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The article focuses on the impact of neoliberalism and managerialism on academia, drawing from the authors' experiences at De Montfort University. Topics include the decline of the academic profession's autonomy, the collaboration between neoliberal managerialism and anti-intellectualism, and the need to resist and explore alternative approaches to academic labor in the face of these challenges.

The article attempts to show the problem of the differentiation of the risk of poverty among people working in the European labour market. Based on Eurostat research (the EU-SILC survey), the text presents the dynamics of changes in the phenomenon of in-work poverty in individual EU countries in 2006-2019. A particularly significant increase in this unfavourable phenomenon in 2006-2019 was observed in Bulgaria, Germany, Hungary, Malta and the Netherlands. A clear decrease of the share of people at risk of poverty among the employed was recorded in Finland, Serbia, Poland, Latvia and Ireland. The analysis of the regression models allows us to predict that in Poland, in the coming years, impoverishment of working people will decrease. The article presents the factors that have a key impact on the problem of impoverishment of the economically active. The analysis of the empirical material showed that the factors significantly influencing the level of pauperisation of working people are low level of education, flexible work, part-time work, young age, low work experience and living in multiperson households. [ABSTRACT FROM AUTHOR]

Copyright of Ayer: Revista de Historia Contemporánea is the property of Asociacion de Historia Contemporanea 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.)

Uncertainty and insecurity in the labour market for young women have increased dramatically. Globally, notions of 'precariousness', 'flexibility' and 'gig working' have grown and the idea of secure permanent work and 'career building' is seen as a thing of the past. Simultaneously, and not unconnected, we have also seen the 'massification' of higher education where more young women than ever are entering university aiming to improve their situation in the labour market. But how, in these uncertain times, are they imagining their futures? What is influencing their planning and what are their motivations? These questions were explored with a diverse group of young women (n = 26) who were third-year students at a university in Aotearoa New Zealand. The analysis of their interviews draws on the work of Pierre Bourdieu and findings highlight the need to recognise the important relationships between their past, the present and their imagined futures. [ABSTRACT FROM AUTHOR]

The increasingly complex relationship between educational qualifications and employment is an integral, yet little-explored dimension of the labour market developments that have come to be referred to as the 'gig economy'. This article explores the changing meaning and relevance of education through an analysis of young people's employment outcomes in terms of employment status, having a job in their field of study and job satisfaction. It shows that while higher levels of education do provide some protection from unemployment, the relationship is murky. A relatively large proportion of highly educated young adults are experiencing underemployment and precarious work. Young women are less engaged in the labour market. Furthermore, those with secure jobs do not necessarily find them meaningful and those with meaningful jobs are not necessarily in secure employment. For many young people, using their educational qualifications to find security in work is a bit like 'chasing rainbows'. [ABSTRACT FROM AUTHOR]

Much research has investigated how young women with tertiary education fare in contemporary labour markets and pointed to persistent gender inequalities. However, very little is known about how young women who leave school early fare in the present climate. In this article we shed light on the challenges facing these women in the 'new work order'. Drawing on quantitative and qualitative methods, we investigate how young Australian women who have left school before completing upper secondary education fare, and how they make choices regarding education and work as they envision their futures. Our analyses reveal a perceived and real tension between education and 'real' experience in the labour market. This leaves young women without upper secondary qualifications in a difficult position when making decisions about their futures. [ABSTRACT FROM AUTHOR]

This article analyzes the Congress of Industrial Organizations' Political Action Committee (CIO‐PAC) as a case study of effective labor education. Papers from the collection of CIO‐PAC Southeastern Editorial Director Stetson Kennedy, including work by Kennedy and other CIO‐PAC writers, exemplifies the teaching of civic literacy, a notion given insufficient scholarly attention in labor studies. Civic literacy, defined as "the knowledge, agency, and actions of engaged citizens," exhibits six characteristics answering the journalists' questions—that is, who, what, where, when, why, and how workers practice civic literacy. By analyzing archival materials and applying notions of the public sphere, this new theory of civic literacy provides a deeper understanding of the CIO‐PAC education model's success. CIO‐PAC writers taught workers and wider publics about voting rights, voting restrictions, candidates, and policy issues during the run‐up to the 1944 election. The author concludes by offering ways in which the CIO‐PAC's 1944 model might inform civic discourse in the current U.S. political public sphere. [ABSTRACT FROM AUTHOR]

