Types of Education, Achievement and Labour Market Integration over the Life Course
Over the last 15 years, research on the effects of different types of education on labour market integration and labour market outcomes has evolved. Whereas much of the early work analysed school-to-work transition outcomes, the focus of more recent studies has shifted to the relationship between ed...
| Published in: | Social Inclusion |
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| Authors: | ; |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Cogitatio Press
2019
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| In: |
Social Inclusion
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| Further subjects: | B
General Education
B labour market outcomes B career trajectories B returns to education B vocational education and training |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Summary: | Over the last 15 years, research on the effects of different types of education on labour market integration and labour market outcomes has evolved. Whereas much of the early work analysed school-to-work transition outcomes, the focus of more recent studies has shifted to the relationship between educational achievement and mid- and long-term labour market outcomes. The overarching question of this body of research asks whether the allocation to different types of education leads to different skill sets, to different employment opportunities and to jobs offering unequal wages, job autonomy or job security. However, pivotal issues related to the comparison of vocational and general types of education or upper-secondary and tertiary-level qualification remain ambiguous and are hampered by a lack of suitable data and methodological problems. The aim of this issue is to further this debate and to provide more insights into the relationship between individual and contextual factors, allocation within the educational system, educational achievement and labour market outcomes over the life course. The 12 articles collected in this issue highlight the importance of focussing on the specific features and functions of different education tracks and programs, of applying data and methods suitable for such analyses and of considering the interplay of different determinants of education outcomes, such as social origin, gender or ethnicity. |
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| ISSN: | 2183-2803 |
| Contains: | Enthalten in: Social Inclusion
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| Persistent identifiers: | DOI: 10.17645/si.v7i3.2397 |