally recognised education, but do not close it completely. The analysis demonstrates more substantial returns to ICT skills. Furthermore, possession of higher levels of ICT skills and lower levels of formally recognised qualification are often associated with higher returns compared to individuals with higher levels of formally recognised education but lower ICT proficiency levels. In other words, ICT skills proficiencies often entirely compensate for lower formally recognised qualifications in the labour market. Contains the following annexes: (1) Country Literacy and Numeracy Profiles; and (2) Demographic Control Variables.
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- 2016
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8. Employment Patterns in OECD Countries: Reassessing the Role of Policies and Institutions. OECD Economics Department Working Papers No. 486
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Organisation for Economic Cooperation and Development, Bassanini, Andrea, and Duval, Romain
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This paper explores the impact of policies and institutions on employment and unemployment of OECD countries in the past decades. Reduced-form unemployment equations, consistent with standard wage setting/price-setting models, are estimated using cross-country/time-series data from 21 OECD countries over the period 1982-2003. In the "average" OECD country, high and long-lasting unemployment benefits, high tax wedges and stringent anticompetitive product market regulation are found to increase aggregate unemployment. By contrast, highly centralised and/or coordinated wage bargaining systems are estimated to reduce unemployment. These findings are robust across specifications, datasets and econometric methods. As policies and institutions affect employment not only via their impact on aggregate unemployment but also through their effects on labour market participation -- particularly for those groups "at the margin" of the labour market, group-specific employment rate equations are also estimated. In the "average" OECD country, high unemployment benefits and high tax wedges are found to be associated with lower employment prospects for all groups studied, namely prime-age males, females, older workers and youths. There is also evidence that group-specific policy determinants matter, such as targeted fiscal incentives. The paper also finds significant evidence of interactions across policies and institutions, as well as between institutions and macroeconomic conditions. Consistent with theory, structural reforms appear to have mutually reinforcing effects: the impact of a given policy reform is greater the more employment-friendly the overall policy and institutional framework. Certain more specific interactions across policies and institutions are found to be particularly robust, notably between unemployment benefits and public spending on active labour market programmes as well as between statutory minimum wages and the tax wedge. Finally, it is shown that macroeconomic conditions also matter for unemployment patterns, with their impact being shaped by policies. (A bibliography is included. Contains 144 footnotes, 9 figures, 3 boxes and 27 tables.)
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- 2006
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9. Integration of Immigrants in OECD Countries: Do Policies Matter? OECD Economics Department Working Papers, No. 564
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Organisation for Economic Cooperation and Development, Causa, Orsetta, and Jean, Sebastien
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This working paper assesses the ease of immigrants' integration in OECD labour markets by estimating how an immigration background influences the probability of being active or employed and the expected hourly earnings, for given individual characteristics. Applying the same methodology to comparable data across twelve OECD countries, immigrants are shown to significantly lag behind natives in terms of employment and/or wages. The differences narrow as years since settlement elapse, especially as regards wages, reflecting progressive assimilation. Strong differences in immigrant-to-native gaps are also observed across countries, and the paper shows that they may, to a significant extent, be explained by differences in labour market policies, in particular unemployment benefits, the tax wedge and the minimum wage. In addition, immigrants are shown to be overrepresented among outsiders in the labour market and, as such, highly sensitive to the difference in employment protection legislation between temporary and permanent contracts. (Contains 36 footnotes, 1 figure and 10 tables.)
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- 2007
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10. Staying in the Loop: Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe
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Markowitsch, Jorg and Hefler, Gunter
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Context: Vocational education and training (VET) is expected to be designed for creating learning outcomes which meet the needs for skills and competences in the labour market. Hence, identifying current and upcoming skill requirements and ensuring that these requirements are incorporated into education has long been the subject of academic and policy discussion. Governance processes keeping VET systems up-to-date have been more recently addressed as 'feedback mechanisms'. The term broadly summarizes the interplay of institutions, actors and processes which allows the continuous renewal of VET provision (i.e. by creating new qualifications or updating curricula). The aim of the paper is to enhance the understanding of cross-national variations in formally institutionalised 'feedback mechanisms' between VET and the labour market. Method: The research builds on a comparative analysis of case studies in 15 European countries. The paper presents examples for four different 'formal feedback mechanisms' in Germany, France, England, and Austria. Results: Four main types of formal mechanism have been identified: 1) The liberal model explained by VET in England and Higher VET in Austria; 2) The statist model explained by school-based VET in Austria; 3) the participatory model explained by VET in France and 4) the coordinated model explained by apprenticeship training in Germany and Austria. Conclusions: Existing approaches in the economic sociology of labour markets, the varieties of capitalism approach as well as comparative research on welfare states are useful
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- 2018
11. Returns to Workplace Training for Male and Female Employees and Implications for the Gender Wage Gap: A Quantile Regression Analysis
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Icardi, Rossella
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Context: Existing studies have explored the association between workplace training and wages suggesting that training participation may have a positive association with wages. However, we still know very little about whether this association varies between men and women. Through its potential positive association with wages, training may balance wage differences between men and women. In addition, the gender wage gap varies across the wage distribution. Differences in the association between training participation and wages for men and women across the earnings spectrum may offer an explanation as to why the discrepancy in female/male earnings is larger at some point of the wage distribution compared to others. Approach: Using data from the Programme for International Assessment of Adult Competencies (PIAAC) and unconditional quantile regression, this paper examines whether the association between workplace training and wages differs between men and women at different points of the wage distribution across 14 European countries. To partly control for endogeneity in training participation, detailed measures of cognitive skills have been included in the models. Findings: Findings show gender differences in the association between training and wages across the wage distribution. In most countries, results indicate larger training coefficients for women than men at the lower end of the wage spectrum whereas they are larger for men at the top. This pattern holds across most countries with the only exception of Liberal ones, where women benefit less than men across the entire wage spectrum. Conclusions: The findings of this work reveal that distributional variations in returns to workplace training follow a similar pattern across industrialized countries, despite their different institutional settings. Moreover, differences in training coefficients of men and women at different parts of the wage distribution suggest that training could reduce gender wage differences among low earners and potentially widen the gap in wages among individuals at the top of the wage distribution.