Colleges and universities face pressures from multiple stakeholders to attend to the labor market success of their graduates. In this article, we argue that it is in the best interests of sociology students and the discipline that sociology programs respond proactively to these pressures. We encourage sociology programs to design curricula that develop student skills in critical sociological thinking as well as explicitly connect skills to career-related interests. After reviewing research on what employers expect, what students want to learn, and sociology graduates' first labor market experiences, we offer suggestions about how programs can respond to the requests for accountability for employment outcomes without substantially revising the traditional undergraduate sociology curriculum or expending excessive amounts of faculty time on new initiatives. We argue that integrating liberal learning and applied learning is the best way to serve students and the discipline. [ABSTRACT FROM AUTHOR]

Few studies have considered how labour activation programmes affect participants’ identity construction, particularly from a gender comparison perspective. Using qualitative data and recognition theories, this exploratory study of the Norwegian Qualification Program examined how gender may affect labour activation recipients’ identity construction and sense of social value. The findings suggest that women experience labour activation as an enabling process, facilitating an enhanced sense of social value and status. In contrast, men experience either no such change or a diminution of their sense of worth and status. The study shows how cultural values regarding gender, work and employment are embedded in social work practice and activation policy implementation. Underscoring how activation may be intertwined in such cultural values and norms, the study calls for further research to understand these processes, as they may affect outcomes in labour activation policy. [ABSTRACT FROM AUTHOR]

This paper estimated the effects of education on labour supply inequality in the informal sector. For this purpose, it used quantile regression and data from the national institute of statistics of Cameroon. The results indicate that labour supply decreases with education in the informal sector. Indeed, the effects of education on the labour supply is as follows: primary education −0.054; lower secondary education −0.083; upper secondary education −0.18; and tertiary education −0.34; no level of education is the reference. It appears that, labour supply of unqualified employees of the informal sector in Cameroon is very high. For this reason, the government should promote transition from informal sector to formal sector by encouraging private sector to create more jobs for skilled workforce. The government could also use media to spread information on the benefits of formalization of employment. [ABSTRACT FROM AUTHOR]

Abstract: Recently much attention has been focused on whether the gender transformation of paid and unpaid work in society referred to as the gender revolution has hit a wall, or at least stalled. In this article, we discuss key trends in the gender division of labor across 13 developed countries over a 50‐year period. These trends show little decisive evidence for a stall but rather a continuing, if uneven, long‐term trend in the direction of greater gender equality. We set out a theoretical framework for understanding slow change in the division of unpaid work and care (lagged generational change). We argue that, through a long‐term view of the processes of change, this framework can help address why progress in the convergence in paid and unpaid work promised by the gender revolution has been so slow. [ABSTRACT FROM AUTHOR]

While the effect of education and experience on labour market outcomes has been widely studied, the literature that analyses the influence of human capital competencies (talents, skills, and capabilities) is still relatively scarce. Using cross-sectional data from the REFLEX Project, we investigate the effect of personal competencies (both cognitive and non-cognitive) on two labour market outcomes among European university graduates: occupational status and earnings. Our estimates suggest that individuals endowed with a higher level of competencies are more likely to occupy managerial and professional positions and, to a lesser extent, technician jobs. Additionally, they also receive higher wages, but the relation is only significant for men. When we distinguish competencies according to their cognitive or non-cognitive nature, we find that only the latter are significant in explaining occupational status. In contrast, cognitive competencies are more related with wages. As regards the role of specific competencies, our findings suggest that leadership is the most relevant competence for the occupational status of males, especially in managerial positions. In contrast, initiative and enterprise abilities seem to be the most relevant skills for women in such positions. Intelligence produces the highest rewards in terms of earnings among the male subsample, while none of the competencies exerts a significant impact on females’ wages. [ABSTRACT FROM AUTHOR]

Copyright of Istanbul Commerce University Journal of Social Sciences / İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi is the property of Istanbul Commerce University Journal of Social Sciences 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.)

