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Münster ; New York : Waxmann 2022, 288 S., Im IQB-Bildungstrend 2021 wird über die Ergebnisse der dritten Studie des Instituts zur Qualitätsentwicklung im Bildungswesen (IQB) im Primarbereich berichtet. Untersucht werden Kompetenzen von Schüler:innen der 4. Jahrgangsstufe in den Fächern Deutsch und Mathematik, die im Jahr 2021 erfasst wurden. Neben der Bestandsaufnahme für das Jahr 2021 liegt der Fokus auf Trendanalysen, die zeigen, inwieweit sich das von Viertklässler:innen erreichte Kompetenzniveau in den untersuchten Fächern im Vergleich zu den Erhebungen der Jahre 2011 und 2016 verändert hat. Die Grundlage bilden die für alle Länder verbindlichen Bildungsstandards der Kultusministerkonferenz, die fächerspezifisch festlegen, welche Kompetenzen Schüler:innen bis zu einem bestimmten Punkt in ihrer Schullaufbahn entwickelt haben sollen. Zusätzlich zu den von Viertklässler:innen in den Ländern erreichten Kompetenzen werden in diesem Bericht auch geschlechtsbezogene, soziale und zuwanderungsbezogene Disparitäten analysiert und ebenfalls überprüft, inwieweit sich diese im Vergleich zu den Jahren 2011 und 2016 verändert haben. Ergänzend werden Befunde zu motivationalen Merkmalen der Schüler:innen und zu Deutsch- und Mathematiklehrkräften berichtet. In verschiedenen Auswertungen wird auch den Herausforderungen Rechnung getragen, die mit dem Schulbetrieb unter Pandemiebedingungen seit dem Jahr 2020 verbunden waren. Die Erhebung für den IQB-Bildungstrend 2021, an der eine repräsentative Stichprobe von fast 27 000 Schüler:innen teilnahm, fand an insgesamt 1464 Schulen in allen 16 Ländern in der Bundesrepublik Deutschland statt. (DIPF/Orig.)

"„Studium oder Ausbildung?“ – vor der Frage stehen nicht nur betroffene Jugendliche, sie wird auch vielfach in Politik und Presse diskutiert. Gleichzeitig wird das Thema Fachkräftemangel immer präsenter. Abiturientinnen und Abiturienten etwa entscheiden sich, neben anderen Gründen, häufig aufgrund potenzieller Verdienstmöglichkeiten für ein Studium und gegen eine Ausbildung. Bei der Berechnung der Brutto-Lebensentgelte für Vollzeitbeschäftige betrachtet der Autor neben der formalen Qualifikation der Beschäftigten auch das Anforderungsniveau des ausgeübten Berufs. Die Untersuchungsergebnisse zeigen: Zwar gilt im Durchschnitt, dass mit einem Studium das höchste Brutto-Lebensentgelt erzielt wird, das ist jedoch nicht immer der Fall." (Autorenreferat, IAB-Doku), IAB-Kurzbericht

This study draws on international and national survey data, administrative data, 31 interviews with 35 policy stakeholders and input from a consultation with stakeholders to document commonalities and differences between the education systems in Ireland and Northern Ireland. Remarkably, it is the first study to systematically compare the systems from primary to tertiary levels and it is hoped that the findings will provide insights for future policy learning in both jurisdictions. The study is timely given the independent review of education being conducted in Northern Ireland and ongoing reviews, especially at primary and upper secondary levels, in Ireland.

I study the effects of the Future to Discover Project, a randomized experiment in which Canadian high school students were either invited to participate in career planning workshops or were made eligible for an $8,000 college grant. By matching the experimental data to post-secondary institution records and income tax files, I am able to examine the effects of the interventions on college enrollment, graduation, and earnings in adulthood. I show that the career education intervention greatly improved students' outcomes in the long run by improving academic matching. In contrast, the college grant had no long-term monetary benefits despite increasing college enrollment, which is consistent with classical models of human capital investment in the absence of credit constraints. My findings suggest that informational frictions and behavioral obstacles-rather than financial constraints-represent the primary barrier to four-year college enrollment faced by low-income students. And that they explain a large part of the gap in four-year college enrollment between high- and low-income students.