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- 2021
12. Soft Skills to Enhance Graduate Employability: Comparing Students and Employers' Perceptions
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Succi, Chiara and Canovi, Magali
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The aim of this article is to show the increased relevance of soft skills in a continuously changing environment. A research was carried out to examine and compare students' and employers' perceptions regarding the importance of soft skills in different European countries. Results show that 86% of respondents indicate an increased emphasis on soft skills over the last 5-10 years and that companies consider soft skills more important than students/graduates. Furthermore, major differences have also been identified in the ranking of the 20 soft skills listed in this paper, indicating different levels of priorities. This paper suggests that companies and Higher Education Institutions (HEIs) need to work together not only to increase students' awareness of the importance of soft skills but also to guide them in taking individual responsibility to acquire and develop these essential skills in order to continuously adapt to the changing labour market and improve their employability.
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- 2020
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13. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
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This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.
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- 2014
14. A Cross-National Perspective on the Associations of Grit with Career Success
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Danner, Daniel, Lechner, Clemens M., and Rammstedt, Beatrice
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This paper presents one of the first cross-nationally comparative studies on the economic and social returns to grit (perseverance and passion for long-term goals). Specifically, we investigated whether grit incrementally predicted objective (income) and subjective (job satisfaction) career success over and above cognitive skills and educational attainment; whether grit's association with career success was moderated by individual characteristics; whether grit's associations with career success varied across countries; and whether this variation could be explained by labour market conditions (unemployment rates). Multi-group structural equation models with data from 6,738 respondents from 19 countries revealed that grit was incrementally associated with income and job satisfaction in some but not all countries. Grit's effect sizes were mostly modest, yet there were some indications for variations by education and labour market conditions. Overall, these findings suggest that the associations between grit and career success are not uniform but vary across individuals and contexts.
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- 2020
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15. Academic Careers and the Valuation of Academics. A Discursive Perspective on Status Categories and Academic Salaries in France as Compared to the U.S., Germany and Great Britain
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Angermuller, Johannes
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Academic careers are social processes which involve many members of large populations over long periods of time. This paper outlines a discursive perspective which looks into how academics are categorized in academic systems. From a discursive view, academic careers are organized by categories which can define who academics are (subjectivation) and what they are worth (valuation). The question of this paper is what institutional categorizations such as status and salaries can tell us about academic subject positions and their valuation. By comparing formal status systems and salary scales in France with those in the U.S., Great Britain and Germany, this paper reveals the constraints of institutional categorization systems on academic careers. Special attention is given to the French system of status categories which is relatively homogeneous and restricts the competitive valuation of academics between institutions. The comparison shows that academic systems such as the U.S. which are characterized by a high level of heterogeneity typically present more negotiation opportunities for the valuation of academics. From a discursive perspective, institutional categories, therefore, can reflect the ways in which academics are valuated in the inter-institutional job market, by national bureaucracies or in professional oligarchies.
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- 2017
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16. Skill Needs: Linking Labour Market Analysis and Vocational Training. Report.
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European Training Foundation, Turin (Italy). and European Training Foundation, Turin (Italy).
