To see the other types of publications on this topic, follow the link: Labour market education.
Dissertations / Theses on the topic 'Labour market education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Labour market education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Mao, Jingyi. "Unverifiable education quality under labour market imperfection." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42286.
Full textAbstract:
This thesis consists of three essays that are concerned with unverifiable education quality under labour market imperfection. In all three essays, we consider a labour market where the monopsonist firm is looking to hire skilled labour. Education/training is the only channel to obtain the skill. The firm faces two-dimensional information asymmetry: the exogenous innate ability (type), and the endogenous choice of quality of education. The contract offered by the firm contains a requirement of presenting a degree as proof of skill acquisition and the wage payment, which consists of a fixed rate and a bonus. The first essay studies the labour market inefficiency caused by the imperfect competition and the presence of fake degrees. Fake degrees add no value to the worker’s productivity, and they are the extreme form of low-quality education. We show that with imperfect competition, the firm makes full use of the fixed wage to extract more rents. As a result, some types are incentivized to buy fake degrees. Once we switch to Bertrand-type competition, the equilibrium contract requires the firms to set a zero fixed rate and give all surplus to the worker. Fake degrees cease to exist in equilibrium, and the distortion in production that was present under monopsony disappears. The second essay adds in-house training as an instrument for the firm’s rent-seeking in addition to the fixed wage. In-house training enables the firm to be assured of the skill acquisition of the worker, but the usage is restricted to its cost. When its cost is weakly less than the cost of a genuine degree, the firm offers only in-house training to extract the full surplus. As the cost of in-house training increases and becomes higher than the cost of a genuine degree, the firm faces a trade-off between using the costly in-house training and using the fixed wage which means giving up a certain rent to higher types. We find that when the cost of in-house training is less than a certain value, the firm prefers to have higher types presenting a degree and relatively lower types trained in-house. When the cost exceeds the certain value, the firm offers contracts such that no type has the incentive to get in-house training. The third essay extends the first essay by generalizing the low-quality education. Instead of having fake degrees, we consider two levels of education quality, high and low. Low-quality education adds a positive value to productivity but less than the value of high-quality education. We focus on the setting where the social optimum suggests higher types to choose high-quality education and middle types to choose the low-quality education. We find that the labour market imperfection and the information asymmetry cause more types choose no education and fewer types choose the high-quality education compared to the social optimum.
2
Herd, George D. "Further education as social policy for labour market control." Thesis, University of Dundee, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262001.
Full text
3
Biggart, Andrew John. "Social change, post-compulsory education and the youth labour market." Thesis, University of Ulster, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428401.
Full text
4
Kalfa, Eleni. "Immigrants' over-education, their labour market outcomes and remittance behaviour." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/54350/.
Full textAbstract:
The thesis investigates immigrants’ labour market performance and migrants’ remittance behaviour using survey data from Spain and Australia. Using empirical estimation techniques, it examines the following three aspects: (1) the impact of immigrants’ educational mismatch at home on the incidence and wage effects of over-education in the destination country; (2) the extent to which immigrants’ social and ethnic capital can correct over-education; and (3) the role of initial motives to migrate, employment conditions and education on immigrants’ remittance behaviour. Using individual data from Spain, the empirical results show that immigrants’ education-occupation mismatch can largely be explained by an existing education-occupation mismatch in the last job held in the home country. In addition to this, a high persistence in over-education is observed throughout their stay in the destination country, with significant wage penalties, especially for the higher educated group. It is argued that immigrants’ performance in the labour market can be improved by their social capital as it provides access to useful resources that could help them in finding a job. However, this does not necessarily mean that social capital can help in finding a better matched job over time. Using a longitudinal household panel survey from Australia, the results suggest that social capital does not contribute in reducing over-education. In particular, social participation and ethnic networks are strong contributors in accentuating over-education. Mixed results are found when distinguishing between levels of education, with the higher educated being better off in the labour market through their contacts. In addition to this, initial motives to migrate, labour market conditions in the host country as well as human capital accumulated may in fact have an impact on immigrants’ decision to stay in the host country, which could in turn affect their remittance behaviour. Evidence from Spain shows that labour migrants are more likely to send money back home, while family migrants have a lower propensity to remit. In addition, employment stability throughout the stay in the host country has a strong negative impact on both, the decision and the amount sent. Significant differences are observed between years of arrival, where the higher educated remit more as time spent in the host country increases, while level of income and employment stability appear to be important determinants for recent arrivals than for those who spent more than 10 years abroad.
5
Simion, Stefania. "Empirical essays on youths' labour markets and education." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/24742.
Full textAbstract:
The first chapter assesses the impact of the cohort size on labour market outcomes. Using exogenous variation and micro-level data for France, the UK and the US, we study the effect of supply shocks measured at different ages on unemployment rates and wages during a cohort's life cycle. The results from an IV estimation show that the largest magnitude of the effects is found when the cohort size is measured at age 25. The impact of both wages and unemployment rates are temporary, however, both decreasing with time. The second chapter analyses the effects of large inflows of foreign students on English undergraduates. Our results confirm previous findings that there is no overall effect, but we identify changes in the distribution of natives. We find that top performing English students are crowded in by foreign students. It is also mainly English-born males, natives who do not have English as their mother tongue and those of Asian ethnic origins that are crowded in by foreign students. In chapter three, we aim to understand the short-term effects of changes in the level of the tuition fees charged by English universities on students' geographic mobility. Our results suggest that the increase in tuition fees in 2006/07 charged by English universities led students to enrol into universities that are closer to home, with a larger effect experienced by men and White students. Moreover, we find that students are less likely to move to universities located in rich areas.
6
Jewell, Sarah. "Human capital acquisition and labour market outcome in UK higher education." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494790.
Full textAbstract:
In recent decades participation in higher education in the UK has increased but at the same time students increasingly faced a greater burden of the costs. With the government keen to increase participation it is important to understand the costs and benefits of higher education for the individual student. This thesis is a microeconomic study investigating formal and informal human capital acquisition in UK higher education and the subsequent labour market outcomes, stemming from the human capital theory developed in the 1960s. The research is based on the 2006 and 2007 University of Reading graduate cohorts (4,577 observations) using data collected from the University of Reading student database and the Destinations of Leavers in Higher Education survey, with further data collected on 678 graduates through an employment survey. Our analysis incorporates a variety of econometric methods. including discrete choice modelling, and used a broader range of socio-economic background variables, including parents' income and education than previous studies.
7
Haynes, Matthew O. "The role of education in the labour market : an empirical analysis." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/19405.
Full textAbstract:
It is generally accepted that a more educated workforce can provide more economic growth. However, the extent to which personal benefits outweigh the social benefits of higher education has become not only an economic issue, but also a political issue. Voicing screening sympathies, Chancellor Kenneth Clarke asked 'why should bus drivers pay for the education of lawyers?' when cutting student grants in 1993 [The Economist 22/4/95]. The screening theories of the 1970's posited that, in some circumstances, if higher education was only signalling and not improving a person's ability, then society may be better off without higher education. A less extreme view is that some component of education acts solely as a signal and is socially worthless. There has been relatively little attention paid to testing the role of education in the labour market of the United Kingdom and Italy. One reason may be the shortage of suitable data sets available for such tests. This Thesis utilises UK and Italian data sets and aims to redress some of the imbalance in empirical work which tends to centre on data from United States. It is important to test the educational screening hypothesis in the context both of revisions in UK government policy towards the funding of higher education and the aim of convergence of labour market conditions within the European Union. The key objective of this Thesis is to investigate the role of education in the determination of wage rates for full-time work in the UK and Italy. The empirical analysis generally supports the hypothesis that education has both a screening and a productivity augmenting role.
8
Hamame, Yousif T. "Higher education and labour market in Iraq : the case of engineers." Thesis, University of Glasgow, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277221.
Full text
9
Rydberg, Emelie. "Deaf people and the labour market in Sweden : education - employment - economy." Doctoral thesis, Örebro universitet, Hälsoakademin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10389.