In high-income countries, not completing secondary school often entails a high risk of social exclusion. Using data on young adults born in 1985 who grew up in metropolitan Sweden, we study factors associated with not graduating from upper-secondary school at age 21. Our hypothesis is that if a young person sees examples of people who are not able to earn a living despite having a long education, such negative examples are influential. Results from estimated logistic models are consistent with the hypothesis. [ABSTRACT FROM PUBLISHER]

This study investigates the effects of early smoking on educational attainment and labor market performance by using mixed ordered and mixed proportional hazard models. The results show that early smoking adversely affects educational attainment and initial labor market performance, but only for males. The probability to finish a scientific degree is 4%-point lower for an early smoker. The effect of early smoking on initial labor market performance is indirect through educational attainment. Once the indirect effect is controlled for there is no direct effect. Moreover, for males only, early smoking has a negative effect on current labor market performance even after conditioning on educational attainment. The probability to have an academic job is 4%-point lower for an early smoker. For females neither education nor labor market performance is affected by early smoking. [ABSTRACT FROM AUTHOR]

Upgrading skill formation has become an increasingly urgent task for societies facing the challenges of rapid technological change and globalization. However, reform of systems of vocational education and training (VET) poses severe challenges for aligning the interests of schools, firms, households, and governments, even in societies with relatively efficient markets for labor and education. Where market institutions are poorly developed, these challenges are particularly acute, resulting in endemic mismatches between the supply and demand of skill. Currently governments in many countries, including the United States, Russia, and China, are seeking to adopt elements of the German dual education model. The Russian federal government has undertaken several initiatives designed to upgrade VET by encouraging closer cooperation of vocational schools and firms at the regional level, including the adoption of dual education programs. This paper focuses on one such project: a 2013 pilot program administered by the Russian Agency for Strategic Initiatives, to foster the development of new models of dual education. The paper compares the 13 pilot regions with regions that submitted proposals but were not selected and with all other regions along multiple economic, social, demographic, and institutional dimensions. The findings suggest hypotheses about the conditions that enabled the pilot regions to take advantage of federal policies encouraging the adoption of dual education. More generally, the paper sheds light on institutional solutions to collective action dilemmas in skill formation in transitional and developing societies. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editors discuss various reports within the issue on topics including feminist examination of some dimensions of labor and their disappearance, the role of parental involvement in improving public schools, and the impact of moral violence on teaching.

Engaging in term-time employment appears to be becoming a common feature of contemporary UK student life. This study examined the ways in which a cohort of full-time non-traditional aged students negotiated paid employment whilst pursuing a full-time higher education course in Wales. Taking a qualitative approach to explore this further, semi-structured interviews were conducted with 14 non-traditional age students, and analysed using thematic analysis. Findings indicated that participants felt compromises had to be made in both academic and social spheres in order to accommodate conflicting time demands; there was a desire to maintain the quality of life experienced before entering university; and the impact of working and studying presented challenges for both their academic engagement and personal relationships. These findings will be discussed in relation to the extant literature, and debate around how higher educational institutions may seek to address and acknowledge these issues is considered. [ABSTRACT FROM AUTHOR]

PURPOSE THIS study is about analyzing labor markets scenario in developed and developing countries searching for both improved understanding and greater policy relevance. The purpose of this study is to provide an overview of those aspects of India and European nation, about labor market that are important for interpreting data on the trade strategies-employment relationship and to indicate how the countries covered in the project have fared with respect to growth of employment or reduce rate of unemployment, skill base education, current education system which is indirectly concerns with labor force and its market demand, as well as this study is focus on the one of the biggest issue such as child labor in current labor market trend. Design/Methodology/Approach: In the following sessions, the study focuses on challenges and development in labour market, which means different opportunities for economic growth and overall development of country. The methodological approach is mainly descriptive. The analysis will be based on relevant statistical data from secondary sources from national and international literature. Findings: Findings: This paper highlights the gaps in the labor market in Indian and European scenario. There are loopholes in terms of age gaps in working population, low skilled based jobs. The paper emphasizes these problems and addresses on these issues to narrow down the gaps. Research Limitations: The study is more descriptive in nature. The accuracy of the analysis is dependent upon the accuracy of the data reported by secondary information. Practical Implications: The study provides solutions to the issues cited in the paper. For instance, for categorization of labor market i.e. to narrow down this gap an ignition of the young youth is required in terms of increased exposure to technology and more quality -- based formal training and education as well as cognitive development. Originality/Value: This paper describes an own self --carried out independent researcher based analysis of labor market scenario in India and European context. The findings are own independent assessment of the researcher. [ABSTRACT FROM AUTHOR]

