Educational Signaling in Two Different Education Systems

Currently, there is an active subordination of the labor market to the educational services market. A specialist able to compete in the labor market strives for self-development, self-design, is fluent in his profession, addresses the priority demands of the innovation economy. The relevance of the research is manifested in the contradiction, where, on the one hand, measures to improve the situation on the labor market in the field of physical culture and sports are taken through the development of new methods of modern labor market management and training of specialists for the industry, and on the other hand, the organizational structure of labor markets and educational services needs serious reforming and adaptation to modern conditions of market relations. The leading methods in the study of this problem are bibliographic search, analysis and synthesis, as well as methods of theoretical modeling based on theoretical, logical, comparative and categorical analysis. The purpose of the study is the interaction of labor markets and educational services in the field of physical culture and sports. This article discusses the features of the labor market in the field of physical culture and sports at the present stage; the basis for training specialists in the field of physical culture and sports is identified and the relationship between the labor market and the market for educational services (providing training for a competent specialist) in this area is analyzed. The main results of the study were the interrelation of the labor market and the market of educational services (providing training of a competent specialist) in this area; the basis for the training of specialists in the field of physical culture and sports is defined. Article materials can be useful for specialists in the field of physical culture and sports, as well as for specialists in the field of economics.

Swiss VET has a long tradition and is valued as an adequate preparation for labour market entry and for entry into vocationally oriented tertiary education (Cattaneo & Wolter, 2016). It represents the most important pathway into the labour market for Swiss youth, with two thirds of those finishing compulsory school enrolling in VET on upper secondary level (SERI, 2016, p. 11). The dual system, which combines apprenticeship training in a firm with lessons in vocational school and inter-company courses, provides highly specialized skill sets, which correspond closely to the competence profiles required in skilled workers positions. Thus, transition from VET to work is comparably smooth. However, not every diploma holder finds a (matching) job. In Switzerland there is a rising risk of unemployment and skill mismatch for young VET diploma holders. In some occupations there are considerable levels of youth unemployment (Salvisberg & Sacchi, 2014). Thus, there are substantial differences between education programs and training occupations in their capacity to integrate young skilled workers into the labour market. In international comparative research, differences in institutional characteristics of education systems have been used to explain different patterns of labour market entry. Cross-country-differences in institutional characteristics, such as levels of standardisation, stratification, differentiation, vocational orientation, occupational closure, institutional linkage andcertification have been proposed in order to explain why skill development and patterns of inequality at labour market entry differ between countries (Breen, 2005; de Lange, Gesthuizen, & Wolbers, 2014; Konietzka, 2002; Levels, van der Velden, & Di Stasio, 2014; van de Werfhorst, 2011; Wolbers, 2007). However, the mechanisms explaining national differencesbetween occupations are located at the level of national educational programs and can thus not be reliably tested with country comparisons. In other words, there is a lack of research regarding the mechanisms, which explain how different institutional contexts lead to differences in skill development and labour market prospects. Thus, data on within country differences in institutional characteristics is needed. Moreover, with this data it is possible to further explore segment specific or regional differences in the effects of institutional dimension, e.g. the opportunities within labour market segments.However, information on these within-country differences has hitherto been hard to obtain. Consequently, this topic is largely missing in recent research. Our aim is therefore to provide data on the differences in the institutional characteristics between Swiss upper secondary VET programs. We consider the following dimensions: exam standardisation, vertical differentiation, horizontal differentiation and vocational specificity. Apart from the fact that these dimensions have been fruitful when analysing school-to-work transitions in a comparative perspective, we have chosen these dimensions because they vary substantially between the training occupations of Swiss upper secondary VET. In addition information on these characteristics are easily obtainable in the curricula and ordinances of the training occupations. Seite 4 Theories on labour market integration point to two main mechanisms explaining why institutional dimensions should affect labour market outcomes. Firstly, it is assumed that institutional dimensions impact the skill and competence development of students, both in terms of the skill profile as well as the competence level. Secondly, with regard to the labourmarket, it is argued that the signalling power is affected by the institutional arrangements of each training program. The signalling power of a VET Diploma in turn shapes employers hiring decisions and influences job quality features, such as income or the probability for fixed-termcontracts, part-time employment or horizontal and vertical match. However, to explore these relationships further, the relevant institutional dimensions have to be defined and operationalized within a national framework. This paper describes the transfer of the theoretical concepts from the comparative literature to the Swiss VET context. In other words, we make suggestions on how to operationalize exam standardisation, vertical differentiation, horizontal differentiation and vocational specificity for Swiss upper secondary vocationaleducation and training.In the remainder of this paper we will give an overview of our theoretical framework and basic assumptions. Thereafter the existing literature regarding effects of institutional characteristics on skill development and labour market outcomes is briefly discussed. In these two sections, we will focus mainly on the theory and empirical evidence regarding labour market allocation. The collected data can, however, be used to investigate other aspects, such as career mobility, further training, inclusion, the apprenticeship market or companies’ costs of apprenticeship training. In the fourth section the Swiss VET system as well as the operationalization of the different institutional dimensions within the Swiss context is presented. Last, we give an example on how our data can shed light on the institutional structures of Swiss upper secondary VET.

