From School to Work: The Evolution of Early Labour Market Outcomes of Canadian Postsecondary Graduates

2000 ◽  
Vol 26 (2) ◽  
pp. 197 ◽  
Author(s):  
Ross Finnie
Keyword(s):  
Labour Market ◽  
School To Work ◽  
Market Outcomes ◽  
Early Labour ◽  
Labour Market Outcomes

Labour Market Returns to Graduates’ International Experience: Exploring Cross-Country Variation in Europe

2019 ◽  
Vol 35 (4) ◽  
pp. 491-505 ◽  
Author(s):  
Marita Jacob ◽  
Michael Kühhirt ◽  
Margarida Rodrigues
Keyword(s):  
Labour Market ◽  
Intercultural Competence ◽  
International Experience ◽  
Market Returns ◽  
Market Outcomes ◽  
Studying Abroad ◽  
Early Labour ◽  
Labour Market Outcomes ◽  
Graduate Unemployment ◽  
The Impact

AbstractThe potential benefits of increased international experience abound, ranging from enriching cultural understanding to an improvement of language skills and intercultural competence. At the same time, empirical evidence is mixed, particularly with regards to how well international experience translates into individual returns on the labour market. This article examines the association between studying abroad and early labour market outcomes in a comparative perspective aiming to shed light on why labour market returns differ across countries. We expect labour market returns to vary with specific country characteristics such as demand for international experience and competition among graduates at labour market entry. In our empirical analyses, we use data from 13 European countries that provide information on graduates’ early labour market outcomes. We find a large variation in the impact of studying abroad on both wages and attaining a higher service class position. Generally, the labour market returns to international experience are larger in countries in Eastern and Southern Europe with poorer university quality, higher graduate unemployment, and fewer students abroad.

University dropouts vs high school graduates in the school-to-work transition

2019 ◽  
Vol 40 (3) ◽  
pp. 449-472 ◽  
Author(s):  
Emanuela Ghignoni ◽  
Giuseppe Croce ◽  
Alessandro d’Ambrosio
Keyword(s):  
High School ◽  
Labour Market ◽  
High School Graduates ◽  
School To Work ◽  
Dropping Out ◽  
Market Outcomes ◽  
School To Work Transition ◽  
Content Type ◽  
Work Transition ◽  
Labour Market Outcomes

Purpose The purpose of this paper is to consider the enrolment at university and the subsequent possible dropout as a piece of the school-to-work transition and ask whether it improves or worsens the labour market outcomes a few years after graduation from the high school. Design/methodology/approach The analysis exploits data from the upper secondary graduate survey by ISTAT on a cohort of high school graduates and investigates the effect of dropping out four years after graduation. The labour market outcomes of university dropouts are compared to the outcomes of high school graduates who never enrolled at university. A propensity score matching approach is applied. The model is also estimated on the subsamples of males and females. Findings The findings show that spending a period at university and leaving it before completion makes the transition to work substantially more difficult. Both the probability of being NEET and getting a bad job increase in the case of dropout, while no relevant effect is found on earnings. Moreover, the impact of university dropout tends to be more harmful the longer the spell from enrolment to dropping out. Separate estimates by gender point out that females appear to be relatively more affected in the case of dropping out without a fallback plan. Originality/value While the existing studies in the literature on the school-to-work transition mostly focus on the determinants of the dropout, this paper investigates whether and how the employment outcomes are affected by dropping out in Italy. Moreover, university dropouts are compared to high school graduates with no university experience, rather than to university graduates. Finally, evidence on the mechanisms driving the effect of dropping out is provided, by considering timing and motivations for dropping out.

scholarly journals Post-Compulsory Education in England: Choices and Implications

2017 ◽  
Vol 240 ◽  
pp. R42-R57 ◽  
Author(s):  
Claudia Hupkau ◽  
Sandra McNally ◽  
Jenifer Ruiz-Valenzuela ◽  
Guglielmo Ventura
Keyword(s):  
Labour Market ◽  
Education System ◽  
Compulsory Education ◽  
Market Outcomes ◽  
Long Tail ◽  
National Examination ◽  
Academic Track ◽  
Early Labour ◽  
Labour Market Outcomes ◽  
The Many

Most students do not follow the ‘academic track’ (i.e. A-levels) after leaving school and only about a third of students go to university before the age of 20. Yet progression routes for the majority that do not take this path but opt for vocational post-compulsory education are not as well-known, which partly has to do with the complexity of the vocational education system and the difficulty of deciphering available data. If we are to tackle long-standing problems of low social mobility and a long tail of underachievers, it is essential that post-16 vocational options come under proper scrutiny. This paper is a step in that direction.We use linked administrative data to track decisions made by all students in England who left compulsory education after having undertaken the national examination – the General Certificate of Secondary Education (GCSE) – at age 16 in the year 2009/10. We track them up to the age of 21, as they progress through the education system and (for some) into the labour market. We categorise the many different types of post-16 qualifications into several broad categories and we look at the probability of achieving various educational and early labour market outcomes, conditional on the path chosen at age 17. We also take into account the influence of demographics, prior attainment and the secondary school attended. Our findings illustrate the strong inequality apparently generated by routes chosen at age 17, even whilst controlling for prior attainment and schooling up to that point

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