an article by Jason Dean (Wilfrid Laurier University, Waterloo, Canada) published in IZA Journal of Development and Migration Volume 8 Article 7 (2018)
Abstract
A common finding throughout the Canadian immigration literature is that, despite having high levels of education, recent immigrants endure substantial earnings disadvantages upon arrival that persist throughout their working career.
This paper investigates the role of “qualitative” education-job matches in explaining these poor labor market outcomes.
Using a self-reported match measure, available in the Survey of Labour and Income Dynamics (SLID), the incidence and wage penalties associated with being mismatched are found to be higher among immigrants relative to Canadian-born workers. As a consequence, mismatches on the part of immigrants are a mechanism behind the immigrant wage disadvantages reported throughout the literature.
Successful matching is also found to significantly improve the return to pre-migration education and work experience.
JEL Classification: I2, J3
Full text (PDF 42pp)
Showing posts with label experience. Show all posts
Showing posts with label experience. Show all posts
Monday, 30 April 2018
Thursday, 25 October 2012
Why joy in education is an issue for socially just policies
an article by Morwenna Griffith (University of Edinburgh, UK) published in Journal of Education Policy Volume 27 Issue 5 (September 2012)
Abstract
The paper presents an argument that the usual account of social justice in formal education is too narrow. That account concerns itself only with the outcomes of education or only with general ethical precepts, such as ‘recognition’.
I argue that it should also concern itself with living educational experiences as part of what makes a good life.
I begin by noting that people find value in education for three linked but analytically separable reasons which I label: instrumental, inherent and integral.
The last of these focuses on the value of education as part of what it is to live a good life.
I point out how the usual accounts of social justice in education are seldom concerned with specifically educational experiences within formal education and that there is little clarity about the contribution of such experiences to living a good life.
I offer a provisional account of specifically educational goods in experiences of education, and compare this to research and policy on enjoyment and engagement concluding that the significance of joy in education should be recognised within education policy.
Abstract
The paper presents an argument that the usual account of social justice in formal education is too narrow. That account concerns itself only with the outcomes of education or only with general ethical precepts, such as ‘recognition’.
I argue that it should also concern itself with living educational experiences as part of what makes a good life.
I begin by noting that people find value in education for three linked but analytically separable reasons which I label: instrumental, inherent and integral.
The last of these focuses on the value of education as part of what it is to live a good life.
I point out how the usual accounts of social justice in education are seldom concerned with specifically educational experiences within formal education and that there is little clarity about the contribution of such experiences to living a good life.
I offer a provisional account of specifically educational goods in experiences of education, and compare this to research and policy on enjoyment and engagement concluding that the significance of joy in education should be recognised within education policy.
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