Постановка завдання, мети дослідження. Наведеними вище обставинами зумовлена доцільність аналізу тенденцій освітньо-професійних та галузевих дисбалансів на ринку праці та окреслення орієнтирів подолання диспропорцій між попитом і пропозицією робочої сили. Метод та методологія проведення дослідження. У процесі проведення дослідження використані загальнонаукові методи (аналіз, синтез, класифікаційно-аналітичний, абстрактно-логічний, узагальнення й системного аналізу) вивчення та оцінки економічних процесів, що відбуваються на ринку праці. Викладення основного матеріалу (результати роботи). В роботі проведений аналіз динаміки ринку праці, який свідчить про стійку тенденцію до зменшення кількості зайнятого населення. Оцінка структури попиту та пропозиції на ринку праці за видами економічної діяльності та професійними групами показує надлишок на ринку праці економічно активного населення, що асоціює себе з такими

Interventions to improve the labour market outcomes of youth: A systematic review of training, entrepreneurship promotion, employment services and subsidized employment interventions

1. Introduction Transition from education to working life is a significant event from the viewpoint of both the individual and society. Entering the labour market is conceived as a rite of passage decisive of a person's entire labour market career. Transition can also be seen as a complex social phenomenon, which can be the origin of several social problems. High incidence of unemployment among young people and the inability of many school leavers to find suitable employment point to the necessity of studying the labour market transition in post-socialist Estonia. Although the issue of the entry process in the Estonian context has to a certain extent already been addressed by some authors (such as Berde et al. 1999), the recently available new data-set makes it possible to explore this subject matter from a new perspective. The aim of this paper is to analyse the entry process in post-socialist Estonia, to asses the impact of various micro-level characteristics on the success of labour market integration and to describe its developments at the backdrop of the changing social context. Additionally, the results are compared with the outcomes of similar studies from other European countries. The empirical part of the study is based on the Estonian Labour Force Survey 2002 ad-hoc module on school-to-work transition. The rest of the paper proceeds as follows. In the first section an overview of the basic theoretical approaches to labour market transition and the summary of most relevant empirical results are given, also the context of the transition is analysed and hypotheses are formed. The description of the data-set and research methods follows. The results of the empirical analysis are presented in the third part, followed by the final section, which sums up the results and draws the conclusions. 2. Theoretical background 2.1. The nature of labour market transition The sociological concept of school-to-work transition is of recent origin (Ryan 2001:34). For earlier generations integration to working life was characterised as swift and uneventful, while for today's youth labour market entry is marked with growing complexity and diversity. For many school leavers it is a period of remarkable uncertainty and change, which can affect their entire labour market career (Shavit et al. 1990:53). While the conceptualisation of school-to-work transition as a period starting with leaving the educational system and ending with obtaining employment is, due to its relatively unambiguous nature, a commonplace in many studies concentrating on labour market entry (e.g. Sanders and Becker 1994), it is by no means theoretically unproblematic. Some young people begin their labour market careers before officially leaving the educational system, whereas others return to full-time education after a shorter or longer spell of full-time employment. Even when the departure from the educational system is permanent, it is not always followed by smooth integration to working life. Young people are characterised by a greater propensity to change jobs and are found in temporal and part-time employment more than the rest of the employed population. School-to-work transition can thus be called a process of labour market accommodation, without sharp beginning and end markers (Wolbers 2001:2). The success of labour market integration is most commonly measured by the school leavers' propensity to avoid unemployment and mismatching jobs, but also by the duration and the relative social ranking of the first job. Factors affecting the results of labour market transition can be divided into a period effect (time- varying aspects of the social and economic environment), institutional factors (nation- specific aspects of educational system and labour market settings) and individual characteristics. The latter can further be subdivided to ascribed characteristics (e.g. gender and ethnicity) and achievement effects (e. …