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This publication contains workshop papers which discuss the link between the labor market and vocational training. Part I provides an overview of the workshop--its objectives, issues, and conclusions. Part II consists of seven country papers. "Labour Market Information (LMI) and Vocational Training Decision-Making in Hungary" (Lazar) outlines types of LMI to help vocational education and training (VET) planning and problems concerning LMI and its use for VET decision-making. "Labour Market Needs in Adult Training Programmes in Hungary" (Fodor) discusses the labor market training system and developing company-specific training programs. "Regional Employment and Training Observatory in France" (Guegnard, Perrier-Cornet) focuses on the observatory in Burgundy, an inter-institutional network. "New Methods for Linking VET with the Labour Market in Poland: The Results of a Pilot Application" (Kabaj) focuses on two methods: monitoring of shortage and surplus occupations and tripartite training agreements. "The Future of Skills and Work: Trends and Forecasts in Germany" (Tessaring) concludes that structural change in industry and society is accompanied by a major increase in the qualification requirements of the workforce. "Challenges of Incorporating Labour Market Requirements in the Vocational Training System: Slovenia" (Kramberger) provides a summary of broader processes that influence reform attempts to improve the VET system. "Linking Labour Market Analysis and Vocational Training in the United Kingdom" (Edgell) covers the sort of analysis undertaken at the national level. Part III has four discussion papers. "The Identification of Relevant LMI for VET" (Meijers) elaborates on the need for LMI in an industrial society and describes a new qualification model. "Labour Market Forecasts on Behalf of the VET System" (de Grip) focuses on the kind of LMI required to improve the transparency of the labor market and reestablish coordination between the labor market and VET system in the former centrally planned economies of Central and Eastern Europe. "Qualitative Information for Curriculum Development" (Dybowski) discusses ways to ensure that curricula remain up-to-date. "Linking Labour Market Analysis to Vocational Training Decision-Making: Dynamics and Mechanisms" (Mozdzenska-Mrozek) presents emerging links between VET and the labor market, institutions collecting and shaping information on the labor market situation in Poland, and VET reform in Poland. Contributor notes are appended. (YLB)
- Published
- 1998
17. Vocational-Technical Education Reforms in Germany, Netherlands, France and U.K. and Their Implications to Taiwan.
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Lee, Lung-Sheng
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Three major models of vocational education and training provision for the 16- to 19-year-old age group have been identified: schooling model, which emphasizes full-time schooling until age 18; dual model, which involves mainly work-based apprenticeship training with some school-based general education; and mixed model. Germany is an exemplar of the dual model; the Netherlands and France provide the schooling model; provision in the United Kingdom (UK) is the mixed model. Although the dual system will continue to dominate the secondary vocational-technical education and training in Germany, German full-time vocational schools may be gradually incorporated into general education. More and more university students in Germany seek two-fold qualification--university studies and practical vocational training--to enhance their job prospects. In the Netherlands, some measures, such as encouraging more employers' organizations, trade unions, and industry involvement, have been taken to reform the senior secondary vocational school system. No significant recent reform efforts are found in France. The former polytechnics in the UK recently changed their name to universities to expand their capacities for student recruitment and program offerings. The implication for secondary and postsecondary vocational-technical education in Taiwan is that it is too school-based to adapt to the labor market and that there is a need for stronger links with the labor market. (Contains 15 references.) (YLB)
- Published
- 1994
18. Skills, Skill Formation, Productivity and Competitiveness: A Cross-National Comparison of Banks and Insurance Carriers in Five Advanced Economies.
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Columbia Univ., New York, NY. Inst. on Education and the Economy. and Noyelle, Thierry
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This paper summarizes a comparative study of the impact of market and technological changes on human resources in banks and insurance companies in five countries: France, Germany, Japan, Sweden, and the United States. The research was organized around case studies of changes in 12 firms--9 banks and 3 insurance carriers. The paper discusses the findings by focusing on what they might tell about: (1) the changing nature of employer-based training; (2) the distributional implications of the emergence of core-periphery employment structures within firms for those who may benefit or fail to benefit from employer-based training; and (3) the alleged lack of competitiveness of U.S. firms in world markets. Following the introduction, the paper is divided into four major sections. The first section describes the origins and nature of recent market changes as well as the connection between those changes and technological changes. In the second section, the effect of change on the kind of human resources needed by firms is described, emphasizing the emergence of a new matrix of needed skills. The third section reviews how firms are adjusting to these new needs both by altering the training of their own workers and by reshaping their relationship to the external labor market. The fourth section concludes with a review of current policies and trends that provide lessons for the United States. (KC)
- Published
- 1989
19. AGORA XII. Training for Mentally Disabled People and Their Trainers: Permitting the Mentally Disabled a Genuine and Appropriate Exercise of Their Rights. CEDEFOP Panorama Series.
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European Centre for the Development of Vocational Training, Thessaloniki (Greece). and Guggenheim, Eric Fries
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Materials from Agora 12 demonstrate that the disabled are merely another side of ourselves and training for them is a means of developing and acquiring independence and of becoming absorbed into society. A Foreword outlines the subjects of the three sessions: social solidarity and mental disability; training of the mentally psychologically disabled and the transition from institution to integration; and training of trainers and other professionals providing support for the mentally disabled and assisting their integration into economic life. A 36-item bibliography and agenda follow. The 15 presentations are "Mental Health: Medical Fact or Social Construct" (Gaye Hutchison); "Disability and Independence: Improving the Quality of Life of Disabled People" (Carmen Duarte);"Professional Training of the Mentally Disabled in Enterprises in the Open Labor Market" (Helmut Heinen); "Job Creation for the Mentally Disabled: New Approaches in Germany Through Integration Enterprises and Employment Companies" (Rainer Dolle); "The Effects of Globalization on the Mentally Disabled" (Alberto Alberani); "Economic Costs and Benefits of Integrating Disabled People into the Labor Market: An (sic) European Look" (Juan Carlos Collado); "Permitting the Mentally Disabled a Genuine and Appropriate Exercise of Their Rights" (Annet De Vroey); "The Initial and Continuing Training of the Mentally Disabled in Lifelong Education and Training" (Christian Robert); "Education and Training Proposed to Persons with Learning Disabilities in the Different European Countries" (Victoria Soriano); "Occupational and/or Personal IndependenceThe Role and Significance of Sheltered Employment in the Emancipation Process" (Gerard Zribi); "The Normal Environment as a Training Ground and Indicator of Personal Potential for Disabled Workers and Their Trainers" (Yvonne Schaeffer); "How Does a Trainer Working with the Mentally Disabled Differ from Any Other Teacher or Trainer?" (Hans-Juergen Pitsch): "Training of Trainers in Learning Disability ServicesIs Learning or Disability the Issue?" (Paul Twynam); "Training of Trainers of the Mentally Disabled in Europe" (Angelika Buehler); and "How Useful Are Networks of Trainers and of Trainers of Trainers in Preparing Them for Their Very Special Role?" (Raymond Ceccotto). A summary of discussions (Victoria Koukouma) is provided. Several presentations include bibliographies. (YLB)