Full textAbstract:
This thesis focuses on deaf people’s educational attainment, position on the labour market and sources of revenue. These issues are interrelated, for instance a higher level of educational attainment seems to be associated with a lower unemployment rate and higher levels of income. The national context is Sweden and the Swedish welfare state in 2005. All studies in the thesis compare a deaf population, consisting of 2,144 persons born between 1941 and 1980 who have attended a school for the deaf in Sweden, with a general reference population, consisting of 100,000 randomly chosen persons from the total Swedish population born between 1941 and 1980. Data for all studies consisted of registered information about the persons in the year 2005. The results show that there are differences between the deaf and the reference population regarding level of educational attainment, position on the labour market and sources of revenue and disposable income, with the deaf population having a poorer position than the reference population in all areas. There are also differences between the workplaces of the deaf and the people in the reference population, and it is twice as common for people in the deaf population than for people in the reference population to have a higher level of educational attainment than is required for their occupation. These differences between the deaf and the reference population cannot be associated with differences in the independent factors, as for instance sex, age and immigration background, for which the results have been adjusted. This thesis shows that being part of the deaf population appears to be of importance. Factors in conjunction with deafness that can increase our understanding of the differences between the deaf and the reference populations in an educational context, labour market context and economic context are discussed in the thesis.
10
Ojipali, Arsena. "Education and the Adjustment of the Albanian Labour Market during Transition." Thesis, Staffordshire University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489844.
Full textAbstract:
Despite the future benefits from investment in education predicted by theory, Albanian participation rates upper secondary schooling have fallen since 1990. This reduction in post-compulsory schooling seems to be unique amongst transition economies. The theoretical framework developed in this thesis suggests this is the consequence of a high unemployment/low skill/bad job equilibrium. We argue a major cause of this situation is the large agricultural sector in the Albanian economy. We provide insights into the causes of the previously neglegted 'bad' equilibrium from an empirical analysis of the returns to education, using OLS and Logit/Probit estimation techniques. The theoretical platform supports the disjunctions between sectors in the labour market related to urban and rural localities. Wage returns to post-compulsory secondary education are low or not significantly different from zero in rural areas (for males). The earnings premia for tertiary education are generally higher and in urban areas comparable to those found in other transition economies. The key determinants of participation in post-compulsory are largely found to reflect intergenerational transmission mechanisms, with parental education being an important determinant. A large family, high local unemployment and greater inequality of income in the area of residence all reduce the . likelihood of attending upper secondary schooling. While the young adjust their labour market expectations through their schooling decisions interactively, another dimension of the labour market adjustment relates to migration decisions. We estimate the impact that emigration has had in alleviating unemployment in Albania. Drawing on these findings, our analysis concludes with the development of policy recommendations to target the movement towards lower unemployment and a higher proportion of high skill/good jobs in the Albanian labour market.
11
Vigoles, Anna Frances. "Empirical aspects of the rate of return to education." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262921.
Full text
12
Zhang, Peng. "Essays on labour market in developing countries." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278392.
Full textAbstract:
This PhD thesis focuses on determinants of labour market outcomes in development economics with a special interest in South Africa and China. After an introduction in chapter 1, the key chapter 2, Ethnic Diversity and Labour Market Outcomes: Evidence from Post-Apartheid South Africa joint with Sara Tonini, investigates how ethnic diversity amongst black South Africans affects their employment opportunities in the post-Apartheid era. We find that ethnic diversity has a positive impact on the employment rate of the black South Africans, and it only affects ethnic groups with relatively large population size. To address the endogeneity of ethnic composition, we explore the location of historical “black homelands” and argue that districts more equally distant to multiple homelands are more ethnically diverse. In our instrumental variable regressions, a one standard deviation increase in ethnic diversity index increases employment rate by 3 (5) percentage point in 1996 (2001), which is around 8% (13%) of the average employment rate. We then propose a model of a coordination game to explain these findings. A more ethnically diverse place requires a higher rate of inter-ethnic communication to maintain social connection. As inter-ethnic communication requires more skills than intra-ethnic connection, people in ethnically diverse districts are motivated to invest more in social skills to be able to communicate with those outside their own group. The acquisition of these social skills makes them better equipped for the labour market. The remaining two chapters look into the intergenerational transmission of socio-economic status in South Africa and China. Chapter 3, Returns to Education, Marital Sorting and Family Background in South Africa joint with Patrizio Piraino, applies the model of Lam (1993, JPE) which combines intergenerational transmission of ability and assortative mating to investigate the relative explanatory power of father-in-law’s and father’s background for male wages. In the empirical analysis, after correcting for potential measurement errors in earnings and education, we find that father-in-law’s schooling is more correlated with male workers’ labour market earnings, employment rate and labour force participation than own father’s schooling in contemporary South Africa. This difference is more obvious when parental educational levels are higher. Chapter 4, Higher Education Expansion and Intergenerational Mobility in Contemporary China, studies how higher education affects the upward mobility of people from relatively disadvantaged families. Intergenerational occupational mobility is stimulated when children from different social classes end up in similar occupations. Whether or not they have similar occupational status depends not only on their level of education but also the occupational returns to education. Given there is already a convergence in educational achievements between children from different social classes in contemporary China, in this paper, I focus on their occupational returns to education. Occupational status is measured by the widely-accepted ISEI scaling system ranging from 16 to 90 points with large number indicating higher occupational status. I take advantage of an exogenous college expansion policy in 1999 as a natural experiment and find that one additional year of education increases the occupational status of their first job by 2.243 (2.774) points on average along the ISEI scale in OLS (IV) regressions. And children from upper-class families do not necessarily have higher returns to education than children from other social classes. The average occupational returns to education are higher for the most recent job than the first job, but the difference among social classes is still not significant.
13
Jirasavetakul, La-Bhus. "Essays in labour economics : Thailand's labour market adjustment during the structural transformation process." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:73e151f9-f38a-45af-9cda-a4e759162b39.
Full textAbstract:
I examine the importance of human capital for economic development in Thailand during the period of high economic growth and structural transformation (1985-2000), using labour force survey data. The three main chapters attempt to estimate the effects of education, as a measure of human capital, on three major outcomes in the Thai labour market, namely (i) earnings; (ii) sector of employment; and (iii) earnings inequality. I address the endogeneity problem of education using an education policy shift—the change in the compulsory schooling law—that produces exogenous variation in education. The three main chapters adopt distinct modelling frameworks. The details of each of the main chapters are as follows. The third chapter investigates how education increases earnings and the probability of being in the non-agricultural sector. As the education policy shift influences educational attainment in a discontinuous way, a regression discontinuity (RD) framework is adopted to identify the average returns to education and the effect of education on the sector of employment. It is important to emphasise that the RD technique constrains the effects of education on the two outcomes to be linear and to be applicable only to sub-populations. My results confirm significant effects of education on both earnings and the sectoral sorting process. In addition, there are heterogeneous effects of education by gender. The fourth chapter is an extension of the previous chapter. I allow the returns to education to be heterogeneous across education levels and sectors of employment, while attempting to estimate the returns for the entire population. I use a control function (CF) approach and a double selection correction to estimate the sectoral earnings process, while jointly accounting for the choice of education and the selection into sectors and paid employment. I find that the returns to education are non-linear and higher in the non-agricultural sector especially for medium and highly educated workers. This suggests that human capital plays a crucial role in facilitating a structural transformation towards the non-agricultural sector. In the final chapter, I study how the increased primary education completion rate affects earnings inequality. While there exists a burgeoning literature on the average returns to education, less attention has been devoted to estimating the effects of education on the distribution of earnings. I identify the effects of primary education completion on earnings at different points of the distribution, and thus earnings inequality, using a recently developed approach, called regression discontinuity distributional treatment effects. My results suggest that the increased primary education completion rate reduces earnings inequality as the returns to primary education are larger for the poor than the rich.
