an article by Francis Green and Golo Henseke (LLAKES Centre, UCL Institute of Education) published in IZA Journal of Labor Policy Volume 5 (2016)
Abstract
This paper examines differentiation in the recent evolving graduate labour market in Britain. Using a novel statistically derived indicator of graduate jobs, based on job skill requirements in three-digit occupations obtained from the British Skills and Employment Survey series, we analyse trends in the labour market between 1997/2001 and 2006/2012.
The indicator performs better than other indicators in validation tests, could be applied flexibly in other contexts, and is available in the Additional file 1.
We find that the massive influx of graduates into the labour force has been absorbed with no increase in overeducation. However, the returns to graduation have become more dispersed, with those at the upper quartile of the residual distribution increasing, while those at the lowest quartile have fallen.
The wage gap between matched and overeducated graduates increased by 11 log points.
Using the British Household Panel Study, we find that the persistence of overeducation status did not change but for non-employed male graduates moving into employment, the chances of entering a graduate job decreased.
JEL Classification: J21, J24, J3
Full text (HTML)
Showing posts with label tertiary_education. Show all posts
Showing posts with label tertiary_education. Show all posts
Wednesday, 9 November 2016
Wednesday, 20 March 2013
Towards a learning identity: young people becoming learners after leaving school
an article by Jane Higgins (AERU, Lincoln University, Lincoln, New Zealand) published in Research in Post-Compulsory Education Volume 18 Issue 1-2 (2013)
Abstract
This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET).
At the time of this research all had moved into a learning environment of some kind.
The development of learning identities involved the explicit rejection of their former NEET identities and was facilitated by aspects of their current learning environment, particularly relationships with tutors and fellow students and styles of learning that differed from their school experiences. Within this context the young people were able to think about crafting future pathways into further education and employment.
The article concludes with a discussion of current policy directions that attempt to reintegrate these young people into a school-like system, a process that may be unhelpful for them.
Abstract
This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET).
At the time of this research all had moved into a learning environment of some kind.
The development of learning identities involved the explicit rejection of their former NEET identities and was facilitated by aspects of their current learning environment, particularly relationships with tutors and fellow students and styles of learning that differed from their school experiences. Within this context the young people were able to think about crafting future pathways into further education and employment.
The article concludes with a discussion of current policy directions that attempt to reintegrate these young people into a school-like system, a process that may be unhelpful for them.
Thursday, 31 January 2013
Continuing education and training models and strategies: an initial appraisal
a research report by Stephen Billett, Amanda Henderson, Sarojni Choy, Darryl Dymock, Ann Kelly, Ray Smith, Ian James, Fred Beven and Jason Lewis published by NCVER (National Centre for Vocational Education Research (Australia))
Summary
Changing work requirements, an ageing workforce and lengthening working lives requires an education and training system that goes beyond entry-level training and supports lifelong learning.
This report comes out of a three-year program of research that aims to investigate how best the tertiary education and training system might be organised to maintain the employability of Australian workers across their working lives.
Through an investigation of two different industry sectors – community services and health, and transport and logistics – an evaluation of a number of potential training models and strategies that might constitute a national approach to education and training was conducted.
Full report (requires free registration)
Summary
Changing work requirements, an ageing workforce and lengthening working lives requires an education and training system that goes beyond entry-level training and supports lifelong learning.
This report comes out of a three-year program of research that aims to investigate how best the tertiary education and training system might be organised to maintain the employability of Australian workers across their working lives.
Through an investigation of two different industry sectors – community services and health, and transport and logistics – an evaluation of a number of potential training models and strategies that might constitute a national approach to education and training was conducted.
Full report (requires free registration)
Friday, 21 December 2012
Education Today 2013 - The OECD Perspective
via OECD.org - Directorate for Education
What does the OECD have to say about the state of education today?
What are the main OECD messages on early childhood education, teacher policies and tertiary education?
What about student performance, educational spending and equity in education?
OECD work on these important education topics and others have been brought together in a single accessible source updating the first edition of Education Today which came out in March 2009.
Full details are available on the OECD website including links to the full publication and each chapter as a separate PDF document (very useful if you only need to read one part of what is a hefty tome).
What does the OECD have to say about the state of education today?
What are the main OECD messages on early childhood education, teacher policies and tertiary education?
What about student performance, educational spending and equity in education?
OECD work on these important education topics and others have been brought together in a single accessible source updating the first edition of Education Today which came out in March 2009.
Full details are available on the OECD website including links to the full publication and each chapter as a separate PDF document (very useful if you only need to read one part of what is a hefty tome).
Tuesday, 30 September 2008
Be more purposeful in guiding tertiary education, OECD tells governments
via [OECD] Directorate for Education on 16 September
In today's knowledge-driven global economy, countries need to build on tertiary education to generate innovation, sustain competitiveness and boost economic growth. A new OECD report, Tertiary Education for the Knowledge Society, offers policy recommendations to help meet these goals.
Hazel's comment:
Have just realised that date above means I have two week's worth of posts in draft. OUCH!
Subscribe to:
Posts (Atom)
