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This study examines the impact of three types of underemployment, i.e. level underemployment, content underemployment and contingent employment, on subsequent objective (i.e. salary) and subjective career success (i.e. job satisfaction) using a 10-year longitudinal dataset with 335 Dutch university graduates. Thanks to our longitudinal design, we were able to examine the impact of preceding underemployment and the specific timing of the underemployment in one’s career, in that way explicitly addressing the role of time in career success research. We tested our hypotheses through multilevel analyses. Level and contingent underemployment, but not content underemployment, were found to have a negative impact on future pay; whereas content employment, but not level or contingent underemployment, were found to affect job satisfaction five years later. In addition, for one type of underemployment (i.e., level underemployment), also the timing of the underemployment turned out to matter, indicating that the signal that level underemployment sends to employers may differ depending on when in one’s career it happens. Taken together, these findings point to the importance of using a path-dependency perspective when trying to understand people’s career success.

Het middelbaar beroepsonderwijs (mbo) bereidt mensen voor op de beroepspraktijk of een vervolgopleiding. Hoewel doorstroom mogelijk is, staat bij alle mbo-opleidingen de aansluiting met de praktijk voorop. De discussie over de macrodoelmatigheid van opleidingen wordt daarom blijvend gevoerd en leidde in 2007 tot een aanpassing van de Wet educatie en Beroepsonderwijs (WEB) en de instelling van een zorgplicht voor mbo-opleidingen. Deze zorgplicht houdt in dat onderwijsinstellingen enkel een opleiding mogen aanbieden als er na afronding van de opleiding voldoende arbeidsmarktperspectief is voor de deelnemers.

This paper compares narrow, or specialised, and broad, or less specialised, upper-secondary vocational education (VE) programmes in the Netherlands with respect to their graduates’ position in the labour market and how they assess a number of aspects of the programme they completed. The data used are from three years of the Dutch VE Monitor, a survey of secondary education graduates 18 months after graduation. The Level 4 programmes of the school-based learning route are investigated. To separate narrow from broad programmes, a new criterion is used, based on the idea that the match between education and a job within a narrow programme’s own occupational domain is better than outside that domain and that for a broad programme such a match does not differ significantly between programme’s own domain and outside that domain. The research shows that graduates from narrow, or specialised, education programmes have a less favourable labour market position than graduates from broad, or less specialised, programmes. They are more often forced to resort to jobs outside their programme’s own domain and are less satisfied with their jobs. Further, it has been found that graduates from narrow programmes think that the programme should have concentrated less on subject-specific knowledge and its practical application. They feel a need for competencies that are more generally applicable. They further find that their programme was too easy more often than broadly educated graduates, which could indicate that narrow programmes have room to concentrate more on teaching competencies that would make graduates employable outside the programme’s own domain.

This paper compares narrow, or specialised, and broad, or less specialised, upper-secondary vocational education VE programmes in the Netherlands with respect to their graduates position in the labour market and how they assess a number of aspects of the programme they completed. The data used are from three years of the Dutch VE Monitor, a survey of secondary education graduates 18 months after graduation. The Level 4 programmes of the school-based learning route are investigated. To separate narrow from broad programmes, a new criterion is used, based on the idea that the match between education and a job within a narrow programmes own occupational domain is better than outside that domain and that for a broad programme such a match does not differ significantly between programmes own domain and outside that domain. The research shows that graduates from narrow, or specialised, education programmes have a less favourable labour market position than graduates from broad, or less specialised, programmes. They are more often forced to resort to jobs outside their programmes own domain and are less satisfied with their jobs. Further, it has been found that graduates from narrow programmes think that the programme should have concentrated less on subject-specific knowledge and its practical application. They feel a need for competencies that are more generally applicable. They further find that their programme was too easy more often than broadly educated graduates, which could indicate that narrow programmes have room to concentrate more on teaching competencies that would make graduates employable outside the programmes own domain.

In het voorjaar van 2013 verkeerde Nederland voor het vijfde jaar in een economische malaise. Om het oplopen van de jeugdwerkloosheid te temperen, zijn de aanstaande gediplomeerden van het MBO in de zomer middels het School Ex 2.0 programma aangespoord om door te leren. Hiermee is getracht om een vervolg te geven aan het eerste School Ex programma dat in de jaren 2009 en 2010 is uitgevoerd. Het recente programma dat in 2013 gestart is, is daarbij uitgebreid met zogenaamde Ombuigingsgesprekken. Deze gesprekken zijn bedoeld om jongeren die instromen in het MBO en zich aanmelden voor een opleiding met in het algemeen slechte arbeidsmarktperspectieven, in gesprekken om te buigen naar opleidingen met betere arbeidsmarktperspectieven.

In dit rapport wordt op verzoek van het Ministerie van Onderwijs, Cultuur en Wetenschap en het Ministerie van Economische Zaken aan het ROA verslag gedaan van een onderzoek naar een beoordelingskader voor het arbeidsmarktperspectief van beroepsopleidingen. Dit kader dient ter ondersteuning van de naleefbaarheid en handhaafbaarheid van het arbeidsmarktperspectief van opleidingen in het concept van het wetsvoorstel macrodoelmatigheid mbo, dat de minister van OCW in 2014 naar de Tweede Kamer wil sturen.