14
Clark, Andrew Robert. "Higher education reforms in the Russian federation : institutional and labour market responses." Thesis, Heriot-Watt University, 2001. http://hdl.handle.net/10399/470.
Full text
15
Prosser, Jean Blamire. "Vocational education and training and the labour market : an economic curriculum model." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/916/.
Full text
16
Barbosa, José Miguel Soares. "From higher education to the labour market: employability across five EU countries." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/18654.
Full textAbstract:
Mestrado em EconomiaAs elevadas taxas de desemprego jovem verificadas em alguns países europeus sugerem que os graduados têm dificuldade em corresponder às necessidades dos empregadores. Este estudo visa encontrar explicações para a existente divergência entre as competências que os estudantes adquirem durante o Ensino Superior e as que as empresas procuram contratar. O presente estudo analisa dados de cinco países europeus: Portugal, Espanha, Grécia, Letónia e Polónia. A recolha de informação foi efetuada, no âmbito do projecto #EuropeHome, através de três questionários aplicados a três grupos alvo: estudantes e académicos, das áreas de Economia, Gestão e Engenharias, e empresários. Foi feita uma análise qualitativa das respostas, da qual se pode afirmar que as competências interpessoais, de aprendizagem e de comunicação são o grupo de competências que os três públicos-alvo consideram essenciais para melhorar a empregabilidade dos graduados. Por sua vez, em relação às competências que os graduados mais carecem, os três grupos consideram os atributos pessoais, interpessoais e de comunicação. Em termos quantitativos, foi efectuada uma ACP, cujos resultados vêm suportar os indicadores anteriores e ainda acrescenta que, as soluções terão que ser baseadas na cooperação entre ambos os lados, através da preparação de cursos destinados e mais relevantes para o mercado de trabalho, através de estágios e respetivo acompanhamento conjunto pela universidade e empresa, que ajudem a orientar os estudantes na sua transição da vida académica para o mercado de trabalho. Estas conclusões são comuns para os cinco países, quer nas principais competências em foco, quer nas soluções a ter em conta para diminuir a divergência entre os graduados e as necessidades dos empregadores.
The high youth unemployment rates recorded in some European countries, suggest that graduates face some difficulties in meeting the needs of employers. This study aims to find the explanations for the existing mismatch between the skills that students are learning in Higher Education and those that companies are looking for to hire. The present study analyses data of five European countries: Portugal, Spain, Greece, Latvia and Poland. The data collection was performed, under the #EuropeHome project, through three questionnaires administered to three target groups: students and academics of the areas of engineering, business management and economics studies, and also the entrepreneurs. From the qualitative analysis of the responses that was made, which can be concluded that the interpersonal, learning and communication skills are the group which the three audiences consider essential to improve the employability of the graduates. In turn, in relation to the skills that graduates lack the most, the three target groups pointed the personal, interpersonal and communication skills. In quantitative terms, it was implemented a PCA, whose outputs support the previous indicators and it also adds that, the solutions will have to be based on cooperation between both sides, through the preparation of relevant courses for the labour market, through the internships and appropriate joint monitoring by the university and company together, to help guiding students in their transition from education life to the labour market. These findings are common to the five countries, whether related to the main skills in focus, or the solutions to be taken into account in order to reduce the skills mismatch between the graduates and the needs of employers.
17
Kromydas, Theocharis. "Higher education and labour market dynamics in crisis : a European comparative study." Thesis, University of Strathclyde, 2015. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=25931.
Full textAbstract:
From the end of 2007 onwards, Europe has seen the most prolonged recession on its history and the effect of educational attainment on certain labour market outcomes, such as employability and wage levels, which was previously seen as prominent, or even causal, becomes difficult to interpret. Likewise, there are also implications on other relevant outcomes, such as job mismatch and quality, where literature seems, rather conflicting. Empirically, this thesis investigates the relationship between educational attainment, and labour market in nineteen European countries, using both individual and country-level data. The focus is on the impact of educational attainment, on employability, job quality, wages and job mismatch. This analysis, is anticipated to contribute to the academic debate in labour economics by examining this impact across Europe, taking into account the economic climate in pre (2004) and during recession (2010) time periods, as well as the institutional and economic context of each labour market, which is represented by nine different country-level variables. Higher educational attainment is closely linked with employment and wage outcomes, but this is not that straightforward with job quality and mismatch, mainly due to various methodological limitations involved. Educational attainment is valued differently among countries. However, the labour market position of the low-educated were worse in 2010 comparing with 2004 in most countries, but this is not clear if it has a causal link with recession. Moreover, all countries examined have been classified by welfare state regimes, but it seems that this classification cannot explain the differences in the labour market outcomes between low- and high-educated. Finally, the country-level variables have been tested using the two-step approach. The Size of Government, Part time to Full time employment ratio and the GDP/Capita seem to be strong determinants of individual's labour market outcomes, in relation to their educational attainment. EPL Strictness, the gross enrolment in higher education and the debt to GDP ratios can also play some role, but their effect has been found significant only with job mismatch.
18
Kimani, Esther Mumbi. "Education and labor market outcomes in South Africa: evidence from the National Income Dynamics Study." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/17427.
Full textAbstract:
Includes bibliographical referencesExisting literature is in agreement on the importance of education in the determination of labor market outcomes. Using data from South Africa's National Income Dynamics Study, this thesis explores this relationship. It does this firstly, by examining the effect of school quality measured by school inputs-pupil-teacher ratio and expenditure per pupil-on educational attainment in South Africa. Following a reduced form production function approach, a partial generalized ordered probit is applied in the analysis. The thesis finds that both pupil-teacher ratio and expenditure per pupil have strong and significant effects on educational attainment of African South Africans. The ratio is more important at lower schooling levels, indicating a 'lagged effect' on educational attainment. A small increase in expenditure has large effects. This suggests declining returns to fiscal investment in education. Alternatively, it could indicate inefficiency in the use of funds, or compensatory funding of poor schools. Secondly, we examine the extent to which wage differences shown among district councils in South Africa can be explained by the magnitude of external returns to education. We use an augmented Mincerian regression to investigate this, considering the effect of district council share of college graduates on workers' wages. The study employs District Council's annual average climate to instrument for the share of district council college graduates. The results show that a 1% increase in a District Council's share of college graduates raises workers' wages by 5-8%. There are also spillovers effects, with college graduates being the beneficiaries. Thirdly, we estimate unemployment duration by gender and by competing risk, that is, exits into employment or economic inactivity. We use the Kaplan-Meier estimator and the Cox proportion hazard model in these estimations. The results from both estimators show factors that influence unemployment differ by exits, and their effects vary by gender. The hazard rates show that transition rate into employment is higher for men than for women with similar characteristics. They show that age and race significantly influence employers' choice between educated men and women. However, this bias is less obvious at higher levels of education.
19
Gordon, Daniel Andrew. "Employability and social class in the graduate labour market." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/46473/.