Introduction. Ensuring the consistency of regional vocational education systems with the labor markets demands is a nationwide task of strategic importance. It causes the development of methodological tools instrumental in a quick and objective assessment of the current state of regional educational systems in the context of their interaction with the region’s labor markets. The aim of the article is to develop indicators of the relationship between the system of vocational education and the labor market and to test the calculation of these indicators in the Russian regions. Materials and Methods. The research methodology includes substantiation, development and formalization of indicators of the interrelation between the education system and the labor market. The first indicator characterizes the potential of the regional vocational education system to provide places for the admission of its own graduates of the 9th and 11th grades of schools. The second indicator assesses the supply of the regional labor market with graduates of the regional system of vocational education. To calculate the proposed indicators, official statistical reporting data are used. Results. In the course of research, using statistical data for 2018–2020, the proposed indicators were calculated for all Russian regions. Based on the cluster analysis of the indicators calculated values, a typology of Russian regions was made, during which five types of stable regions associations with homogeneous characteristics were identified. The strengths and weaknesses of regional educational systems are identified, including in the context of their interaction with the region’s labor markets. Discussion and Сonclusion. The developed indicators allowed to quickly assess the potential of the regions, on the one hand, to provide school graduates with vocational education, and on the other hand, to meet the economy staffing needs by graduates of universities and vocational educational organizations. The results of the study are of undoubted practical significance and will be useful to executive authority in developing recommendations for bringing education systems in line with regional development priorities, strengthening and developing regional educational systems.

The educational expansion of the last decades has broadened access to higher education. Especially girls caught up with boys in their educational attainments (DiPrete and Buchmann 2013). Whether educational inequalities by social origin decreased is less clear. Moreover, there is evidence that this trend might be gender specific: Becker and Muller (2011) show that the effects of social origin on educational outcomes remained strong for boys but less so for girls. At the same time, improved education for women has not translated into equal work opportunities for men and women (Blau and Kahn 2016). So far, in research on educational transitions and/or labour market inequalities, effects of social origin and gender have rarely been studied jointly (for an exception see Rivera and Tilcsik 2016). The aim of our research is to fill this gap and better understand the mechanisms that lead to differences in occupational outcomes at the intersection of social origin and gender by considering different pathways from compulsory education into the labour market. Theoretically, we combine two lines of argumentation: First, we draw on the literature on primary and secondary effects of origin (Bourdieu and Passeron 1971; Boudon 1974; Breen and Goldthorpe 1997). Second, we assume that the horizontal gender segregation by field of study, vocational education and training (VET), and occupation (Barone and Schizzerotto 2011; Charles and Bradley 2009; Gabay-Egozi et al. 2014) can translate into vertical stratification (for Switzerland see for example: Imdorf and Hupka-Brunner 2015; Hupka-Brunner et al. 2011; Zimmermann 2012). Furthermore, we pursue a life-course perspective to identify cumulative advantages or disadvantages over the educational trajectory (Sackmann 2007, Chapter 6). In order to investigate this empirically, we use data from the TREE (Transitions from Education to Employment) panel study that follows a large sample of Swiss PISA 2000 participants in their transition from education to their labour market position at age 30 (nine data collection waves, 2001–2014). In a first step, we employ sequence analysis to identify relevant clusters of sequences of education and job episodes of the respondents. Then, we conduct regression analysis to determine how these types of educational pathways influence job outcomes depending on social origin and gender. Classifying the pathways using sequence analysis allows us to reduce the complexity of individual life courses without sacrificing the strength of panel data. Preliminary results show, first, that educational pathways differ by social origin and gender. The higher the social status of the parents, the more likely it is that children pass through one of the academic pathways. Similarly, women more often to run through an academic track, whereas men more frequently complete vocational training. Second, these different trajectories lead to unequal occupational status. Net of the educational trajectory also a significant effect of social origin remains. Finally, gender effects on job outcomes are specific to educational trajectories, indicating that they result from horizontal segregation.