- Published
- 2003
20. Social Rights and Citizenship: An International Comparison.
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Urban Inst., Washington, DC., Fix, Michael, and Laglagaron, Laureen
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This paper examines policies regarding access to social benefits and the labor market in nine representative liberal industrialized democracies. Five are self-consciously nations of immigration: the United States, Canada, Australia, Israel, and France. Four are de-facto immigration nations within the European Union (EU): Germany, the Netherlands, Austria, and Britain. The countries reflect substantial variation in size and character of immigration flows, as well as differing regimes of access to both the social welfare state and labor market and approaches to granting citizenship. This analysis focuses on legal or tolerated immigrants. After section 1, "Introduction," section 2, "Access to Public Benefits: General Policy Trends," discusses the path to permanent status; rationing benefits by citizenship in the United States, Austria, and Britain; indirect bars to benefits; restrictions to contributory benefit programs; and whether rationing by citizenship makes good policy. Section 3, "Rationing Access to the Labor Market on the Basis of Citizenship," discusses public sector employment, private sector employment, and self-employment. Section 4 focuses on "Is Citizenship Enough? Antidiscrimination Policies." Section 5, "Policy Recommendations," offers five recommendations. An appendix presents summary tables (benefit eligibility by country). (Contains 63 references.) (SM)
- Published
- 2002
21. Current Research in European Vocational Education and Human Resource Development. Proceedings of the Programme Presented by the Research Network on Vocational Education and Training (VETNET) at the European Conference of Educational Research (ECER) (4th, Lille, France, September 5-8, 2001).
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Manning, Sabine and Dif, M'Ham
- Abstract
These proceedings are comprised of 23 presentations on research in European vocational education and human resource development. Papers include "Developing Information and Communication Technology Capability in Higher Education in the United Kingdom (UK)" (Nick Boreham); "Methodological Issues in the Study of Organizational Learning, with Reference to the Framework V Project ORGLEARN--Organizational Learning in the Chemical Industry and Its Implications for Vocational Education and Training (VET)" (Nick Boreham); "Forms and Implications of Work Related Identity Transformation: Preliminary Findings of "FAME" Project Investigation in the French Case" (M'hamed Dif); "Promoting Social Capital in a 'Risk Society': A New Approach to Emancipatory Learning or a New Moral Authoritarianism?" (Kathryn Ecclestone, John Field); "The Value of a Three-Year Upper Secondary Vocational Education in the Labor Market" (Erika Ekstrom, Asa Murray); "Taking Control of Their Lives? Agency in Young Adult Transitions in England and the New Germany" (Karen Evans); "Tacit Skills and Work Inequalities: A UK Perspective on Tacit Forms of Key Competences and Issues for Future Research" (Karen Evans); "Does Training Have Any History? The Enduring Influence of Behaviorism in Britain, 1940-1966" (John Field); "Training Policies Valuation in European Enterprises by Studying the Valuation Practices/Comprendre les Politiques de Formation d'Entreprises Europeennes par l'Etude de Leurs Pratiques d'Evaluation" (Gerard Figari et al.); "Work Process Knowledge in the Context of Socio-Technical Innovation" (Martin Fischer); "'I Couldn't Wait for the Day': Young Workers' Reflections on Education During the Transition to Work in the 1960s" (John Goodwin, Henrietta O'Connor); "Typology of Work Experience: Analysis of the Workplace Training Process in Quebec" (Marcelle Hardy, Louise Menard); "Apprenticeship in France, Ireland, the Netherlands, and Scotland: Comparisons and Trends" (Jannes Hartkamp); "Gender and Qualification: Are Gender Differences Ignored?" (Anke Kampmeier); "From Normatively Constructed Identity to New Identities in the Contexts of 'Double' Transition Processes. The Case of Estonia" (Krista Loogma et al.); "The Consideration of Relevant Features for the Processes of Identity Formation in Current VET Policies" (Fernando Marhuenda); "The Hidden Labor Market of the Academic" (Anne Rouhelo); "Developing a Model of Factors Influencing Work-Related Learning: Findings from Two Research Projects" (Sally Sambrook); "Transition from Higher Vocational Education to Working Life: Different Pathways to Working Life" (Marja-Leena Stenstrom); "WEPP--The Work Environment Pedagogy Project: Individuals' Discovering, Interpreting, and Changed Perception of Work and Learning Environments" (Arvid Treekrem); "Continuing Vocational Training in Belgium: An Overview" (Els Vanhoven, Dirk Buyens); "Training Incidence and Job Mobility in Switzerland" (Stefan Wolter); and "The Role of Human Resource Development in Creating Opportunities for Lifelong Learning: An Empirical Study in Belgian Organizations" (Karen Wouters et al.). (YLB)
- Published
- 2001
22. Limits to Mobility: Competence and Qualifications in Europe
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Le Deist, Francoise and Tutlys, Vidmantas
- Abstract