Full textAbstract:
This thesis examined the early labour market experiences of graduates from different class backgrounds at three differentially ranked universities. It finds that outcomes are more than the sum of credentials and hard work. Access to social, economic and non-academic forms of cultural capital is found to be important and graduates from middle class backgrounds are more likely than graduates from working class backgrounds to access the forms of capital recognised by the graduate labour market. This leads to observable differences in graduate labour market outcomes. However, the complex relationship between higher education and the graduate labour market means that class differences are not simply reproduced. In the first instance, patterns in graduate labour market outcomes are a product of the academic requirements demanded by certain occupations. These academic barriers are tangible and affect all graduates regardless of background. Graduates with more prestigious credentials are more likely to access professional or managerial occupations and are more likely to find traditional graduate employment: the proportion of middle class graduates employed in professional or managerial occupations was 100% at the Elite University, 79% at the Russell Group University and 69% at the Post-1992 University. This compares with figures of 100%, 56% and 31%, respectively, for working class graduates. However, labour market success is also predicated upon exhibiting the ‘right’ combination of competencies and experiences, privileging middle class graduates. Middle class graduates have greater access to economic capital, are able to leverage their social networks to augment their employability, and are more likely to exhibit ways of being and doing associated with professional and managerial competence. As such, intra-university comparisons find that middle class graduates are more likely to access graduate employment (79% of Russell Group University middle class graduates were in graduate employment compared to 22% of working class graduates) and work in professional or managerial occupations (see figures above). These observations can be attributed to significant differences in economic, social and cultural capital. However, such comparisons conceal subtle in-group differences. This thesis identified distinct class fractions within both the middle and working class groups. An interesting distinction within the middle classes was that between middle class graduates with parents employed in the public/third sectors and those with parents employed in the private sector. For instance, 80% of graduates in the public sector had one or more parents employed by the public sector and almost 60% had both parents employed by the public sector, which constituted all of those with both parents employed by the public sector. All of the graduates in the private sector had at least one parent employed by the sector and 74% had both parents employed by the sector, constituting 85% of graduates with both parents employed in the private sector. The same pattern did not emerge for working class graduates. The sector of parental employment is significant because it reflects systematic differences in social and political orientation, which for graduates give rise to discernible differences in their inherited labour market orientation, social networks and cultural capital. The graduate labour market outcomes of working class graduates are acutely tied to the institutions they attend and their experiences therein. Unlike many middle class graduates, working class graduates do not inherit forms of social and cultural capital that can be easily realised in the graduate labour market. As such, differences between working class fractions can be traced to differences in educational achievement and trajectory. Through the acculturation of middle class behaviours and alignment of practices, working class graduates benefit from the institutional proximity to middle class peers and become caught in their ‘slip stream’. The benefits are clear to see: 65% of elite trajectory graduates were in traditional graduate employment and 94% were in professional or managerial occupations. For modal trajectory graduates mediocre credentials and low levels of inherited social and cultural capital are compounded by socially segregated institutional experiences. Consequently, they were found in the least competitive regions of the graduate labour market, typically in non-graduate employment and in occupations that did not require a degree-level education. These findings add to our understanding of how class background, higher education and the graduate labour market interact. They raise some important questions for the academic field but also for public policy, particularly around the role of higher education in promoting social mobility and its relationship with the (graduate) labour market.
20
Yung, Man-sing, and 容萬城. "Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955976.
Full text
21
Al-Baldawi, Hassan. "Economic integration of Iraqi immigrants with higher education into the Swedish labour market." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21243.
Full textAbstract:
The issue of unemployment and labour integration of immigrants into the labour market in host countries has always been a source of debate among the public and policymakers in the host countries. This study focuses on the economic integration of highly educated Iraqi immigrants into the Swedish labour market. Based on semi-structured interviews with eight Iraqi immigrants living in Malmö, who have higher education from Iraq, this study aims to illuminate the obstacles and opportunities for Iraqi immigrants to integrate into Swedish labour market, and to find out if their position in the Swedish labour market corresponds to their academic qualifications obtained from Iraq. The theoretical framework of this study explores the concepts of integration, human capital, social capital, and discrimination. Findings of the study revealed that, lack of fluency in Swedish language, family responsibilities, and devaluation of human capital function as main obstacles for highly-educated Iraqi immigrants’ integration into Swedish labour market. The social networks of Iraqi immigrants can be considered as a tool to avoid unemployment in Sweden, but at the same time, it provides access only to a certain categories of jobs that are not in par with higher education of these immigrants. Furthermore, the finding of this study also reveals that the positions of the highly educated Iraqi immigrants have acquired in the Swedish labour market are not commensurate with the educational qualifications they have from Iraq.
22
Mehdizadeh, Narjes, and Gill Scott. "Educating women in the labour market of Iran: Changing Worlds and new solutions." Springer, 2011. http://hdl.handle.net/10454/5850.
Full text
23
Kandilorou, Helen. "Education, occupation and earnings of recent labour market entrants in Greece : evidence and analysis." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235608.
Full text
24
Yung, Man-sing. "Education and the labour market : the implications of higher education expansion in Hong Kong in the 1990s /." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18916107.
Full text
25
Zhang, Meng. "Graduate destinations and labour market stratification across different fields of study." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/93564/.
Full textAbstract:
There has been a large expansion of the higher education sector in the past two and a half decades. This has led to significant research interests about the implications of this growth in degree holders on the state of inequalities in the graduate labour market. However few have focussed on the extent to which inequalities by sex, socioeconomic background, and so forth varies across different fields of study. For instance, the earnings difference between similarly able graduates from different socioeconomic background may be larger for individual that studied ‘soft’ subjects, such as the arts, compared to ‘hard’ subjects, such as the sciences (Hansen 2001). This thesis investigates whether there is any evidence of variations in stratification across fields of study, and attempts to explain why these variations exist. The study tests a number of explanations ranging from competition in the labour market (Brown and Hesketh 2004) to the types of skills used across different occupations. This thesis uses information from two large scale graduate surveys, and a qualitative study of 21 recent graduates to address these issues. Two types of labour market outcomes are considered: earnings and the extent to which individuals make use of their skills in their work. Looking at individuals with a bachelor’s degree, there is evidence that stratification by sex and educational attainment varies across different fields of study. There is no evidence to support claims that stratification by socioeconomic background varies across field of study. In general some of these variations could be explained by the skills used in an occupation. However substantial amounts of the variations in stratification across different fields of study cannot be explained by the theories typically presented in the literature.
26
Drew, David. "The education and labour market experiences of black young people in England and Wales." Thesis, University of Sheffield, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265936.
Full text
27
Faris, Ahmed Ahmed. "Challenges Faced by Immigrants with Higher Education in the Swedish Labour Market : A Qualitative Research of the Factors Influencing the Underutilization of Immigrants’ Foreign Educational Credentials in the Swedish labour market." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131426.
Full textAbstract:
Generally, immigrants face different challenges adapting to their new environment while starting a new life in the new environment. One of these problems is related to employment as they find it difficult finding jobs in their host countries. A number of them are often jobless or having jobs that do not correspond with their educational qualification. This is one of the factors that influence the earnings of immigrants in the Swedish labour market. This study focused on the factors influencing the underutilization of immigrant’s foreign educational credentials in the Swedish labour market. The study is based on human capital theory, cultural shock theory and discrimination theory. Through qualitative research design, rich detailed data about the phenomenon was collected from participants that participated in the study. Findings of the study revealed that the two major factors that influence the underutilization of immigrant’s foreign educational credential in the Swedish labour market are structural factors and individual factors (lack of social network with Swedish natives, inability to fluently communicate in Swedish, and loss of professional knowledge due to lack of practice).