The article starts with the serious question of why educational reforms do not lead to better learning. Although access to education has increased remarkably, the quality of education can be very low. The reality is that by 2030 there will be 800 million young people who do not have basic skills in reading and math. The answers will be sought from the concept of the educational ecosystem and how different subsystems, such as curriculum system, evaluation systems, teacher education policy, and the labour market, should be interconnected, and the systemic changes supported by all these subsystems. The basic conditions are that different actors and stakeholders work in collaboration, there are active interactions within and between different subsystems for supporting both equity and quality in education. Educational reforms are complex processes and need diverse partners and governance in which trust is present. The article also provides a brief case description in Finnish contexts of how educational reforms have been implemented in the frame of the ecosystem concept. In the end, the article summarises how educational ecosystems could help in overcoming global learning crises.

In England, school closures due to the COVID-19 pandemic represented a sudden but relatively long-lasting shock to children's education. During the first lockdown, schools were closed to all but the most vulnerable children and those with key worker parents from 23 March to the end of May; theybegan to reopen in June and July, but some children remained out of the classroom until September. In this paper, we follow a panel of children between April/May and June/July 2020 to document how home learning experiences changed over the course of the first lockdown, and how these changes were influenced by the partial and voluntary return to school over this period. We find little evidence that children adapted to home learning over the course of the lockdown; instead, learning time fell among those who were not offered the chance to return to school. Pupils who returned to school saw their learning time rise substantially, even conditional on observable and unobservable characteristics. However, while the opportunity to return to in-person schoolingat least part-time was relatively evenly distributed, better-off parents were around 50% more likely to send their children back to school when given the choice. Since better-off students also increased their learning time by more when they returned to school, our results suggest that substantial targeted support will be needed to help disadvantaged pupils catch up, even after all children are back in the classroom.

Wohin führt ein Studium? Wie mobil sind Absolvent*innen? Welche Kompetenzen haben sie? Wie hoch ist ihre Affinität zur Forschung? Sind Bachelorabsolvent*innen am Arbeitsmarkt erfolgreich? Was sind nicht-traditionelle Studienformate? Wie heterogen sind ihre Absolvent*innen? Wer geht nach Abschluss in ein weiteres Studium oder in den Arbeitsmarkt über? Wer verdient gut? Dies sind nur einige der Fragen, die in diesem Band aufgegriffen werden. Die Datenbasis des bundesweiten Absolventenpanels 2017 (ap2017) wurde durch die Kooperation mehrerer Forschungsinstitute ermöglicht. Die zahlreichen Ergebnisse des gemeinsamen Projekts werden in diesem Band vorgelegt. (DIPF/Orig.)

The article starts with the serious question of why educational reforms do not lead to better learning. Although access to education has increased remarkably, the quality of education can be very low. The reality is that by 2030 there will be 800 million young people who do not have basic skills in reading and math. The answers will be sought from the concept of the educational ecosystem and how different subsystems, such as curriculum system, evaluation systems, teacher education policy, and the labour market, should be interconnected, and the systemic changes supported by all these subsystems. The basic conditions are that different actors and stakeholders work in collaboration, there are active interactions within and between different subsystems for supporting both equity and quality in education. Educational reforms are complex processes and need diverse partners and governance in which trust is present. The article also provides a brief case description in Finnish contexts of how educational reforms have been implemented in the frame of the ecosystem concept. In the end, the article summarises how educational ecosystems could help in overcoming global learning crises. (DIPF/Orig.)

Wohin führt ein Studium? Wie mobil sind Absolvent*innen? Welche Kompetenzen haben sie? Wie hoch ist ihre Affinität zur Forschung? Sind Bachelorabsolvent*innen am Arbeitsmarkt erfolgreich? Was sind nicht-traditionelle Studienformate? Wie heterogen sind ihre Absolvent*innen? Wer geht nach Abschluss in ein weiteres Studium oder in den Arbeitsmarkt über? Wer verdient gut? Dies sind nur einige der Fragen, die in diesem Band aufgegriffen werden. Die Datenbasis des bundesweiten Absolventenpanels 2017 (ap2017) wurde durch die Kooperation mehrerer Forschungsinstitute ermöglicht. Die zahlreichen Ergebnisse des gemeinsamen Projekts werden in diesem Band vorgelegt. (DIPF/Orig.)