This study is an investigation into the career aspirations and expectations of 62 second generation, Afro-Carribean, young women. The belief that, in a meritocratic society, the occupational outcomes of the pupils should be a reflection of their educational achievements, regardless of class, race, or gender, is subject to critical appraisal. Investigations conducted in two South London Schools, over a period of 18 months, explored the occupational choice processes of 198 male and female pupils aged between 15-18 years. The results of the investigation suggest that the higher (in terms of social class) and distinct aspirations of young black women can be explained by their historically specific and culturally unique experience of the labour market. Young black womens' particular expectations of the labour market are characterised, in the main, by a cultural disposition that supports female labour market participation. This participation, however, takes place within the limited opportunities afforded by a racially and sexually segregated labour market. The subjective rationalising of labour market limitations explains, in part, the distinct qualities that characterise young black womens' career choices. Other evidence suggested that these distinct qualities also owed much to the west Indian female experience of schooling. Schools were seen to play a crucial part in both structuring and restricting black female occupational aspirations and expectations. Access to vital career information, active discouragement and discrimination, poor educational standards, leading to poor qualifications, were some of the material obstacles encountered by young black working class women when making their career choices. In conclusion, the evidence suggests that, whatever the educational level or labour market disposition of these young black women, their occupational location is subject to a variety of factors, in particular, labour market structures and educational resources. Inequalities based on race, gender, and class remain an integral feature of this society in spite of its ideology of meritocracy.

Education is considered as one of the key areas that directly affect the economic development of a country, as an adequate education system prepares the human capital that meets the needs of the labor market. As of now, when the process of globalization has taken a big leap forward, there is a requirement to have skilled, competent staff in the labor market. The needs of the labor market can only be answered by an adequate and contemporary education system. This paper will elaborate on the relationship between the education system and the labor market, with particular emphasis on the role of education in fulfilli ng the needs of the labor market, especially from the perspective of Kosovo. How much does Kosovo's education meet the labor market needs, not only in Kosovo, but also beyond. What are the areas in which Kosovo's education system needs to be improved in order to provide skilled employees to the labor market? The methodology used in this study involves conducting structured interviews with two main groups: employers and employees. The interviews were carried out with representatives from various sectors, both private and public, as well as from family businesses and non-profit organizations. The research was conducted in Kosovo, with a particular focus on the Dukagjini region. The main objective of this study is to analyze the phenomenon of early school leaving, the compatibility of qualifications with job positions and the challenges related to unemployment. It will also examine the impact of education and employment policies in addressing these issues, emphasizing the role of education and skills development in increasing employment opportunities. The research aims to provide recommendations for improving the connection between the education system and the needs of the labor market in Kosovo. The findings of this study are expected to shed light on the gaps between the current education system and labor market demands. By identifying these gaps, policymakers and educational institutions can work together to align curricula with market needs. Moreover, fostering partnerships between schools and employers could play a crucial role in bridging this divide. Enhancing vocational training and practical learning opportunities will be key in equipping students with job-ready skills. Ultimately, the study aims to contribute to sustainable economic growth by promoting a more responsive and inclusive education system.

This chapter addresses some of the main challenges of Albania’s policy reforms in education and employment and various obstacles in creating a better synergy between the education system and labor market in the country. Challenges analysis is guided by a multi-level lens of macro-, meso- and micro-perspective. The macro-perspective includes challenges related to changes in political and economic systems and the role of education in the democratic society. The meso-perspective covers barriers associated with changes within the education system and the role of school within young people’s socialization. Lastly, the micro-perspective examines hurdles connected to organizational changes in schools and the Vocational Education and Training (VET) system. The efforts to strengthen the ties between labor market and education are confronted with various difficulties, including limited resources devoted to education; universities being at initial stages of accreditation; the weak power of a college degree; the lack of sufficient resources in public universities; underqualified students invited for admissions in private universities; and the weak collaboration between academia and industry. The chapter suggests various ways to strengthen the synergy between the labor market and education. Recommendations include offering scholarships to students pursuing natural and technical sciences, improving university accreditation and ranking, increasing competition among Albanian universities, and improving educational qualifications of students.