28
Da, Maia Carlos Chadreque Penicela. "Understanding poverty and inequality in Mozambique : the role of education and labour market status." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71857.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This thesis deals with poverty and inequality in Mozambique and with the link of education to wellbeing through the labour market. Earlier studies that analysed well-being in Mozambique drew counter-intuitive conclusions about the spatial distribution of poverty and inequality. They focused excessively on money-metric indicators of well-being and adjusted the poverty line so as to make it reflect taste and price differentials across regions. This thesis suggests the use of a wealth index based on asset holdings and derived by employing Multiple Correspondence Analysis to support the money-metric results. If results are not also confirmed by other indicators of well-being, one should be sceptical of simply unquestioningly applying best practice approaches. In this thesis the moneymetric results drawn by earlier studies are not confirmed by this other indicator of well-being. Since education is a policy lever that can be used to influence the existing patterns of poverty and inequality, one needs to understand how it operates through the labour market in improving wellbeing. Developing and poor economies such as Mozambique are characterised by a very segmented labour market and by a small wage sector. A large proportion of the working-age population is engaged in subsistence agriculture and self-employment activities. Using a multinomial logit model this thesis demonstrates that schooling has an influence on the choice of employment segment. For instance, schooling increases an individual’s chances of getting a public sector job, but lowers his or her chances of falling into self-employment activities. This study also links schooling to earnings. It argues that when analysing the relationship between schooling and earnings in a poor developing economy one should account for the multiple segmentation of the labour market as well as for sample selection bias. To estimate the effects of schooling on earnings this thesis thus employs a modified version of Dubin and McFadden’s model. It finds a positive association between education and earnings in the public wage sector, the private wage sector and in the selfemployment segment. Convex returns to education are also found, and accounting for selectivity bias does improve the earnings functions relative to those based on ordinary least squares regressions. Education quality has a bearing on an individual’s performance in the labour market and therefore affects the role of education in alleviating poverty. Thus, this thesis identifies the correlates of education quality in Mozambique. Employing education production functions based on ordinary least squares multivariate regressions it finds that most of the correlates of educational achievement suggested by the literature are indeed associated with educational outputs. Employing Oaxaca-Blinder decomposition techniques often used in labour studies to study earnings discrimination, the thesis attempts to explain the reasons behind the average deterioration in education quality in Mozambique. The initial hypothesis on this matter was that the average deterioration in education quality over time was associated with the increase in the proportion of pupils from low socioeconomic backgrounds. This hypothesis, however, is not confirmed. Likely explanations include the decline in the efficiency of the education system and more lenient pupil promotion policies.
AFRIKAANSE OPSOMMING: Hierdie proefskrif handel oor armoede en ongelykheid in Mosambiek en die effek van onderwys op welsyn deur die arbeidsmark. Vroeëre studies het gevolgtrekkings oor welsyn in Mosambiek getrek wat nie met intuïsie oor die ruimtelike verdeling van armoede en ongelykheid strook nie. Sulke studies het slegs geldelike maatstawwe van welsyn gebruik en die armoedelyn aangepas om pryse en smaak in verskillende streke te reflekteer. Hierdie tesis stel die gebruik van nie-geldelike maatstawwe voor om geldelike maatstawwe aan te vul, en spesifiek ’n bate-indeks van welsyn wat verkry word deur die gebruik van Veelvuldige-Korrespondensie-Analise. Daar is rede tot skeptisisme wanneer die sogenaamde ‘beste’ metode vir die berekening van geldelike maatstawwe sonder bevraagtekening gebruik word en die resultate nie deur ander indikatore van welsyn bevestig word nie. Aangesien onderwys ’n beleidsinstrument bied om bestaande patrone van armoede en ongelykheid te beïnvloed, is dit nodig om te verstaan hoe dit deur die arbeidsmark werk om welsyn te verbeter. Ontwikkelende en arm ekonomieë soos Mosambiek word gekenmerk deur ’n baie gesegmenteerde arbeidsmark en ’n klein loonsektor. Groot persentasie van die bevolking van werkende ouderdom is by onderhoudslandbou en ander self-indiensneming betrokke. Veelvoudige-logit-model toon hoe opvoeding die keuse van indiensnemingsektor beïnvloed. Onderwys verhoog byvoorbeeld iemand se kanse om pos in die openbare sektor te kry, maar verlaag die waarskynlikheid van selfindiensneming. Die studie koppel verdienste ook aan onderwys. Daar word aangevoer dat die groot arbeidsmarksegmentasie en seleksie-sydigheid in berekening gebring moet word wanneer die verband tussen onderwys en lone in arm ontwikkelende land bestudeer word. Dus word aangepaste vorm van Dubin en McFadden se model in hierdie proefskrif gebruik om die effek van onderwys op verdienste te bereken. Positiewe verband bestaan tussen onderwys en lone in die openbare loonsektor, die private loonsektor en self-indiensname. Die opbrengsstruktuur op onderwys is konveks, en inagneming van seleksie-sydigheid verbeter die verdienstefunksies relatief tot gevalle wat net op gewone kleinste-kwadrate-regressies gebaseer is. Onderwysgehalte het invloed op persoon se vertoning in die arbeidsmark en raak daarom die rol van onderwys in armoedeverligting. Faktore wat met onderwysgehalte in Mosambiek verband hou word dus geïdentifiseer. Die gebruik van gewone-kleinste-kwadrate-veelvoudige-regressies in onderwysproduksiefunksies toon dat die meeste van die bepalende faktore wat in die literatuur genoem word inderdaad met onderwysuitsette verband hou. Deur gebruik van Oaxaca-Blinder dekomposisie-tegnieke – wat meer dikwels gebruik word om arbeidsmarkdiskriminasie te ontleed – word gepoog om die redes vir die agteruitgang van gemiddelde onderwysgehalte in Mosambiek te verklaar. Die aanvanklike hipotese hieroor was dat die agteruitgang in die gemiddelde vertoning deur die toename van leerlinge van laer sosio-ekonomiese agtergrond verklaar sou kon word. Ontleding van die data bevestig egter nie hierdie hipotese nie. Moontlike verklarings sluit in agteruitgang in die doeltreffendheid van die onderwysstelsel en minder streng beleid rakende promosie van leerlinge na hoër grade.
29
Osseiran, Ghia. "Higher education expansion and graduate labour market outcomes in Spain : overqualification and its discontents." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:39f25bfd-de6b-435d-9b9f-28e4fd3f847b.
Full textAbstract:
This is a mixed methods study about graduate educational and skill mismatch in Spain. The study examines the evolution of graduate mismatch at the macro level, investigating changes in the number of tertiary graduates vis-à-vis-the number of high-skilled jobs in the economy. The proliferation in the share of graduates unable to find high-skilled jobs in Spain has accentuated policy concerns that the number of graduates has increased faster than the number of high-skilled occupations available. Graduates are consequently "bumped down" the occupational ladder and forced to take up lower-skilled jobs, a situation defined in this thesis as occupational drifting down. The first part of this thesis is dedicated to exploring the determinants of graduate labour market mismatch, with focus on the influence of educational track and field of study on the probability of graduate employment and occupational drifting down. Drawing on the Spanish Labour Force Survey for 2006 and 2012, this study provides an original analysis of the determinants of employment and occupational drifting down among Spanish graduates, employing logistic models to evaluate the influence of personal, educational and occupational characteristics. The fact that these graduates are employed in jobs that one generation ago were occupied by non-graduates, however, does not automatically indicate that the demands of these occupations has remained the same. Since job content is not fixed, the quantitative methods employed in this thesis alone are insufficient to determine the skill requirements of occupations and changes in job content over time. This study, therefore, uses the multiple-case study approach to investigate changing skill requirements within occupations. To this end, 50 in-depth interviews with senior managers and graduates in the retail banking and retail trade industries were conducted in Spain between January 2015 and March 2016. In gaining proximity to the real-life context of graduate mismatch in the workplace, this study seeks to advance scholarship on graduate skills utilization and hiring trends at the sectoral level, providing novel insight into the changing skill requirements of two industries in Spain. In this way, this study fills a research gap, as sectoral case studies are sparse in the literature (Caroli et al., 2008; Elias and Purcell, 2004; Mason, 2002; Green and McIntosh, 2002, Knights and McCabe, 1998, Mason, 1996), particularly for Spain.
30
Al-Marri, Saleh Salem. "An investigation of the relationship between higher education and the labour market in Kuwait." Thesis, Abertay University, 2006. https://rke.abertay.ac.uk/en/studentTheses/57d91007-048d-4ed8-9992-dec8f630e768.
Full textAbstract:
There is a general perception in Kuwait that the education system has not contributed to the socio-economic development of the country as effectively as expected. This perception is generated by the apparent limitations in meeting the needs of the labour market and hence that of the economy. The State of Kuwait depends heavily on its hydrocarbon resources, mainly crude oil, and a large proportion of its economic activities are dependent on foreign labour. There is a need for the development of a national workforce to meet the increasing demand for an economy that is sustainable beyond the current dependence on oil revenues. The government has invested heavily in the education sector at all levels in order to meet this need, but so far, as this study will confirm, there has been a very limited progress. This study examines the relationship between higher education and the labour market in Kuwait. In particular, it attempts to identify factors that might have contributed to the weak link between the higher education system and the labour market. Therefore, in order to understand the thinking of the different stakeholders involved in education and the labour market, the study relies on qualitative research methodology based on primary data collected through semi-structured interviews and secondary data from a review of various documents and government of publications. The discussion of the findings led to the suggestion of a set of recommendations for improving the higher education system and strengthening the relationship between higher education and the labour market in Kuwait.