For several decades, a major aim of educational policy in the UK has been to improve outcomes for children born into more disadvantaged circumstances. Improving access to higher education for disadvantaged students has been a key element in achieving this. There is little evidence investigating how returns to higher education vary by socio-economic background and ethnicity. This research uses the Longitudinal Education Outcomes (LEO) dataset to compare the age 30 and lifetime earnings of individuals that do and do not attend higher education across socio-economic and ethnic groups. The LEO data set links school records, university records and tax records for everyone who took GCSEs in England since 2002. Using these data, returns up to age 30 were estimated. The research also explores differences in: participation; institution; and subject choice.

Inequality of educational opportunities (IEO) is a recurring topic in both public debate and academic research. This book contributes to the contemporary discussion on IEO with a focus on individual trajectories over the life course. It provides empirical evidence on the magnitude and the mechanisms of IEO in Colombia, a country with extreme, persistent levels of social inequality. Using national administrative databases, the author examines the effect of social origin on academic and labor market outcomes among university graduates. Drawing on a comprehensive theoretical approach to stratification and higher education, this volume discusses how the interaction between family background and segmentation of educational institutions might influence individuals’ outcomes. As such, it will appeal to scholars, policy makers, and practitioners with interests in education, social inequality, social policy, higher education research, and international/comparative education.

Even though social class is at least as predictive of educational achievement as ethnicity in virtually all developed countries, experimental research on discrimination in education has overwhelmingly focused on the latter. We investigate both ethnic discrimination and social class discrimination by elementary school teachers in Germany. We conceptualize discrimination as causal effects of signals and use directed acyclic graphs (DAGs) to disentangle ethnic from social class discrimination. In our experiment, we asked randomly sampled elementary school teachers who teach immigrants to evaluate an essay written by a fourth-grader. Employing a 2x2x3 factorial design, we varied essay quality, child's gender, and ethnic and socioeconomic background using names as stimuli. We do not find evidence for discrimination in grading. However, our findings for teachers’ expectations of children's future performance suggest a discriminatory bias along the lines of both ethnicity and social class. The effect is conditional on essay quality---it only holds true for the better essay. We interpret our findings as evidence for models that highlight situational moderators such as the richness of information and ambiguity---e.g., statistical discrimination---but as evidence against simpler models of ingroup-favoritism or outgroup derogation, e.g., social identity theory or taste discrimination.

Going to university is a very good investment for most students. Over their working lives, men will be £130,000 better off on average by going to university after taxes, student loan repayments and foregone earnings are taken into account. For women, this figure is £100,000. (These and other numbers are in "discounted present value" terms, which means counting earnings later in life less than those earned earlier on. Without discounting, returns look much bigger.) However, these average returns mask large differences across individuals. So while about 80% of students are likely to gain financially from attending university, we estimate that one in five students - or about 70,000 every year - would actually have been better off financially had they not gone to university. At the other end of the spectrum, the 10% of graduates with the highest returns will on average gain around half a million pounds in discounted present value terms. Much of this variation is explained by the subject studied at university: students of medicine and law, for example, achieve very high returns on average, while few of those studying creative arts will gain financially from their degrees at all. These are among the findings of new work at the Institute for Fiscal Studies (IFS) commissioned by the Department for Education that investigates the lifetime returns to undergraduate degrees using the Longitudinal Education Outcomes (LEO) dataset. We control for students' prior attainment and family background to estimate the causal effect of going to university on earnings and employment.