This text aims to present contributions of labor as an educational principle for the organization of educational work at school. We understand that the organization of educational work should be considered from dialectical relations between the school - as a privileged space for education - and the capitalist mode of production. Accordingly, we list considerations about the relationship between labor and education, which makes sense only if placed within the Marxist critique, namely: 1. The social division of labor expressed in the organization of pedagogical work and the maintenance of the society of classes; 2. The socialist educational proposal with regard to the integration between labor and instruction. In conclusion, we note that Marx's work can be understood as a reaction to human immobility in face of the capitalist society and of the division of labor into intellectual and manual. In view of the overcoming of the society of classes and the consequent social division of labor, said author stands for the socialization of knowledge to all men so that the working class can possess knowledge as well. Education is seen as an important constitutive element for the revolutionary process that would be undertaken by workers. [ABSTRACT FROM AUTHOR]

This article assesses the extent to which the impact of overeducation and overskilling on labour market outcomes such as earnings and job satisfaction relate to mismatches in particular competency areas. The analysis uses REFLEX data, which collects information about 19 key competence areas related to job performance. We find that the penalties to both forms of mismatch are insensitive to the inclusion of controls for overskilling in a wide range of job-specific competencies. The research suggests that the problem of mismatch relates to an inability to fully utilise general or innate ability as opposed to specific areas of acquired learning. We conclude that the problem of mismatch can only be effectively addressed by raising general levels of job quality within developed labour markets. [ABSTRACT FROM AUTHOR]

This article presents the results of a qualitative research which had as main objective the analysis of the population's perceptions regarding the transition process from school to the labour market. From the theoretical point of view, we will mainly resort to those theories and perspectives arguing that in the analysis of the transition from school to the labour market a relevant part is played by the understanding of the behaviour, attitudes and perceptions of the individuals involved in the process. From the empirical point of view, the analysis of the transition process from school to the labour market is based on the views and perceptions of 54 people, men and women, aged between 20 and 60 years of age, with different occupations and levels of education, who have been surveyed in the time period January 2015 to June 2015. [ABSTRACT FROM AUTHOR]

Background:The literature has shown that the way active labour market policies (ALMP) aimed at youth are designed and implemented can influence the labour and educational prospects of youngsters. The evaluation of the Catalan PQPIs (initial vocational qualification programmes) presented here seeks to provide new evidence on the effectiveness of ALMPs for a social, economic and geographical context – the south of Europe – in which such evaluations are scarce but particularly necessary, given current unemployment conditions. Purpose:This evaluation focuses on the impact of the PQPIs on participants’ labour and education outcomes during the period 2009–2013. Research questions are: Does participation in the PQPIs increase the probability of finding a job? What is the impact of the PQPIs on the probability of returning to formal education? Does the impact of the PQPIs vary according to characteristics of the participants, such as age and gender? Programme description:First launched in 2006, PQPIs target 16–25-year-olds who are unemployed and who left education without earning the certificate of compulsory secondary education (GESO). PQPIs have two objectives: (a) to increase the labour prospects of participants, and (b) to facilitate their re-engagement into formal education, either by completing the GESO or by enrolling in middle vocational courses (CFGM). PQPIs take one academic year to complete and they include vocational training, work internships and preparation for returning to formal education. Sample:Our evaluation focuses on the two main types of PQPI, the PQPI-FIAP and the PQPI-SBS. Our sample consists of all students who started any of these courses during the 2008–2009 academic year – 2401 participants in the PQPI-SBS and 1220 in the PQPI-FIAP. Both sets of students were observed from the beginning of their courses until April 2013. Design and methods:Using propensity score matching, we estimate the intention-to-treat and treatment-on-the-treated impact of PQPIs on participants’ labour and educational outcomes. For labour outcomes, we focus on the monthly labour force participation from the moment that the programmes started (October 2008) until April 2013. For educational outcomes, we analyse the accumulated percentages of GESO and CFGM enrolments and graduations from the time the programmes finished (June 2009) until September 2012. Results:Results show that both the PQPI-FIAP and the PQPI-SBS are ineffective in increasing the labour prospects of participants. In contrast, both the PQPI-FIAP and the PQPI-SBS are significantly effective in re-engaging youths in formal education, although such gains are not translated into a higher level of attainment in post-compulsory education. The positive educational impact identified is concentrated among 16–18-year-olds, while the effects are null or even negative for all other age ranges. Conclusions:First, the study demonstrates the shortcomings of ALMPs and school-to-work transition programmes in increasing the labour participation of their participants. Second, despite these shortcomings, PQPIs do function as a mechanism for re-engaging early school leavers back into formal education. Third, the educational effectiveness of programmes such as the PQPIs question the capacity of comprehensive schooling to prevent early school leaving, especially when comprehensiveness is implemented without any margin of flexibility. [ABSTRACT FROM PUBLISHER]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