31
COTTINI, ELENA. "Human Capital Accumulation and the Labour Market: Applications Using Evaluation Methods." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/112.
Full textAbstract:
Human capital accumulation and its effect on labour market outcomes have been in the focus of economic research for decades. Traditionally the economic literature suggests that there might exist several forms of human capital, where human capital represents the knowledge, skills and health embodied in individuals. Skills and knowledge are largely acquired through education and experience but may also reflect, in part, innate abilities. In addition, some aspects of motivation and behaviour, as well as attributes such as the physical, emotional and mental health of individuals are also considered as human capital. These activities are referred to as human capital because people cannot be separated from their knowledge, skills and health, in the way they are separated from their physical and capital assets. Human capital accumulation is an important determinant of individuals' earning capacity and employment prospects, therefore plays an important role in determining the level and distribution of income in society. Moreover, the costs of these investments include direct outlays on market goods and the opportunity cost of the time that must be withdrawn from competing uses. Apart from direct investments in human capital people could also invest in constructing a network of relationships for example to find a job. Until now all these aspects have been studied separately, in this thesis I try to reconcile them.
32
Lillrank, Erik, and Fredrik Nilsson. "Job Market Signalling in the European labour market : Exploring the relationship between tertiary education access and participation in secondary level schooling." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435893.
Full textAbstract:
This study re-examines a theoretical scenario introduced by Kelly Bedard in which increased university access leads to an increase in high school dropouts due to the decreased wage premium of a high school diploma caused by talent departing to higher education. The goal for this empirical study is to expand upon the theoretical framework introduced by Bedard in order to determine whether job market signalling is present in the European labour market. In line with Bedard, we theorise that if signalling holds true, secondary education graduates will decrease when access to tertiary education increases. To test this we construct 3 linear regression models to analyse a panel data set constructed of data gathered by Eurostat. Our research question is: Does increased enrolment in tertiary education have a negative effect on participation in secondary education? Our results differ from earlier studies as they indicate that increased enrolment in European tertiary education correlates with increased participation in secondary education. Ergo, we do not prove the presence of signalling in the European labour market. Our results support continued policy efforts with the aim of increasing participation at all levels of education as we find no evidence of a trade-off between university access and secondary schooling graduate rates.
33
Kuthanová, Veronika. "Education and Education of inhabitants of districts in Czech Rebublic with emphasis on district Vysočina." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-15899.
Full textAbstract:
The goal of this thesis, with topic, "Education and Education of inhabitants of districts in Czech Rebublic with emphasis on district Vysočina", is to find out relation between education system and labour market in Vysočina district and whether the offer meets demand of Labour. In the first part of the thesis, basic concepts relating to education (upbringing, education, lifelong learning) are explained. Subsequently the educational system in the Czech Republic and related regulations and ducuments are described. In the second part of the thesis, the development of the educational system in the Czech Republic is analyzed and the changes in the educational structure of population of the Czech Republic are characterized. The third part of the thesis describes in more detail the development of education in the Vysočina district, and then this part follows the development of demand for labour, the development of jobs in the district and link the labour market in areas of education in Vysočina district. The thesis uses the statistical data from the (Czech Statistical Office) CSO, data from the Ministry of Education, Institute for informatik on education, regional yearbooks and information from key companies in the district Vysočina. Data is processed into tables or graphs.
34
Antoninis, Emmanouil. "The expansion of technical secondary education in Egypt and its effect on the labour market." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369604.
Full text
35
Foster, Yvonne Florentine. "Racialised transitions : the pathways from education to the labour market for black Caribbean young people." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9533.
Full textAbstract:
This research explores post-16 transitions of a group of Black Caribbean young people, to gain insight into the factors which influence their transitions, the decisions made and executed and the outcomes produced. Biographically, significant details articulated by the individuals about their transition journey are conveyed to elucidate the particular circumstances of this group and to illustrate the dynamic nature of the dilemmas encountered and the responses enacted. In-depth interviews were conducted with 24 respondents ranging in age from 16 to 25, of mixed gender, and reflecting a spectrum of post-16 destinations. The recollections shared by respondents are examined, interpreted and presented using the framework of narrative analysis. This approach emphasises the creation of a discursive space which allows individuals to retell stories of transitions which are meaningful to the narrator. Selected biographical portraits are presented to illuminate the contours that shape experiences of transition. The attainment profile of respondents is heterogeneous and ranges from those with low levels of attainment to those with very high achievements. This disrupts the over-simplified discussions about „ethnic minority underachievement‟ and reveals that attainment is more diverse than is commonly represented. Many respondents have high educational aspirations and are anxious to improve their qualifications (even low achievers). Respondents recognise that credentials are the currency for contemporary labour markets, and have ambitions for greater social mobility than their parents‟ generation; they are discerning about racial stereotyping and the damaging effects this can have on life chances. The research highlights that young people are ill-prepared for making crucial decisions about their post-16 options. Many parents/carers are unaware of the importance of careers information. There is unanimity in the view that careers education is wholly inadequate. Many young people fall through the net and receive no guidance. Young people need to be better prepared for their post-16 transitions; this preparation should include an entitlement to quality careers education prior to leaving school.
36
Al-Shanfari, Amal Said Ahmed. "Participation of women in higher education and labour market : a case study in Muscat, Oman." Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429919.
Full text
37
Baltander, Richard. "Education, labour market and incomes for the deaf/hearing impaired and the blind/visually impaired /." Stockholm : The Swedish Institute for Social Research (SOFI), Stockholm University : Stockholm University Library [distributör], 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26435.
Full text
38
Walters, David Fox John. "The relationship between postsecondary education and labour market outcomes: comparing graduates over a four-cohort period /." *McMaster only, 2002.
Find full text
39
Mancini, Luca. "Higher education in the UK and the market for labour : evidence from the Universities' Statistical Record." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/4057/.
Full textAbstract:
The Thesis seeks to make a contribution to our current understanding of the complex relationship between higher education and the graduate labour market in the UK on both a methodological and policy level. Using administrative data from the Universities' Statistical Record (USR) on complete cohorts of individual students who left university between 1980 and 1993, the Thesis develops along three main avenues: i) identifying the key determinants of graduates' first destinations (Chapters 2 and 3); ii) comparing alternative indicators of employment-related university performance and assessing their robustness to data aggregation (Chapter 4); iii) estimating the differences in graduates' occupational earnings by degree subject (Chapter 5). The study on first destination considers a broad range of possible outcomes distinguishing between temporary and permanent as well as 'graduate' and 'nongraduate' employment, professional training and postgraduate study, involuntary unemployment and unavailability for work. The analysis reveals significant effects on graduates' employability associated with gender, university type, degree subject, degree class, socio-economic background, and prior qualifications (Chapter 2). Moreover, the impact of all the main factors affecting graduates' early careers has a significant correlation with the business cycle (Chapter 3). In Chapter 4 we compare employment-related university performance indicators constructed from student-level and university-level data, respectively. Despite student-level data on university statistics now being publicly available, institutions are currently assessed according to indicators based on university-level data, implicitly obtained by averaging over individuals the corresponding student-level information. We find significant differences between the two sets of indicators and argue that the observed discrepancies are the result of an aggregation bias. A Monte Carlo experiment is used to test the validity of this conclusion. Finally, Chapter 5 looks at the differences of graduates' occupational earnings by degree subject using USR and NES data from 1980 to 1993. We discuss the issue of self-selection of students into the subject of study and apply three alternative modelling strategies to control for self-selection: the proxy and matching method, propensity score matching and a simultaneous equations model accounting for 'selection on unobservables'. The evidence suggests the presence of a significant selection bias originating from the unaccounted correlation between unobservable individual characteristics affecting both occupational earnings and subject choice. Moreover, the ranking of university subjects changes over time.
