This paper adds to the limited research conducted on labor markets with low female labor force participation, providing the first multivariate analysis for Kosovo. The determinants of female labor force participation (FLFP) in Kosovo are investigated utilizing an eclectic model, comprising of individual, household, and socio-economic determinants, to analyze data from the Kosovo Labor Force Survey. Both supply and demand factors contribute to the explanation of the low FLFP in Kosovo. The results confirm that: age, marital status, education, labor market demand and the composition of the household are significant determinants of FLFP. These findings indicate the importance of taking a household level approach when analyzing labor force participation in countries with low female force participation.
Purpose -This paper sets out to examine the link between technological change and continuing training at a workplace level. Design/methodology/approach -The paper hypothesises that workplaces subject to technological change have an increased demand for skills, which induces an increased provision of training. UK data from two waves (1998 and 2004) of the Workplace Employment Relations Survey (WERS) are used to investigate this hypothesis. Findings -Workplaces undertaking technological change are more likely to train their workers and also to provide more days of training per worker. Team working is also associated with a greater number of days spent on training, as are the setting of training targets and the keeping of training records. Training intensity decreases with an increasing share of part-time and manual employees. Conversely, where workplaces face difficulties in filling skilled vacancies, they provide more days of training.Research limitations/implications -The WERS training questions refer only to core experienced employees which, since this group may vary from one workplace to another, may not give a completely consistent measure of either absolute or relative training provision. Because the WERS panel (1998 and 2004) excludes both the dependent variable (training intensity) and the variable of interest (technical change), the analysis is restricted to cross-section estimation. Causal implications of this analysis should be regarded as correspondingly tentative. Practical implications -The findings suggest that one way to induce firms to provide more training is by enhanced incentives for firms to undertake more rapid technological change. In addition, if the current global economic downturn persists, evidence that operating in a declining market is associated with the provision of fewer training days may be of particular concern to training professionals and policy makers. Originality/value -The paper provides empirical evidence concerning the interaction between technological change and training.
Despite the growing recognition that unregistered employment remains a common problem both in South-East Europe and well beyond, there has been little evidence available on its prevalence and distribution. This paper contributes to filling the gap, by utilising data from a 2017 large scale national representative survey of 8,533 households in Kosovo. This reveals that 34.6% of all employees are engaged in unregistered employment (i.e., they have no employment contract). A Probit regression analysis reveals significant associations between unregistered employment and individual, household, employer and job-related characteristics. Unregistered employment is significantly more prevalent among men, younger people, single, widowed or divorced, those with fewer years in education, living in rural areas and in larger households. It is also significantly more prevalent among those working in construction and services, part-time employees, with shorter employment durations, lower wages, and those in elementary occupations and craft and related trades. The wider theoretical and policy implications are then discussed.
Students’ well‐being is crucial for learning motivation and effective learning, for their quality of life and their psychological health later in life. In this regard, this article investigates the factors that affect the well‐being of students in secondary vocational schools in Kosovo and Macedonia. It empirically examines determinants of students’ well‐being categorised into socio‐demographic factors, environment and socialisation, and satisfaction factors. It is based on an OLS regression analysis, using data from six secondary vocational schools in the two countries. Findings reveal that well‐being is determined to a great extent by students’ experience in school, particularly their perception of the usefulness of what they are learning for a future job, whether teachers are welcoming, and the friendliness of co‐students. Students who experience bullying are much less happy in school. These findings are important from a policy perspective, as they reveal that students’ well‐being is mainly determined by factors that can be controlled and influenced by schools and less so by factors that are not determined by schools. The evidence from this study can be used to strengthen the social inclusion role of vocational schools.
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