PurposeModern educational environment in the system of vocational education focuses on the requirements of labour market and those of employers to the content of graduates’ professional competencies. Thus, the purpose of this paper is to develop practical guidance on the arrangement of cooperation between labour market and regional vocational education system.Design/methodology/approachParticipative approach allowed considering the cooperation between labour market and regional system of vocational education as the process aimed at creating management tools for formation, use, development of human resources. The research involved 300 teachers, 400 students, 100 employers, who found out the effectiveness criteria for the cooperation between labour market and vocational education system.FindingsThe findings reveal national models characteristics and universal tools for cooperation between vocational education institutions and enterprise. National models characteristics allow identifying the most advantageous cooperation tools; comparing suggested tools with the experience of others and thereby assessing their relevance and implementation risks.Research limitations/implicationsThe research results allow us to plan strategies for further studies of this problem, which are related to the development of models for cooperation between labour market and vocational education system.Practical implicationsThe identification of universal tools for cooperation between vocational education institutions and enterprise promotes the integration of national vocational education systems into national educational space. The materials of the paper can be useful for university leaders and professors; employees of centres for professional advancement and retraining in selecting and structuring the content of academic and teaching staff’s advanced training.Social implicationsThe revealed criteria contribute to vocational education programmes integration, connection between professional and educational standards, students’ professional identity.Originality/valueThe effectiveness of the cooperation between labour market and vocational education system will be improved by studying national models and identifying the most advantageous cooperation tools (modular training, voluntary social/ecological year, educational resources integration, state and public management, clustering vocational education institutions and industry companies). This will allow comparing the suggested tools for collaboration between labour market and vocational education system with the experience of others and thereby assess their relevance and implementation risks. Improving the cooperation between labour market and vocational education system will be successful provided that universal tools for cooperation (socio-economic, educational, practical, innovative and technological) are identified, which promotes the integration of national vocational education systems into national educational space. The effectiveness of cooperation between labour market and vocational education system will increase on condition of criterion assessment (clustering, subjectivity, transdisciplinarity), promoting vocational education programmes integration, connection between professional and educational standards, students’ professional identity, students’ engagement in the development and implementation of research and production projects, stepped formation of professional competencies.

The global labor market in general and the Israeli market in particular have been experiencing considerable changes in recent decades, affecting the supply of jobs in various occupations. The study has four goals: First, to establish the interaction between trends concerning changes in the labor supply and trends concerning the demand for higher education. Second, to determine the direction of this interaction. Third, to examine the public policy implemented in Israel wich capable of affecting one or both of these trends and Finally, to offer decision makers recommendations with regard to necessary changes in the nature of policy concerning regulation of the system of higher education and its adaptation to the demands of the dynamic labor market. There seems to be an association between changes in the supply of jobs in the labor market and shifts in the demand for higher education. Examination of two case studies in the Israeli economy shows a bidirectional interaction between the labor market and the system of higher education. In one case, the growing supply of jobs in the field of computers and engineering was found to result in an increasing demand for academic education in this discipline. In the second case, the growing demand for academic education in law resulted in a flooded labor market in this industry with bad effects for the industry. The public policy formed in Israel to regulate the labor market and the system of higher education is aimed at the short term and makes do with examining actual circumstances retrospectively and attempting to improve them by directing students to various disciplines in order to meet the needs of the labor market or correct its failures. It does not, however, examine future trends and try to identify prospective needs and faults that can be predicted in the present.

Labour Market Segmentation in Canada: An Econometric Approach

Productivity, Investment in Human Capital and the Challenge of Youth Employment in Sub-Saharan Africa: Comparative Developments and Global Responses in the Perspective of School-to-Work Transition

A popular argument for safety regulations is that workers accept dangerous jobs because they have choice, or, in other words, because they have few or no alternative employment opportunities. This argument is considered in a game-theoretic framework. Because simultaneous-entry models do not yield pure-strategy equilibria, this paper develops a sequential-entry model to analyze the effect of additional firms on occupational safety. Within the context of the particular functional specification modeled, additional firms (except for the second entrant) lower average accident rates and thus increase occupational safety, consistent with the popular argument. However, with other functional specifications, the model could yield different results. As a result, the paper continues with an empirical investigation of the effect of monopsony power for a particular labor market -- nonunionized Kentucky coal mines in the later 70s -- a labor market which is likely to be particularly susceptible to monopsony. The empirical work shows that areas with many choices of alternative employers within easy driving distance do have lower accident rates. For this labor market, at least, when more alternative choices in the same occupation are offered, average occupational safety levels increase. Policies that improve occupational mobility and the competitiveness of labor markets, therefore, may simultaneously improve occupational safety.