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23 results on '"Abrassart, Aurélien"'

4. Abrassart_Appendix_Tables_JESP – Supplemental material for Investigating the image deficit of vocational education and training: Occupational prestige ranking depending on the educational requirements and the skill content of occupations

Author

Abrassart, Aurélien and Wolter, Stefan C

Subjects
FOS: Political science, 160607 International Relations, 160512 Social Policy
Abstract

Supplemental material, Abrassart_Appendix_Tables_JESP for Investigating the image deficit of vocational education and training: Occupational prestige ranking depending on the educational requirements and the skill content of occupations by Aurélien Abrassart and Stefan C Wolter in Journal of European Social Policy

Published
2019
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8. Beyond Positive and Negative: New Perspectives on Feedback Effects in Public Opinion on the Welfare State.

Author

Busemeyer, Marius R, Abrassart, Aurélien, and Nezi, Roula

Subjects
*PUBLIC opinion, *POLITICAL participation
Abstract

The study of policy feedback on public attitudes and policy preferences has become a growing area of research in recent years. Scholars in the tradition of Pierson usually argue that positive, self-reinforcing feedback effects dominate (that is, attitudes are commensurate with existing institutions), whereas the public thermostat model developed by Wlezien and Soroka expects negative, self-undermining feedback. Moving beyond the blunt distinction between positive and negative feedback, this article develops and proposes a more fine-grained typology of feedback effects that distinguishes between accelerating, self-reinforcing and self-undermining, specific and general, as well as long- and short-term dynamic feedback. The authors apply this typology in an analysis of public opinion on government spending in different areas of the welfare state for twenty-one OECD countries, employing a pseudo-panel approach. The empirical analysis confirms the usefulness of this typology since it shows that different types of feedback effects can be observed empirically. [ABSTRACT FROM AUTHOR]

Published
2021
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10. Do adult foreign residents prefer academic to vocational education? Evidence from a survey of public opinion in Switzerland.

Author

Abrassart, Aurélien, Busemeyer, Marius R., Cattaneo, Maria A., and Wolter, Stefan C.

Subjects
*ACADEMIC achievement, *VOCATIONAL education, *INDIVIDUALS' preferences, *CITIZENSHIP, *LABOR market, *PRESTIGE
Abstract

Using a unique and original dataset measuring preferences of adults for academic vs. vocational education in Switzerland, we explore differences between Swiss citizens and foreign residents regarding individual preferences for these different types of education. We find that first-generation foreigners exhibit stronger preferences for academic education, whereas the preferences of second-generation foreigners do not significantly differ from those of Swiss citizens. Further, variation across subgroups of foreigners based on their nationality indicates that cultural aspects matter to a certain extent as less well-integrated ethnic groups express stronger preferences for academic education and are also less likely to value the labour market outcomes of vocational education. Interestingly, the presence of a well-established VET system in the country of origin does not appear to strengthen preferences for vocational education in Switzerland. This might be related to less positive labour market outcomes for VET graduates' countries of origin. [ABSTRACT FROM AUTHOR]

Published
2020
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11. Investigating the image deficit of vocational education and training: Occupational prestige ranking depending on the educational requirements and the skill content of occupations.

Author

Abrassart, Aurélien and Wolter, Stefan C

Subjects
*ACADEMIC achievement, *COGNITIVE testing, *CONCEPTUAL structures, *OCCUPATIONAL prestige, *STATISTICAL sampling, *SURVEYS, *MATHEMATICAL variables, *VOCATIONAL education, *PROFESSIONAL identity, *TASK performance, *EDUCATIONAL attainment, *NATIONAL competency-based educational tests, *EVALUATION of human services programs, *STATISTICAL models, *DESCRIPTIVE statistics
Abstract

Vocational education and training (VET) often suffers from a lack of social standing among students and their families. Parents have been shown to discard vocational education because of social status maintenance considerations. How adults perceive the social prestige of occupations might therefore be key in understanding the reasons of the image deficit of VET. While the existing literature on occupational prestige ranking stresses the role of the salience in science or the training intensiveness of occupations for the perception of their social prestige, it fails at accounting for the distinct types of knowledge involved and the variety of the skill content of occupations. More precisely, differences in the salience of physical tasks and cognitive skills should be particularly relevant. We contribute to the literature by analysing a unique data set in Switzerland, a country characterized by a well-established and well-functioning vocational education and system, based on a survey of adults' perception of the social prestige of occupations requiring academic or vocational education. Using several dimensions of the skill content of occupations, we find that the sophistication of skills performed within occupations, whether manual or intellectual, clearly improves the social prestige of the occupations investigated. However, the negative or positive effect of the previous dimensions of the skill content of occupations is small to inexistent at lower levels of educational requirements and becomes stronger as occupations become more training intensive. The desirability of occupations requiring vocational education depends therefore less on the skill content of occupations than on the level of education that is required. [ABSTRACT FROM AUTHOR]

Published
2020
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13. Availability, Cost or Culture? Obstacles to Childcare Services for Low-Income Families