40
Yang, Xing. "Higher education and the labour market in China : a case study of three universities in Shanxi province /." Oslo : Pedagogisk forskningsinstitutt, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/74320/formalxpaper.pdf.
Full text
41
Press, Harold L. "Changing teacher demand conditions in Canada and the utilization of teacher labour market information by educational organizations and teacher education students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ35413.pdf.
Full text
42
Lehrer, Kim Jamie. "Economic behaviour during conflict : education and labour market participation in Internally Displaced People's camps in Northern Uganda." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/26274.
Full textAbstract:
This dissertation investigates men and women's labour force participation and children's education outcomes using original data collected in Ugandan Internally Displaced People's (IDP) camps in 2005 and 2007. The random nature of the conflict and mass displacement in the region is exploited to identify their impacts on behaviour. Furthermore, a randomized trial of two alternative food for education programs implemented in the IDP camps is evaluated. The impacts of the programs on primary school participation, cognitive development, and learning achievement are investigated.
The first chapter introduces the dissertation and explores the research setting by detailing the randomized school feeding experiment and the data collection process. It considers the context in which the data was collected, focusing on the conflict in the region at the time.
The second chapter uses this unique data set and the exogenous nature of the conflict and resulting displacement in Northern Uganda to examine their impacts on labour market participation. I find that the longer the existence of the camp to which people moved, the less men work. In contrast, women's labour market decisions are not influenced by the age of the Internally Displaced People's camp in which they live. I argue that these responses result from the development of gender-specific social norms regarding idleness and not from a lack of opportunities. A decline in the percentage of men working in a camp leads to a reduction in the probability that a given man works.
The third and fourth chapters provide solid empirical evidence of the educational impacts of two food for education programs. Joint with my co-authors, I compare education outcomes between three randomly assigned groups: Beneficiaries of an in-school meals program, beneficiaries of a take-home rations program providing equivalent food transfers conditional on school attendance, and a control group. The findings suggest that, in general, both programs performed equally well in improving school participation. While access to both programs improved cognition, the impacts on learning achievement are not as strong.
43
Jonbekova, Dilrabo. "Skills mismatches among university graduates in post-Soviet Tajikstan : challenges for higher education and the labour market." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708999.
Full text
44
Benešová, Martina. "Higher Education credentials and labour market outcomes : expectations of business students in England and the Czech Republic." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/33921/.
Full textAbstract:
While the financial returns to education have been widely studied since the 1960s, the research on students‟ earnings expectations is relatively scarce. This study examines students‟ earnings expectations and their perceptions of the link between education and labour market outcomes. A mixed-methods approach was adopted – questionnaires and focus groups were used for data collection. First year and final year Business students were surveyed at two universities in England and two universities in the Czech Republic. A repeated cross-sectional study design was used - the survey was conducted every year between 2011/2012 and 2014/2015. In addition, focus groups with students were carried out to supplement the survey results. Several personal characteristics were found to influence students‟ expectations. Female students had lower earnings expectations and the expected gender pay gap was found to increase with work experience. The effect of gender on earnings expectations was found to be stronger in the Czech Republic. First years students expected to earn more on average compared to their final year counterparts. Ethnicity was found to be an important factor – black British and Asian British students had higher earnings expectations compared to white British students. Students from high-income families expected to earn significantly more compared to those from less affluent backgrounds. Students expected their earnings to grow with education and experience. Students expected to earn more after graduation compared to what they would expect had they decided not to go to university. Final year English students who expected to achieve a first class honours degree had higher expectations compared with the rest of the sample. In both countries, final year students who expected to be overeducated after graduation anticipated a pay penalty. The evidence of a so-called sheepskin effect was found in final year students‟ expectations – they believed they would have been financially punished for leaving university during their final year. Students who intended to stay in their home regions after graduation had lower earnings expectations compared to those who were willing to relocate to the capital city or move abroad. Students‟ perceptions of the link between education and labour market outcomes were evaluated in the light of human capital theory, the screening hypothesis and credentialism. Students in both countries favoured the credentialist explanations of the relationship between education and future socio-economic status. English students believed that employers prefer graduates from elite universities. On the other hand, Czech students believed that graduates from more affluent families are advantaged in the graduate labour market due to their economic capital. This study has some implications for both policy and practice. However, while the sample size was relatively large, the results cannot be generalised to the entire population of Business students in England and the Czech Republic since non-probability convenience sampling was used to collect the data.
45
Abdulla, N. H. Nasser. "The relationship between the outputs of commercial education and the requirements of the labour market in Bahrain." Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.483598.
Full text
46
Erasmus, Johannes Cornelius. "Effective training for job creation in the South African education system / Johannes Cornelius Erasmus." Thesis, Potchefstroom University for Christian Higher Education, 2002. http://hdl.handle.net/10394/8604.
Full textAbstract:
It is generally accepted that the quality of a country's labour force is a crucial factor in successful competition in the global economy. South Africa's richness in human resources unfortunately does not in itself make us a winning nation. Because of the low educational attainment of our labour force, we have to compete in the global economy at a disadvantage.
The global labour market is characterised by constant change (benefiting skilled workers) and the progressive destruction of jobs (affecting in particular semiskilled and unskilled workers).
The purpose of the study is to investigate the structural changes taking place in the workplace,
the effects thereof on the demand for human resources, and how education and training in
South Africa can respond to these changes to the benefit of individuals, organisations and the
country as a whole.
An intensive literature survey cast light on the development of economies, how such
development influences the demand for worker skills and how different nations have attempted
to meet the requirements of their productive systems through appropriate education and
training. South Africa's economy, labour problems and strategies to enhance human capital
and create jobs were also examined. Consistent with trends observed in the advanced
economies of the world, the pattern of activity in the South African economy has shifted from
the primary and secondary sectors to the tertiary and service sectors, shedding jobs requiring
lower levels of skills and creating jobs for highly qualified workers.
A historical overview of the provision of education and training in South Africa highlights how
apartheid policies contributed to vast disparities in the skills levels of the different population
groups in South Africa. Many innovative measures to enhance skills levels and job creation
have been introduced since 1994 by the democratically elected government. These measures
were evidently informed by the experience of other countries. The formidable task of
implementing these measures or strategies successfully is exacerbated by the fact that the
different provinces in South Africa are in different stages of economic development and have
different educational outputs, leading to differences in the skills levels of their respective labour
forces.
Research on how unemployed people participate in the labour market served as the basis for
the empirical input to the study. The data collected in Gauteng and the Eastern Cape were
interpreted to ascertain how such people interact with the labour market in these provinces.
The survey results revealed that the effects of low educational levels, people's interaction with
the labour market, their job interest and the way job creation strategies are implemented may
influence the efficacy of strategies to enhance people's skill levels and to create jobs.
Factors influencing the demand for labour and factors that may impact on the success of
education and training interventions were considered in the construction of a model to prioritise
skills formation strategies. The model should be a versatile planning tool for identifying target
groups, and for prioritising and implementing skills development strategies in the context of
local socio-economic structures, as well as in the context of the national socio-economic
structure and the global economy.