Context: Vocational training is viewed as a significant tool that increases employment outcomes and provides potential career advancement opportunities for individuals. Many countries are witnessing a shift from supply-driven to demand-driven approaches. The demand-driven approach in vocational training is often explored at the macro level and is associated with the perspectives of employers and labour markets. In contrast, this article explores the demand-driven approach at the micro level by focusing on the perspectives of individual learners within the context of their localities in order to position them at the centre of the skill development process.Methods: This study used a qualitative exploratory research method and a mixture of focus group and face-to-face semi-structured interviews to obtain data to identify the practical problems that arise in real life contexts when attempts are made to prioritise vocational training demands in line with the needs of all the stakeholders. Based on the demand from the targeted learners, a competency-based vocational training course especially for women was designed, tested and evaluated in selected villages.Findings: The results show clearly that the demands of the rural population varied, and their participation in the training course was highly influenced by access to a training centre, the duration of the training, economic returns and socio-cultural factors. The demand-driven approach works best in vocational training when it involves the relevant stakeholders and the target groups in the planning and designing process.Conclusion: The findings illustrate that demand-driven approach should be context specific, responsive to individuals’/learners’ demands, relevant and flexible.

Why has the college wage premium risen rapidly in the United States since the 1980s, but not in European economies such as Germany? We argue that differences in employment protection can account for much of the gap. We develop a model in which firms and workers make relationship-specific investments in skill accumulation. The incentive to invest is stronger when employment protection creates an expectation of long-lasting matches. We argue that changes in the economic environment have reduced relationship-specific investment for less-educated workers in the United States, but not for better-protected workers in Germany.

Bildung auf einen Blick informiert über die Leistungsfähigkeit der Bildungssysteme in den 37 OECD-Mitgliedsländern sowie in einer Reihe von Partnerländern. Für das diesjährige Schwerpunktthema berufliche Bildung wurden unter anderem die Teilnahme an beruflicher Bildung und die Investitionen in diesem Bereich untersucht. Zwei neue Indikatoren runden die Analyse ab. Die Studie ist in die folgenden Kapitel gegliedert: Bildungsergebnisse und Bildungserträge, Bildungszugang, -beteiligung und Bildungsverlauf, Finanzierung, Lehrkräfte, Lernumfeld und Organisation des Schulwesens. Ein Kapitel widmet sich darüber hinaus dem vierten Ziel der Agenda 2030 für nachhaltige Entwicklung. Darin werden die Qualität von Bildung im Sekundarbereich II und die Teilnahme daran untersucht. Insgesamt liefern mehr als 100 Grafiken und Tabellen aktuelle Informationen zur Struktur und Leistungsfähigkeit der Bildungssysteme im internationalen Vergleich. Die präsentierten Daten umfassen den gesamten Bildungsverlauf, von Kindergarten über Schule bis hin zu Hochschule und Weiterbildung. Die von der OECD entwickelten Bildungsindikatoren machen die Daten vergleichbar.

In der 8. Ausgabe präsentiert der indikatorenbasierte Bericht Daten und Analysen zum deutschen Bildungssystem für Bildungspolitik, Bildungsplanung und Öffentlichkeit. Schwerpunktthema der Langzeitsystemstudie ist Bildung in einer digitalisierten Welt. Die Bestandsaufnahme zum deutschen Bildungswesen betrachtet Bildungsvoraussetzungen, Bildungswege und Bildungsergebnisse von Kindern, Jugendlichen und Erwachsenen auf der Grundlage von Daten der Bildungsinstitutionen, der Bildungsteilnehmerinnen und -teilnehmer sowie weiteren Kontextinformationen von Bildung. Der Bericht bietet einen Gesamtblick auf alle Bildungsbereiche, von der frühen Bildung im Kleinkindalter bis zur Weiterbildung im Erwachsenenalter. Die kontinuierliche, datengestützte Beobachtung und Analyse liefert damit Informationen zu Trends im Bildungswesen für Bildungspolitik, Bildungsverwaltung und -praxis ebenso wie für Wissenschaft und Öffentlichkeit.