Purpose: This paper aims to explore structural and systemic influences in the development of competence models and qualifications systems at sectoral and national levels across Europe, considering the influences of different socio-economic models of skill formation on the processes of design and provision of qualifications. Design/methodology/approach: The paper is based on a meta analysis of three European projects that used literature review, documentary analysis and interviews with practitioners and policy makers. Findings: The main methodological and practical challenges posed by varieties of competence and qualifications to inter-country comparability of qualifications are shown to be related to different socio-economic models of skill formation. Research limitations/implications: The research is limited to 13 countries and four sectors but these were carefully selected to maximise coverage of European diversity with respect to competence models, training regimes and approaches to qualifications. There is clearly a need for further research involving more countries and sectors. Practical implications: The paper offers recommendations for improving the potential of the European Qualifications Framework to promote comparability of qualifications and hence mobility of labour. These recommendations will be of interest to policy makers and practitioners involved in using the EQF and similar instruments. Originality/value: This is the first systematic attempt to explore the methodological and practical difficulties of establishing comparability between qualifications. (Contains 4 tables.)
- Published
- 2012
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23. Skills, Earnings, and Employment: Exploring Causality in the Estimation of Returns to Skills
- Author
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Hampf, Franziska, Wiederhold, Simon, and Woessmann, Ludger
- Abstract
Ample evidence indicates that a person's human capital is important for success on the labor market in terms of both wages and employment prospects. However, unlike the efforts to identify the impact of school attainment on labor-market outcomes, the literature on returns to cognitive skills has not yet provided convincing evidence that the estimated returns can be causally interpreted. Using the PIAAC Survey of Adult Skills, this paper explores several approaches that aim to address potential threats to causal identification of returns to skills, in terms of both higher wages and better employment chances. We address measurement error by exploiting the fact that PIAAC measures skills in several domains. Furthermore, we estimate instrumental-variable models that use skill variation stemming from school attainment and parental education to circumvent reverse causation. Results show a strikingly similar pattern across the diverse set of countries in our sample. In fact, the instrumental-variable estimates are consistently larger than those found in standard least-squares estimations. The same is true in two "natural experiments," one of which exploits variation in skills from changes in compulsory-schooling laws across U.S. states. The other one identifies technologically induced variation in broadband Internet availability that gives rise to variation in ICT skills across German municipalities. Together, the results suggest that least-squares estimates may provide a lower bound of the true returns to skills in the labor market.
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- 2017
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24. Climbing out of a Deep Hole: Which Path up?
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Haveman, Robert, Heinrich, Carolyn, and Smeeding, Timothy
- Abstract
In this paper, the authors first discuss the Neumark and Troske piece, and then compare the U.S. context to that in Europe and Korea, as described by the Caspar, Hartwig, and Moench and the Cho and Shin contributions. Although they are in basic agreement with Neumark and Troske on the extent and depth of the current employment situation, they differ to some extent in terms of remedies. While Neumark and Troske argue that the stimulus packages had a very small impact on the economy, the authors feel that this may be too negative an assessment, especially given the larger global financial forces that seem to overwhelm domestic job creation efforts. The European and Korean papers contribute an important comparative perspective on the recession. As Cho and Shin argue, Korea fared very well due to rising demand for domestic consumption and a very small welfare state. However, Korean institutions are hard to convert or directly compare to those in the United States. It is hard to tell a "European story" because of the large difference in institutions and the differing impacts of the recession. Germany and Scandinavia have clearly done much better than Spain, Greece, or Ireland. Caspar, Hartwig, and Moench emphasize that if the gains are to be longer term, there needs to be "structural reform" of the labor market--to "strengthen labor market policies that reduce structural unemployment rates, increase labor market participation, strengthen the reallocation of labor toward a smart, sustainable, and inclusive economy, and promote social cohesion by targeting specific groups of workers." All of this sounds great, but how does the United States move toward these goals? It is harder than one might expect to extract some clear lessons about how deeper economic pain could have been avoided or how one might be able to make more significant or rapid progress in pulling the U.S. labor market out of its malaise. If anything, the authors find that, of the nations examined in this set of articles, each has a different story to tell about the great recession, and the reality is that in every case, the stories are not yet fully told. (Contains 1 table.)