The article deals with the impact of the partnership between corporations and schools on students and the public education system in the U.S. Topics discussed include the marketing aspect of corporate aid to school children, the means by which corporations have influenced schools, and the role of neoliberal economics in changing the way students participate in the labor market. The necessity of state interventions in this partnership is emphasized.

This introductory chapter develops the overall research focus and the aim of the present special issue 'Gender segregation in vocational education'. Against the backdrop of strong horizontal gender segregation in vocational education and training (VET), we ask how institutional arrangements affect gendered (self-)selection into VET, and to what extent the patterns of the latter vary by context and over time. In order to expand our knowledge about the impact of educational offers and policies on gendered educational pathways and gender segregation in the labour market, we have gathered comparative quantitative studies that analyse the relationship between national variations in the organization of VET and cross-national differences in educational and occupational gender segregation from an institutional perspective. Following a review of the core literature within the field of gender segregation in VET, this introduction presents a discussion of education system classifications and institutional level mechanisms based on the contributions made in this volume. We then discuss gendered educational choices at the individual level, with particular emphasis on variation across the life course. Finally, we conclude our introductory chapter by commenting on the main contributions of the volume as a whole, as well as addressing suggestions for further research. [ABSTRACT FROM AUTHOR]

This chapter seeks to provide insights into a hitherto neglected topic -- that of gender segregation among those who have taken part in vocational education and training (VET). In spite of a growing body of work on the link between educational and occupational segregation by gender, relatively little attention has been given to the specific role played by VET in facilitating gender-specific occupational segregation. Using the European Social Survey (ESS) for 20 European countries and comparable macro data from different European sources, the study examines the extent to which cross-national differences in the gender-typical or atypical occupational allocation of vocational graduates aged 20-34 can be attributed to VET-specific institutional differences. The findings are consistent with earlier research showing the protective role played by VET in reducing non-employment levels. The findings in relation to the gender-typing of work are somewhat surprising, as they indicate that VET system characteristics make relatively little difference to occupational outcomes among women, whether or not they have a VET qualification. Slightly stronger, but still modest, relationships are found between VET system characteristics and occupational outcomes for men. Male VET graduates are more likely to be in a male-typed job in systems with a higher proportion enrolled on vocational courses. In tracked systems, however, they also tend to be more likely to enter female-typed jobs. In systems where VET prepares people for a wider range of occupations, a VET qualification can act as a protective factor against non-employment, at least for men. [ABSTRACT FROM AUTHOR]

Gender-specific segregation of occupations has remained a typical characteristic of contemporary labour markets. From an individual perspective, (gender-)specific positioning in the labour market is the result of longer-term developments over the life course; these may be influenced by specific macro-level conditions. For example, education and training systems may differ in the information they provide for individual educational and occupational decisions and in the biographical consequences of these decisions. This chapter analyses the potential relevance of education and training systems for gender-specific occupational expectations at a comparatively young age. The empirical analyses use data from the Programme for International Student Assessment (PISA) 2000, 2003 and 2006 and from the European Labour Force Survey (ELFS), comparing occupational gender segregation in early individual expectations and in the labour force across 22 European countries. In a multilevel analysis, expectations are related to both individual-level predictors and characteristics of education and training systems. The results show that anticipated choices of gender-specific occupations are loosely related to characteristics of education and training systems. In particular, the degree of vocational enrolment seems to enforce the level of segregation. However, these associations are group-specific and rather small. Education and training systems also tend to have different consequences for the expectations of young women and young men. Gender segregation already exists at early biographical stages, but it is often modified by later adaptation and the selective behaviour of institutions and employers. [ABSTRACT FROM AUTHOR]