Every since the enactment of the No Child Left Behind Act (2001) in the United States, achievement gains resulting from afterschool participation have been of particular interest. However, findings have been inconsistent. The challenge for researchers is partly due to the wide variation of program goals, difficulty in obtaining valid control groups, difficulty in obtaining clean records of data, the high transience rates of the students, and in particular, the failure to ifferentiate among the dosage students receive and the inherent potential of selection bias in the afterschool population. This study draw on a large dataset and allows for the analysis of effects over the course of several years. Using LA's BEST afterschool program as an example, this study employed advanced methodology to reduce selection bias in examining the relations between afterschool program participation and academic achievement. Keywords: afterschool program, participation, academic achievement, selection bias, LA's BEST ----- Bibliography: Huang, Denise/Leon, Seth/La Torre, Deborah: Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement, IJREE, Vol. 5, Issue 1-2017, pp. 5-25. https://doi.org/10.3224/ijree.v5i1.01

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings. (DIPF/Orig.)

Der Aufsatz entwickelt ein theoretisches Modell zur Erkl��rung des Grades an Elitisierung von Bildungssystemen und pr��ft quantitative Indikatoren dieser Gr����e. Im idealtypischen Vergleich zeigt sich, dass im Zusammenspiel der Mechanismen Anwahl, Auswahl, Distinktion und Koh��renz dem Mechanismus Auswahl die gr����te Bedeutung zukommt. W��hrend in den letzten Jahrzehnten in den USA und China durch Valorisierungen Elitisierungen im Bildungssystem gest��rkt wurden, gibt es in Deutschland durch Verrechtlichung nach wie vor st��rker horizontalisierte Spitzenbereiche. Bei der quantitativen Messung des Grades der Elitisierung in Deutschland und Frankreich erweist sich die Verwendung des Gini-Index als weniger aussagekr��ftig als relationale Rangreihenma��e wie Dezilvergleiche, da z. B. sich erst im obersten Dezil der Bildungseinrichtungen st��rkere Unterschiede der Ungleichheit in Frankreich als in Deutschland zeigen. (DIPF/Orig.), Currently, comparison between countries on the importance of separate elite education is rare and mainly qualitative and descriptive. The aim of the paper is to present an analytical model of elite formation and to suggest indicators to measure it. The empirical material used is on the one hand a cross-comparison of mechanisms of elite formation in different levels of education systems (preschool, elementary, secondary school, higher education), on the other hand a longitudinal quantitative analysis of elite formation in higher education in Germany and France. In a parsimonious analytical model, the degree of eliteness is set by mechanisms of a) choosing an educational Institution; b) organisational formation of profiles; c) selecting a group of students and d) forming cohesive groups of students. Comparing the mechanisms reveals that the institutionalised form of selection is by far the most essential stratifying mechanism. State-authorised publicised indicators (of choice, selection and profile) valorise procedures of single educational institutions to proceedings of education systems. New forms of quantitative measurement of eliteness in education systems (e. g. Gini coefficient) are tested in the comparison of Germany and France. It is shown that elite stratification in France concentrates high achievers more vertically in organisations than in Germany. The results demonstrate that new models explaining and measuring inequality of separating the top decile in education systems add to our knowledge on stratification processes of societies. (DIPF/Orig.)

Science education as a part of STEM education is becoming important not only for the future success of the individual but also for the economic development of the nation. This study explores the global pattern of extended education and its impact on learning outcomes in the area of science. First, the study found substantial national differences in access to afterschool science programs. Children and youth in developing countries generally lack opportunities to learn science after school, which was found to predict PISA 2015 science achievement in this study. The study suggests that inequality in extended education among countries requires urgent attention, as does inequality within countries. Second, the study found a negative relationship between additional study time for science and PISA science performance at the national level. Regarding this finding, it is speculated that the content of learning during additional study time differs from that of higher-order learning experiences measured by the PISA science test. The result may also be explained by the argument that the purpose of additional afterschool study is usually remedial lessons and/or test preparation. This cross-national research will provide insights to policy makers who intend to find global patterns in extended education, develop policy direction at the global level, and offer advice to national governments. Keywords: extended education, PISA 2015, afterschool science program, additional study time ----- Bibliography: Bae, Sang Hoon/Park, Hyowon/Kwak, Eun Ju/Cho, Eunwon/Jung, Hyeonseok: Global Pattern of Extended Education and Its Impact on Educational Outcomes: The Case of Science Education, IJREE – International Journal for Research on Extended Education, Vol. 7, Issue 1-2019, pp. 86-106. https://doi.org/10.3224/ijree.v7i1.07

Erziehungswissenschaft 30 (2019) 59, S. 45-53, Bildungschancen sind oft ungleich verteilt, Anforderungen an pädagogische Fachkräfte und das Bildungssystem steigen, Bildungsreformen benötigen Zeit. Aber wie können die Potenziale von Bildung und für Bildung besser nutzbar gemacht werden? Dieser Frage geht der Leibniz-Forschungsverbund Bildungspotenziale (Leibniz Education Research Network – LERN; www.leibniz-bildung.de) nach. (DIPF/Orig.)