- Published
- 2012
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25. Competence and Competency in the EQF and in European VET Systems
- Author
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Brockmann, Michaela, Clarke, Linda, and Winch, Christopher
- Abstract
Purpose: Though the notion of competence is common terminology in European VET policy at national and supra-national level, understandings vary widely, both across countries and within. The particular conceptions of competence adopted in the EQF are themselves problematic and the framework allows for a variety of interpretations. The purpose of this paper is to clarify those applied in the EQF and the vocational education and qualifications systems of particular European countries and to contribute to the development of a transnational understanding of the term, one which is compatible with a rapidly changing labour market. Design/methodology/approach: Drawing on evidence from work funded by the Nuffield Foundation entitled "Cross-national Equivalence of Vocational Skills and Qualifications", the paper explores the various conceptions of competence in the EQF and the national systems: in particular in the sectors of construction, ICT and health: of England, Germany, France and The Netherlands. Findings: Interpretations are located on a continuum from the comprehensive occupational model traditionally found in many European countries to the task-focused model of the English NVQ system. Research limitations/implications: Much developmental work involving all stakeholders is necessary to arrive at a commonly agreed conception. A broad understanding of competence would relate to the potential of labour, itself determined through the occupational capacity embodied in the qualification. Practical implications: Zones of Mutual Trust need to be based on transnational categories of VET. Originality/value: The value of the paper is in seeking to go beyond identifying differences by developing transnational categories and suggesting the nature of Zones of Mutual Trust for implementing the EQF. (Contains 2 tables and 2 notes.)
- Published
- 2009
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26. The Transition from Higher Education to the Labour Market: International Perspectives and Challenges.
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Ehlert, Holger, Cordier, Heidi, Ehlert, Holger, and Cordier, Heidi
- Abstract
This book examines the transition from higher education to the labor market in 10 countries. Although the individual papers do not follow a rigid standard format, they all consider the following issues: (1) how the labor market for graduates is organized; (2) how vocational orientation is achieved in degree courses in individual countries; and (3) how the transition from higher education to employment is organized. Of the 10 countries discussed, 7 are longtime members of the European Union. Poland is included as an example of a country of the former Eastern block that is currently undergoing significant transformation, and Japan and Sri Lanka are included to illustrate the completely different Asian cultures. Despite the far-reaching structural similarities that are evident in the Western European countries examined, it is particular national characteristics rather than common features that dominate the individual country reports. The following papers are included: "Introduction" (Holger Ehlert, Heidi Cordier); "France" (Valerie Canals, Claude Diebolt); "Germany" (Holger Ehlert, Heidi Cordier); "Great Britain" (Heidi Cordier); "Ireland" (Conor Geiselbrechtinger); "Italy" (Lorenzo Fischer); "Japan" (Ulrich Teichler, Kerstin Teicher); "Netherlands" (Roland Richter); "Poland (Heidi Hein); "Sri Lanka" (Charles Fernando); and "Switzerland" (Martin Teichgraber). Most papers include substantial bibliographies or substantial numbers of endnotes. (MN)
- Published
- 2002
27. Ethics, Ideals and Ideologies in the History of Adult Education. Studies in Pedagogy, Andragogy, and Gerontagogy.
- Author
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Nemeth, Balazs, Poggeler, Franz, Nemeth, Balazs, and Poggeler, Franz
- Abstract
This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. (AJ)
- Published
- 2002
28. Preparing Youth for the 21st Century: The Transition from Education to the Labour Market. Conference Proceedings (Washington, D.C., February 23-24, 1999).
- Author
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Organisation for Economic Cooperation and Development, Paris (France).
- Abstract
This document contains 15 papers from a conference on preparing youth for the 21st century that was organized by the U.S. Department of Education and the Organisation for Economic Cooperation and Development (OECD). The following papers are included: "Giving Young People a Good Start: The Experience of OECD Countries" (Norman Bowers, Anne Sonnet, Laura Bardone); "The Youth Job Market Problem at Y2K" (Richard B. Freeman); "Improving Educational Performance of At-Risk Youth" (Peter Mortimore, Jo Mortimore); "The Korsor Production School and the Danish Production Schools" (Gert Moeller, Verner Ljung); "Improving Pathways in the United States from High School to College and Career" (David Stern); "The Contribution of Education and Training to the Employability of Youth: Changing Concerns, Debates, and Measures" (Ulrich Teichler); "Youth Labour Market Entry in France" (Patrick Werquin); "The Transition from Initial Education to the Labour Market: Recent Experience in the United States" (Lisa M. Lynch); "The Japanese Employment System and Youth Labour Market" (Naoki Mitani); "Youth Unemployment in OECD Countries: How Can the Disparities Be Explained?" (Olivier Marchand); "Labour Market Policies for Disadvantaged Young People in Europe" (Ides Nicaise); "Lessons from Education and Training for Youth: Five Precepts" (W. Norton Grubb); "Promoting Employment for Youth: A European Perspective" (Jerome Gautie); "Improving Job Market Outcomes for Youth: The U.S. Experience with Demand Side Approaches" (Robert L. Lerman); and "The School-to-Work Transition Twenty Years On: Issues, Evidence, and Conundrums" (Paul Ryan). Most papers include substantial bibliographies. (MN)