How do institutional settings and their embedded policy principles affect gender-typed enrolment in educational programmes? Based on gender-sensitive theories on career choice, we hypothesised that gender segregation in education is higher with a wider range of offers of vocational programmes. By analysing youth survey and panel data, we tested this assumption for Germany, Norway and Canada, three countries whose educational systems represent a different mix of academic, vocational and universalistic education principles. We found that vocational programmes are considerably more gender-segregated than are academic (e.g. university) programmes. Men, more so than women, can avoid gender-typed programmes by passing on to a university education. This in turn means that as long as their secondary school achievement does not allow for a higher education career, they have a higher likelihood of being allocated to male-typed programmes in the vocational education and training (VET) system. In addition, social background and the age at which students have to choose educational offers impact on the transition to gendered educational programmes. Overall, gender segregation in education is highest in Germany and the lowest in Canada. We interpret the differences between these countries with respect to the constellations of educational principles and policies in the respective countries. [ABSTRACT FROM AUTHOR]

There is much discussion in the U.S. about shrinking enrollments in geomatics and the impact of an insufficient workforce of trained professionals. A key reason for this problem is likely that many students are not aware of the possibility of the interesting dynamic careers in geomatics or other geospatial fields. Those that begin to learn about geomatics can be confused by the widespread, interdisciplinary options available within geomatics, and are perhaps unsure about where to obtain a degree and what career options are available. This paper will discuss the results of a questionnaire given to sophomore civil and construction engineering students on both their first and last days of a geospatial information and Geographic Information Systems (GIS) class; the intent of the questionnaire was to evaluate the effectiveness of the course in exciting students about pursuing additional geomatics education. The questionnaire analysis was not meant to be scientific, but was given solely to obtain a general feel of their interests, career focus, and overall technical skills relevant to geomatics. The questionnaire was used by the faculty to identify approaches to improve exposure to geomatics at the undergraduate level. Despite being enrolled in a GIS course, at the beginning of the course many were unaware of what GIS was and few could provide a descriptive definition of geomatics. At the conclusion of the course, students showed a measureable increase in interest in geomatics. [ABSTRACT FROM AUTHOR]

Education plays a central role in preparing individuals to enter the labour market, by offering them the opportunity to improve and increase their amount of knowledge, skills and abilities. Considering this aspect, the purpose of our study is to identify and analyse the relationship that exists between the educational stock, as a measure of the quality, quantity and availability of human resources, and the labour markets' outcomes in Romania. In order to reach this goal, we have conducted an analysis of the secondary data offered by the specialized literature. These secondary sources included various statistical yearbooks and reports, as well as different scientific researches. The results of our study show that, in Romania, the level of education is positively linked not only to the employment rate but also to the income level. [ABSTRACT FROM AUTHOR]

In this paper, the author explores the development of school staff who are employed to support pupils in the classroom, specifically the teaching assistant/higher level teaching assistant role. These roles have undergone considerable change following the introduction of Workforce Reform and Remodelling in English schools and the National Agreement. In practice, the introduction of this agreement into schools appears to have a powerful gendered aspect which limits choice and agency for individuals and prevents the development of a coherent workforce. I argue that the discourse of maternality within which the school support role has evolved supposes a level of self-sacrifice and conscientiousness which is gendered and conceals the exploitative nature of the role in terms of poor pay and career prospects. Furthermore, the growth of support staff in English schools to undertake roles previously assigned to teachers has had the effect of disaggregating and de-professionalising the teacher role and weakening the traditional job boundaries which defined the work of support staff. [ABSTRACT FROM PUBLISHER]

The article focuses on the Pombal education reforms impacting the education of Portuguese subjects in the 17th century. Topics discussed include educational theory and methodology involved in the reforms, the influence of enlightenment ideas of education, and the relationship between education and the professional world.

