For TLM policies it is necessary not to focus on single transitions or points of time, but on transition periods. Such a period can contain more than one single transition adding up to an overall sequence type. In particular, the process of labour market entry is characterised by considerable insecurity and by more or less long duration. From a European perspective, it seems to be appropriate not to focus policies on the unique national level, but have a more differentiated view on these transition sequences. The paper examines sequences of school-to-work transitions in ten European countries using explorative methods of optimal matching and cluster analysis. The process of labour market entry is observed for five years after leaving school by looking at monthly labour market statuses. The sequences are classified by similarity and certain sequences types along with their distribution are described. The resulting picture offers a strong variation across countries that can only partly be captured by classical typologies of school-to-work transition regimes. Apart from that, the quality of the coordination process between education system and labour market can be assessed by taking into account indicators derived from transition sequences.
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