- Published
- 1999
29. Higher Education and Work. Higher Education Policy Series 23.
- Author
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Brennan, John and Brennan, John
- Abstract
The relationship between higher education and the world of work is examined in terms of the changing structures of higher education institutions and the effect of the relationship on curricula. An international perspective is provided on the changing nature of employment and the labor market; the increasing diversification of higher education institutions, curricula and clients; and the policy frameworks and strategies through which governments may seek to steer these relationships. Eleven papers are included in this volume: (1) "Higher Education and Work: A Conceptual Framework" (John Brennan et al.); (2) "Responsiveness of Higher Education to Labour Market Demands: Curriculum Change in the Humanities" (Egbert de Weert); (3) "Employment and Work of British and German Graduates" (John Brennan et al.); (4) "Academic Cultures and their Role in the Implementation of Government Policy" (Craig McInnis); (5) "Higher Education and the Labour Market in Italy: Continuities and Changes" (Roberto Moscati and Enrico Pugliese); (6) "Managing Curriculum Development: A Case Study of Enterprise in Higher Education" (Sandra Jones); (7) "How Does a Changing Labour Market Affect the Transition from Higher Education to Work?" (Clara Aase Arnesen et al.); (8) "From Students to Intellectuals and Professionals: Subsequent Career Patterns of a Finnish Student Generation of the 1960s" (Yrjo-Paavo Hayrynen and Liisa Hayrynen); (9) "The Potentialities of Contract Education: A Study Based on Work in Progress in Thirteen European Universities" (Tony Becher); (10) "An Attempt to Forecast the Labour Market for Scientists in France" (Jean-Paul Beltramo et al); and (11) "The Institutional Aspects" (Maurice Kogan). (Individual papers contain references.) (JPB)
- Published
- 1996
30. A Comparative Analysis of Graduate Employment Prospects in European Labour Markets: A Study of Graduate Recruitment in Four Countries
- Author
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Branine, Moham and Avramenko, Alex
- Abstract
The aim of this paper is to provide a comparative analysis of higher education and the graduate labour markets in selected European countries (France, Germany, Spain and United Kingdom) in the context of the expectations of graduates and prospective employers, and respective recruitment and selection practices. Expectations of graduating students from a number of European collaborating universities are sought and analysed in order to find out about a match between the knowledge and skills of graduates and the needs of European employers. The study examines the process of graduate recruitment, employee and employer expectations, and the role of higher education institutions in meeting such expectations. Primary data was gathered from 252 employers and 485 final year (graduating) students through the use of questionnaires. The analysis of the data collected has revealed different approaches to but similar methods of graduate recruitment between the four countries. Despite the current differences in higher education systems and labour market trends, the expectations of employers and graduating students are more similar than different. It is concluded that EU graduates will have good employment prospects in an integrated labour market.
- Published
- 2015
- Full Text
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31. European Academic Labor Markets in Transition
- Author
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Musselin, Christine
- Abstract
Even if convergences are to be observed among the orientations adopted by higher education policies in European countries, they still are characterized by strong national features. One of the most striking national patterns of each system is its academic labor market, salaries, status, recruitment procedures, workloads, career patterns, promotion rules, being very different from one country to another. Nevertheless, specific national academic labor markets are experiencing a common evolution that can be summed up by the emergence of more regulated internal labor markets. At the same time, the qualification of the academic production (knowledge) as a public good is questioned and academic activities rely less on individual autonomy than before. Two main transformations can be mentioned: the development of individual assessment and incentive devices in universities and the increasing role of higher education institutions in the issues previously in the domain of the academic profession. The paper relies on a limited number of cases and on empirical studies recently carried out in France and Germany. The evolution engaged in the two countries will be reviewed in order to show that they lead, in different ways, to more regulated "internal labor markets". It will also be argued that this is a general trend. In the last section, the implications linked to this evolution and the questions raised, the role of the academic profession, and the transformation of the status of scientific and pedagogical activities will be discussed.
- Published
- 2005
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32. Losing Work, Moving On: International Perspectives on Worker Displacement.
- Author
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Upjohn (W.E.) Inst. for Employment Research, Kalamazoo, MI., Kuhn, Peter J., Kuhn, Peter J., and Upjohn (W.E.) Inst. for Employment Research, Kalamazoo, MI.
- Abstract
This volume presents 6 papers by 22 labor economists who examine and address worker displacement in 10 industrialized countries (Australia, Belgium, Canada, Denmark, France, Germany, Great Britain, Japan, Netherlands, United States). "Summary and Synthesis" (Peter J. Kuhn) discusses these four categories of lessons learned from panel data analysis: (1) institutions affecting displaced workers; (2) methodological lessons for study of displaced workers and cross-national labor market research; (3) exceptions to and universals about within-country patterns; and (4) patterns across countries. "Displaced Workers in the United States and the Netherlands" (Jaap H. Abbring et al.) discusses relevant institutions and provides an empirical analysis of the incidence of displacement and labor market transitions and earnings changes induced by displacement. "Worker Displacement in Japan and Canada" (Masahiro Abe et al.) describes main modes of labor adjustment, situating worker displacement in the broader context of how firms adjust to declines in product demand; describes legal and social institutions most likely to affect the displacement process and prevalent general labor market conditions; and analyzes frequency of displacement and its consequences. "They Get Knocked Down. Do They Get Up Again?" (Jeff Borland et al.) highlights which groups in Britain and Australia are most likely to experience displacement, which are most likely to get back into work, and earnings changes associated with reentry into work. "Worker Displacement in France and Germany" (Stefan Bender et al.) focuses on workers whose separation results from closure of the employing firm (France) or plant (Germany); considers non-employment durations; and describes earnings changes. "Employment Protection and the Consequences for Displaced Workers" (Karsten Albaek et al.) compares outcomes of workers in Belgium and Denmark displaced from a long-tenure job to identify how they differ and whether they can be attributed to differences in firing provisions (higher firing costs in Belgium). Cited author and subject indexes are provided. (YLB)