As proposals for job creation by experts throughout the world have not been able to arrest
increasing unemployment rates, it would be presumptuous to claim that this study provides a
solution to the problem. Nevertheless, ways need to be found to optimise the impact of skills
formation and job creation efforts. The following recommendations are made on the basis of
the findings of the present study: • The structural and attitudinal changes taking place in the workplace should be investigated and workplace demands should be matched with the skills needed by workers. • Efficient, modern systems of administration staffed by technically competent officials should be established to manage the implementation of skills formation and job creation strategies. • A close relationship should be established between government, business and labour. • All persons over the age of 15 years who enter the labour market (and those who are already in the labour market) without the prospect of becoming employed should be registered as job seekers. • All young people should have a minimum of 12 years general education and enhanced forms of technical education. • Educational and training institutions should disabuse learners of the idea that they have to be dependent on someone else to give them a job. • The general and further education and training system should provide learners with the basic skills in mathematics, language, science and technology required by industry. • Qualified mathematics and science teachers should receive recognition through higher salaries. • Appropriate assistance should be provided to education leavers and to the unemployed. • The basic skills of those already in jobs should be improved. • Employers should be assisted on how to organise and implement workplace training. • Organisations should double their investment in training to at least 2% of their payrolls.Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2002
47
Albadir, Anfal Fouad. "Investigating the skills-gap in the Kuwaiti labour market : perspectives from policy makers, employers, graduates, and higher educational institutions." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-skillsgap-in-the-kuwaiti-labour-market-perspectives-from-policy-makers-employers-graduates-and-higher-educational-institutions(f7278087-8e85-403a-be77-39fc3c44c31a).html.
Full textAbstract:
Immediately after the discovery of oil, the State of Kuwait put in place a plan for massive economic and social development for its people. This proposed plan required sophisticated labour skills to implement development requirements. However, over the years the country has continued to witness a labour market imbalance due to an inadequate supply of graduate skills that did not satisfy the demand from its workplace. The purpose of this study was to investigate the mismatch between outputs from higher education and labour market requirements. The present study employed a mixed approach to address its main research questions. It applied a quantitative approach using questionnaires prepared for graduates currently working and employers from both the public and private sector. It also utilized a qualitative approach using interviews with stakeholders in the labour market such as higher education personnel and policy makers. The literature review provided an overview of educational objectives and their relation to economic, social, and human resource development. It also looked at the nature of the relationship between higher educational institutions and the labour market, as well as providing some examples of the labour market gap around the world. The key findings indicated that higher educational institutions faced problems with regard to their role in the provision of knowledge and skills. The study found that employers believe that the quality of education provided by the institutions is low. Similarly, the study found that employers believe that the communication amongst stakeholders in the education system is not effective. In addition, employers reckoned that the main factors influencing graduates’ quality of education were the lack of skills, lack of motivation and weak communication. Similarly, graduates believed that the main factors influencing their quality of education were lack of skills, as well as overestimating job privileges and area of study. Furthermore, graduates satisfaction with their current jobs was influenced by many factors; such as low-quality education, disappointment with career development, source of skills, area of study, and gender. In fact, the literature identified the low quality of education as the main cause of the skills-gap worldwide, while it had always valued communication for closing the skills-gap. This study has confirmed that there is an imbalance within the Kuwaiti labour market. The theoretical and practical implications of the findings are discussed in the concluding chapter of the thesis.
48
Holborough, Aletha M. "Ethnicity, education and the transition to the construction labour market : developing an equality framework using a capability approach." Thesis, University of Westminster, 2015. https://westminsterresearch.westminster.ac.uk/item/9qx4q/ethnicity-education-and-the-transition-to-the-construction-labour-market-developing-an-equality-framework-using-a-capability-approach.
Full textAbstract:
The purpose of this research is to explain why and how the construction industry remains such a 'white male dominated' industry and those from a Black, Asian and Minority Ethnic (BAME) background are so severely underrepresented. The research focuses on the 'school-to-work' transition process, examining electrical trainees' experiences in their previous schooling, college and apprenticeships to understand how inequality permeates the process. This study looked at two groups of electrical trainees - apprentices and non-apprentices - in London, between January 2011 and July 2013, to understand why some succeeded in securing an apprenticeship while others did not. The research took an ethnographic approach and subsequently a range of data collection methods were used, which included a film, observation of events associated with the construction industry, a short questionnaire completed by 321 trainees, and in-depth interviews with 37 of these trainees. Interviews were also conducted with 40 organisations within the construction and electrical contracting industries. A mixed method approach, with a thematic analysis, was used to examine the vast amount of data collected for the research. The analysis of the data focused on the voices of the electrical trainees centring on three stages: 'in school', 'in college' and 'in work-based learning'. This approach provided rich data of the experiences of the electrical trainees in the transition process, in addition to setting the research context in its natural setting. The findings presented help to compensate for the paucity of research focused on the lived experiences of those going through the transition from school to the construction industry. Furthermore, the data collected provide a better understanding of how large-scale construction projects, such as the 2012 Olympic site, could further address diversity targets, dependent upon processes followed. The findings identify the multiple barriers faced by BAMEs during the 'school-to-work' transition process. The main research finding is that whilst ethnicity is an important factor in the transition process, other factors, identifiable at each of the three stages of the transition, also play a role. At the first stage of the transition process, which examined the school setting, the research found that inequality occurred as a result of differences in educational outcome, in the form of GCSEs, which had an impact on the next stage of the transition process. At college, there were differences in the electrical courses that the trainees embarked on, a result not only of the GCSE qualification obtained at school, but also of the different recruitment practices of the colleges and the contractors. At the work-based learning stage, those from a BAME background were more likely to have A-Levels, when embarking upon an apprenticeship, implying that they were more qualified in terms of academic qualifications than their white counterparts. The research also found that apprentices were treated differently, irrespective of ethnic background, whether because of being a woman, having ginger hair or coming from a different area. This shows that inequality is not just a result of an individual's ethnic background, but also of a multitude of different factors. An important original contribution is the conceptual framework of the thesis, based upon the Amartya Sen capability approach (Sen, 2009) and used to explore different dimensions of inequality. The capability approach has not previously been used to explore simultaneously a staged process over time, the 'school-to-work' transition, and to study the construction industry. Sen's capability approach provides the framework to examine areas that are not normally discussed in the school-to-work transition literature. The study found that the environment external to the college had an impact on the trainees in terms of their ability to move freely from place to place, so restricting possible education and employment opportunities. The research has yielded an equality framework and also identifies the two main transition routes for electrical trainees suggesting possible intervention points. These can be used in future academic research and as practical tools in the construction industry to inform policy approaches to enhance diversity in both vocational education and training, and employment.
49
Källström, Böresson Jonna. "From Politics to Practice : The representation of foreign-born women in Swedish labour market policy." Thesis, Umeå universitet, Umeå centrum för genusstudier (UCGS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-188324.
Full textAbstract:
By studying the representation of foreign-born women in the Swedish labour market policy debate, between the years 2010-2020, I want to discover if there has been a change of the rhetoric in political debates and how that affects the activities provided to foreign-born immigrant women. My conclusion is that there has been a change towards a more individualistic approach, with a representation of the group that further amplifies systematic discrimination in the Swedish labour market system. By creating a group with weaker standing on the labour market that can be used as low wage labour under the cover of support, the rhetoric can be seen as upholding the capitalist system.
50
Du, Toit Charlene. "Geskoolde werkloosheid in Suid-Afrika, met spesifieke verwysing na die Noordwes Provinsie / Charlene du Toit." Thesis, North-West University, 2005. http://hdl.handle.net/10394/904.
Full textAbstract:
This study investigated schooled unemployment by focusing on the following
aspects:
The importance of a positive interaction between the education system and the
labour market.
The importance of a positive interaction between the education system and
employment opportunities.
The importance of the involvement of employers in education.
With a "school-to-work change, it is clear that the economic "health" of the
community is located in the viability of school education. The country is experiencing
an acute need for highly trained workers, and this inhibits its long-term economic
growth and international competitiveness. It thus seems as if a gap exits between the
labour market's changing requirements and the education system's way of preparing
the country's youth for a career. Education, according to literature, is too academic,
while vocationally directed education does not receive sufficient attention.
The value of any education system is seated in the preparation of learners for
employment opportunities and better living conditions, and in this connection theory
and practice ought to be integrated, which will result in the education system
providing in the real needs of the community.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.