Die Studie berichtet über den Status quo der Bildungssysteme der 35 OECD-Länder sowie einiger Partnerländer. Mehr als 100 Abbildungen und Tabellen bieten aktuelle Informationen zur Struktur und Leistungsfähigkeit der Bildungssysteme. Die Informationen sind in Kapiteln zu Bildungsergebnissen und Bildungserträgen, Bildungszugang, -beteiligung und Bildungsverlauf, Finanzierung sowie zu Lehrkräften, Lernumfeld und Organisation des Schulwesens geordnet. 2018 liegt der Schwerpunkt der Studie auf dem Thema Chancengerechtigkeit. Dabei konzentrieren sich die Analysen auf den Einfluss von Geschlecht und Bildungsstand der Eltern, Migrationshintergrund und Bildungsstandort, auf den Bildungsverlauf sowie auf Lern- und Arbeitsmarktergebnisse. Neu erhoben wurden Daten zur Chancengerechtigkeit beim Eintritt in den Tertiärbereich und zu Entscheidungsebenen im Bildungswesen, Daten zu Wiederholern im Sekundarbereich I und II sowie Trenddaten zu Ausgaben für frühkindliche Bildung, Betreuung und Erziehung.

It has been argued that a factor behind the decline in income inequality in Latin America in the 2000s was the educational upgrading of its labor force. Between 1990 and 2010, the proportion of the labor force in the region with at least secondary education increased from 40 to 60 percent. Concurrently, returns to secondary education completion fell throughout the past two decades, while the 2000s saw a reversal in the increase in the returns to tertiary education experienced in the 1990s. This paper studies the evolution of wage differentials and the trends in the supply of workers by educational level for 16 Latin American countries between 1990 and 2000. The analysis estimates the relative contribution of supply and demand factors behind recent trends in skill premia for tertiary and secondary educated workers. Supplyside factors seem to have limited explanatory power relative to demandside factors, and are only relevant to explain part of the fall in wage premia for highschool graduates. Although there is significant heterogeneity in individual country experiences, on average the trend reversal in labor demand in the 2000s can be partially attributed to the recent boom in commodity prices that could favor the unskilled (nontertiary educated) workforce, although employment patterns by sector suggest that other withinsector forces are also at play, such as technological diffusion or skill mismatches that may reduce the labor productivity of highlyeducated workers.

We consider identification and estimation of nonseparable sample selection models with censored selection rules. We employ a control function approach and discuss different objects of interest based on (1) local effects conditional on the control function, and (2) global effects obtained from integration over ranges of values of the control function. We provide conditions under which these objects are appropriate for the total population. We also present results regarding the estimation of counterfactual distributions. We derive conditions for identification for these different objects and suggest strategies for estimation. We also provide the associated asymptotic theory. These strategies are illustrated in an empirical investigation of the determinants of female wages and wage growth in the United Kingdom.

In this study, I am going to present a fragment of the research concerning large families in Poland. I analyse the relation between shaping the educational failures and successes of the students having their origin in the large families and the support they get from their parents in the numerous families. The analysis shall be made based on the comparison of the character of the relationships inside the families in the study case of the students in the lower secondary school who come from different backgrounds. This article shall constitute the description of the results of the survey research conducted in two schools (lower secondary schools) in the group of over 150 students. The family relationships, communication character between parents - children are going to be analysed according to the place of living (village, city) and number of children in a family (large and small families).