- Published
- 2002
33. Partial Retirement and Pension Policy in Industrialized Countries.
- Author
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Latulippe, Denis and Turner, John
- Abstract
Examines the advantages and disadvantages of partial retirement--the transitional period between full-time employment and complete retirement--including easing the transition, labor market effects, and financial implications for social security systems and employers. Reviews partial retirement policies in eight countries and concludes that there is a need to keep people in the labor market longer. (JOW)
- Published
- 2000
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34. Youth Unemployment: An International Perspective.
- Author
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Bureau of Labor Statistics (DOL), Washington, DC. and Sorrentino, Constance
- Abstract
This bulletin examines the labor market experience of youth in the United States and eight other industrial countries from the early 1960s to the late 1970s. The analysis focuses upon unemployment, the most visible and measurable form of labor underutilization. The report highlights the size of the youth unemployment problem and discusses some of the underlying reasons for the large international differences in youth unemployment. To facilitate international comparisons, the data have been adjusted to United States concepts. Subjects covered include trends in labor supply, demand factors, the student labor force, apprenticeship and format training, guidance and counseling, youth minimum wage, and minority group unemployment. Countries studied in the report, in addition to the United States, are Canada, Australia, Japan, France, Germany, Great Britain, Italy, and Sweden. Presented in a brief conclusion are comparative differences among the countries and reasons accounting for them. (KC)
- Published
- 1981
35. Social Security.
- Abstract
This group of articles discusses a variety of studies related to social security and retirement benefits. These studies are related to both developing and developed nations and are also concerned with studying work conditions and government role in administering a democratic social security system. (SSH)
- Published
- 1983
36. Fixed-term contracts—the new European inequality? Comparing men and women in West Germany and France.
- Author
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Gash, Vanessa and McGinnity, Frances
- Subjects
CONTRACTS ,CONTRACT employment ,LABOR market ,EMPLOYMENT - Abstract
This paper seeks to reveal whether fixed-term contracts are the new European inequality and does so in a comparative analysis of two countries typically regarded as eurosclerotic: West Germany and France. We compare the wages, wage growth and labour market outcomes of fixed-term contract workers relative to a matched sample of permanent workers with similar characteristics. Using seven waves of the European Community Household Panel (ECHP) we find evidence of wage penalties, increased exposure to unemployment and repeat spells of fixed-term employment. However, these tendencies vary significantly by country and by gender. The main finding of this paper is the extent to which fixed-term contract employment is of considerable disadvantage for French women. This is important, as previous research on female employment in the UK and in West Germany (Booth et al., 2002; Giesecke and Gross, 2003), two countries with intermittent female employment, did not find evidence of fixed-term worker disadvantage. Our findings, however, suggest that in countries where female employment tends to be full-time and continuous, the introduction of fixed-term contracts challenges the existing gender contract. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
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37. The dominance of apprenticeships in the German VET system and its implications for Europeanisation: a comparative view in the context of the EQF and the European LLL strategy.
- Author
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Deissinger, Thomas, Heine, Robin, and Ott, Mariska
- Subjects
APPRENTICESHIP programs ,CONTINUING education ,VOCATIONAL education ,LABOR market - Abstract
Germany's apprenticeship system is and has always been considered to be the major sub-system of VET. In this context, the debate circling around the European and German Qualifications Framework (EQF and DQR) has become one of the central issues of VET research and policy. Tasks take on a concrete shape if (a) a serious approach is adopted towards the ideas underlying the European Qualifications Framework; and (b) if consideration is given to the 'construction sites' typical for the German VET system as a whole. This paper intends to sharpen VET policy awareness for the problem of dealing with those unresolved German VET issues within the context of the development of the DQR. A comparative view includes Austria and France as two countries with diverging learning cultures in VET from the German case, but obviously with more 'European' imprints within their respective VET systems. It can be shown that there is an interrelation between the attention apprenticeships as such receive against the background of European ideas such as 'progression', 'permeability' and 'lifelong learning' (LLL), including the implementation and use of 'hybrid qualifications'. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
38. Das enttäuschte Versprechen der Integration: Migrantennachkommen in Frankreich und Deutschland.
- Author
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Tucci, Ingrid and Groh-Samberg, Olaf
- Subjects
IMMIGRANTS ,EMIGRATION & immigration ,CHILDREN of immigrants ,SOCIAL integration ,LABOR market ,SOCIAL structure - Abstract
Copyright of Swiss Journal of Sociology / Schweizerische Zeitschrift für Soziologie is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2008
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