Author

ABRASSART, AURÉLIEN, BONOLI, GIULIANO, ABRASSART, AURÉLIEN, and BONOLI, GIULIANO

Abstract

Recent research has highlighted the existence of a social bias in the extent to which children have access to childcare. In general, children living in higher income households are more likely to be cared for in childcare centres. While the existence of a social bias in access to childcare services has been clearly demonstrated, we currently lack a clear explanation as to why this is the case. This paper uses a unique dataset based on survey data collected specifically to study patterns of childcare use in the Swiss canton of Vaud (N = 875). The paper exploits the variation in the way childcare is organised within the canton. Childcare is a municipal policy, as a result of which there are twenty-nine different systems in operation. Fees are progressive everywhere, but variation is substantial. Availability is also very different. This peculiar institutional setup provides an ideal situation to examine the determinants of childcare use by different income groups. Our findings suggest that differences in the fees charged to low-income households, as well as the degree of progressivity of the fee structure, are significant predictors of use, while availability seems to matter less

Published
2017

14. Cognitive Skills Matter: The Employment Disadvantage of Low-Educated Workers in Comparative Perspective

Author

Abrassart, Aurélien and Abrassart, Aurélien

Abstract

It is now a widely acknowledged fact that the low-educated workers are facing important risks of labour market exclusion in modern economies. However, possessing low levels of educational qualifications leads to very different situations from one country to another, as the cross-national variation in the unemployment rates of these workers attest. While conventional wisdom usually blames welfare states and the resulting rigidity of labour markets for the low employment opportunities of low-educated workers, empirical evidence tends to contradict this predominant view. Using microdata from the International Adult Literacy Survey that was conducted between 1994 and 1998, we examine the sources of the cross-national variation in the employment disadvantage of low-educated workers in 14 industrialized nations. In particular, we test the validity of the conventional theories concerning the supposedly harmful effect of labour market regulation against a new and promising hypothesis on the importance of cognitive skills for the employment opportunities of the low-educated workers. Our findings support the latter and suggest that the greater the cognitive gap between the low-educated workers and those with intermediate education, the lower the chances of being employed for the former relatively to their higher educated counterparts

Published
2017

15. Cognitive skills matter. The employment disadvantage of the low-educated in international comparison

Author

Abrassart, Aurélien and European Commission

Subjects
unemployment, international perspective, Cognitive skills, low-educated workers, labour market institutions
Abstract

It is now a widely acknowledged fact that the low-skilled are facing important risks of labour market exclusion in modern economies. However, possessing low levels of educational qualifications leads to very different situations from one country to another, as the cross-national variation in the unemployment rates of the low-skilled attest. While conventional wisdom usually blames welfare states and the resulting rigidity of labour markets for the low employment opportunities of low-skilled workers, empirical evidence tends to contradict this predominant view. Using microdata from the International Adult Literacy Survey that was conducted between 1994 and 1998, we examine the sources of the cross-national variation in the employment disadvantage of low-skilled workers in 14 industrialized nations. In particular, we test the validity of the conventional theories concerning the supposedly harmful effect of labour market regulation against a new and promising hypothesis on the importance of cognitive skills for the employment opportunities of the low-educated. Our findings support the latter and suggest that the employment disadvantage the low-educated experience relatively to medium-educated workers is mainly due to their deficit in the skills that have become so important for labour market success in the recent past, namely cognitive skills.

Published
2011

22. Availability, Cost or Culture? Obstacles to Childcare Services for Low-Income Families

Author

ABRASSART, AURÉLIEN, BONOLI, GIULIANO, ABRASSART, AURÉLIEN, and BONOLI, GIULIANO

Abstract

Recent research has highlighted the existence of a social bias in the extent to which children have access to childcare. In general, children living in higher income households are more likely to be cared for in childcare centres. While the existence of a social bias in access to childcare services has been clearly demonstrated, we currently lack a clear explanation as to why this is the case. This paper uses a unique dataset based on survey data collected specifically to study patterns of childcare use in the Swiss canton of Vaud (N = 875). The paper exploits the variation in the way childcare is organised within the canton. Childcare is a municipal policy, as a result of which there are twenty-nine different systems in operation. Fees are progressive everywhere, but variation is substantial. Availability is also very different. This peculiar institutional setup provides an ideal situation to examine the determinants of childcare use by different income groups. Our findings suggest that differences in the fees charged to low-income households, as well as the degree of progressivity of the fee structure, are significant predictors of use, while availability seems to matter less

23. Cognitive Skills Matter: The Employment Disadvantage of Low-Educated Workers in Comparative Perspective

Author

Abrassart, Aurélien and Abrassart, Aurélien

Abstract

It is now a widely acknowledged fact that the low-educated workers are facing important risks of labour market exclusion in modern economies. However, possessing low levels of educational qualifications leads to very different situations from one country to another, as the cross-national variation in the unemployment rates of these workers attest. While conventional wisdom usually blames welfare states and the resulting rigidity of labour markets for the low employment opportunities of low-educated workers, empirical evidence tends to contradict this predominant view. Using microdata from the International Adult Literacy Survey that was conducted between 1994 and 1998, we examine the sources of the cross-national variation in the employment disadvantage of low-educated workers in 14 industrialized nations. In particular, we test the validity of the conventional theories concerning the supposedly harmful effect of labour market regulation against a new and promising hypothesis on the importance of cognitive skills for the employment opportunities of the low-educated workers. Our findings support the latter and suggest that the greater the cognitive gap between the low-educated workers and those with intermediate education, the lower the chances of being employed for the former relatively to their higher educated counterparts

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