F Bildung und Beruf F.I Einführung und Resümee (Britta Matthes und Michael Stops) F.II Entwicklung des Bildungsniveaus (Silke Anger und Alexander Patzina) F.III Bildungserträge (Heiko Stüber) F.IV Übergang von der Schule in die Ausbildung (Sandra Dummert und Barbara Schwengler) F.V Übergang von der Ausbildung in den Beruf (Holger Seibert) VI Ausgleichsprozesse auf beruflichen Teilarbeitsmärkten (Michael Stops) F.VII Formale Überqualifizierung (Basha Vicari und Malte Reichelt) F.VIII Die Bedeutung von Persönlichkeitseigenschaften für den individuellen Arbeitsmarkterfolg (Silke Anger, Marie-Christine Laible und Gerrit Müller) F.IX Karriere in typischen Männer- und Frauenberufen (Basha Vicari und Britta Matthes) Literatur zu Kapitel F

Indicators for quality of schooling are not only relatively new in the world but also unavailable for a sizable share of the world’s population. In their absence, some proxy measures have been devised. One simple but powerful idea has been to use the schooling premium for migrant workers in the U.S. (Bratsberg and Terrell 2002). In this paper we extend this idea and compute measures for the schooling premium of immigrant workers in the U.S over a span of five decades. Focusing on those who graduated from either secondary or tertiary education in Latin American countries, we present comparative estimates of the evolution of such premia for both schooling levels. The results show that the schooling premia in Latin America have been steadily low throughout the whole period of analysis. The results stand after controlling for selective migration in different ways. This contradicts the popular belief in policy circles that the education quality of the region has deteriorated in recent years. In contrast, schooling premium in India shows an impressive improvement in recent decades, especially at the tertiary level. Los indicadores de la calidad de la escolaridad no solo son relativamente nuevos en el mundo, sino que tampoco están disponibles para una proporción considerable de la población mundial. En su ausencia, se han ideado algunas medidas proxy. Una idea simple, pero poderosa, ha sido la de utilizar los premios a la escolaridad - entendidos como el ingreso adicional que los trabajadores son capaces de generar por cada año adicional de estudios - para los trabajadores migrantes en los Estados Unidos (Bratsberg y Terrell 2002). En este trabajo, los autores amplían esta idea y calculan medidas para los premios a la escolaridad de trabajadores inmigrantes en los Estados Unidos a lo largo de cinco décadas. Enfocándose en los egresados de la educación secundaria o terciaria en países de América Latina, los investigadores presentan estimaciones comparativas de la evolución de tales premios para ambos niveles de escolaridad. Los hallazgos muestran que los premios a la escolaridad en América Latina han sido constantemente bajos durante todo el periodo de análisis. Los resultados se mantienen luego de controlar la migración selectiva de distintas maneras. Esto contradice la creencia popular en los círculos de política de que la calidad de la educación de la región se ha deteriorado en los años recientes. Por el contrario, los premios a la escolaridad en la India muestran una mejora impresionante en las últimas décadas, en especial en el nivel terciario.

Inhalt: Einführung und Resümee; Entwicklung des Bildungsniveaus; Bildungserträge; Übergang von der Schule in die Ausbildung; Übergang von der Ausbildung in den Beruf; Ausgleichsprozesse auf beruflichen Teilarbeitsmärkten; Formale Überqualifizierung; Die Bedeutung von Persönlichkeitseigenschaften für den individuellen Arbeitsmarkterfolg; Karriere in typischen Männer- und Frauenberufen.

Die Zahl der Abiturienten mit der Abschluss-Traumnote 1,0 steigt seit Jahren. Wir nutzen neuartige Daten auf der Ebene einzelner Schulen in Sachsen und untersuchen, ob Urbanität, Schulträgerschaft sowie Wettbewerbsaspekte diese Zunahme erklären können. Wir finden hierbei weder Unterschiede zwischen Stadt und Land, noch zwischen öffentlichen und privaten Schulen. Allerdings ist in Schulen mit höherem Wettbewerbsdruck, gemessen an der räumlichen Entfernung zur nächstgelegenen Schule, der Anteil von Absolventen mit 1,0-Abschluss in den vergangenen Jahren stärker angestiegen. Den generellen Trend zu exzellenten Schulabschlüssen können wir hierdurch jedoch nicht erklären.