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Labor studies can play a unique role in today's increasingly corporatized higher education. [ABSTRACT FROM AUTHOR]

In this article, we evaluate the impact of social origin on the realisation of educational intentions at the time of becoming eligible for higher education in Germany. In general, we find high persistence of intentions and actual attendance of higher education. However, effects of parental education on the changes of educational intentions increase the existing social inequality with regard to higher education at the time of leaving secondary school. The group which is affected most are those young adults planning to study after vocational training-while the gap between different origin groups does not widen much during other stop-outs from education. This can be explained only partly by previous educational performance. The findings suggest that estimates of educational inequality are attenuated when entry into higher education is approximated by educational intentions of young adults. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Sociologia is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Sociologia 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.)

Copyright of Revista Facultad de Ciencias Economicas: Investigacion y Reflexion is the property of Revista Facultad de Ciencias Economicas 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.)

The urgent problem of cooperation between college (university) and employers is explained by the real necessity of improving the future specialists' professional level. Here you can get acquainted with college and employers interaction experience in different countries. Special attention is paid to Great Britain and Russia; we especially highlight the State Pedagogical University named after Herzen. We have enclosed the questionnaire. Some prospects for college and employer cooperation have been shown. [ABSTRACT FROM AUTHOR]

Krueger (1999) provides a measure of ‘raw’ labour's share for the US post-war economy based on Mincerian regressions. He finds that raw labour's share fell by over 8 percentage points from 1959 to 1996. We provide an alternative estimate using direct observations on the wage rates of raw labour units, i.e. those with 8 years of education or less; aged 16–18 years. Our measure of raw labour's share is considerably higher on average than Krueger's. Furthermore, our measure rises during the later part of the sample and is over 22% by 1996. [ABSTRACT FROM AUTHOR]

This paper looks at the state of higher education in India - in terms of policies and the trajectory that it has taken in the aftermath of neoliberalisation of the economy. Through studying the discourses that construct the edifice of the educational complex in the country, it unravels the dynamics of how economy, politics and education interact. Lastly, it explores the possibilities of countering the neoliberal offensive of capital and create a more egalitarian higher education system. [ABSTRACT FROM AUTHOR]

The article focuses on libertarian teacher João Penteado of São Paulo, Brazil, the aspects of integral education and the presentation of labor in organization of teaching. It says that a choice was made to cover the two moments in the life of Penteado's school. It states that the documentation used is limited to newspapers and other sources, including "Boletim da Escola Moderna," "Boletim da Escola Nova," and "Boletim da Academia Saldanha Marinho."

Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students' retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market's effect on doctoral student retention and neglect the longitudinal nature of doctoral study and the multiple requirements that make doctoral education a three-stage process. This research study examines the effect of various factors, including financial aid and labor market conditions, on the likelihood that doctoral students will complete the three stages of doctoral education: transition, development, and research. The results show that although financial aid as a whole is important, the type of financial aid received is even more significant and has differential impacts on doctoral students' retention at each stage. The study concludes that research assistantships have the highest likelihood of degree completion compared to students with other forms of financial support. Labor market conditions are also an important factor affecting doctoral student retention with higher expected earnings motivating doctoral students in the later part of their programs to complete their degrees. [ABSTRACT FROM AUTHOR]

In this essay I draw on encounters where I negotiated the public role of feminist educational researcher and the private role of mother. I attempt to connect them to broader structural issues affecting education and women's paid and unpaid labor, specifically, in a global neoliberal reform context. I do this by sharing encounters from two contexts in which I negotiated these public / private roles--Argentina and the United States--as a means of a) critically reflecting on my positionality in multiple education contexts including K-12 schools and academia; b) illustrating that the personal is political in ways that reflect broader structural politics; c) foreshadowing the ways qualitative educational research can be deeply connected to macro-level--and transnational--social, political, and economic trends related to education, labor, and policy; and, d) bringing gender into conversations about the impact of neoliberalism on educational work. [ABSTRACT FROM AUTHOR]