Background: Surprisingly little is known about the frequency, stability, and correlates of school fear and truancy based on self-reported data of adolescents.
Compared to general education, vocational education and training (VET) has been shown to facilitate young people’s integration into the labour market. At the same time, research suggests that VET falls short in teaching basic skills and, in turn, may lead to less adaptability to labour market changes and long-term disadvantages in individual labour market outcomes. To better understand the relationships between education, skills, and labour market outcomes, we examine to what extent job quality differs between individuals with general education and those with VET with respect to different skill levels. Furthermore, we investigate whether the relationship between type of qualification and job quality differs by skills. We broaden past research by considering four indicators of job quality: earnings, job security, job autonomy, and the match between respondents’ abilities and job demands. Using data from the Programme for the International Assessment of Adult Competencies for Germany, we demonstrate that individuals with academic education and advanced VET score higher in job quality concerning earnings and job autonomy as compared to individuals with initial VET. Comparing the two higher qualified groups, academic education is more associated with higher earnings than advanced VET, while the level of job autonomy is similar. Regarding the abilities-demands match, both groups score lower than individuals with initial VET. Moreover, higher literacy skills are associated with higher levels of job quality irrespective of the type and level of formal qualification. Finally, we find no empirical evidence that skills compensate for or reinforce disadvantages in job quality derived from professional qualifications.
Family planning needs in HIV-positive women are not fully addressed because male condoms remained the predominant reported contraceptive method, with a high rate of unintended pregnancies. It is of utmost importance to provide effective contraception such as long-acting reversible contraceptives for women living with HIV.
Recent research has established parental wealth as an important determinant of children's educational achievement. However, parental wealth is often ignored in research on social inequality in education, or its influence is only considered at later stages of children's educational careers. Our paper contributes to this research by examining the relationship between parental wealth and (1) children's math competences at the beginning of primary school; (2) the development of children's competences throughout primary school; and (3) children's transition from primary to secondary school. We are looking at Germany, where the early ability tracking may make an early investment in education particularly important. Analyzing data from the German National Educational Panel Study, we find that parental wealth has a distinct association with children's educational outcomes that adds to social disparities by other measures of parents' socioeconomic status (SES). Our results indicate that children in wealthy households have higher competences already in the first grade. This advantage remains stable throughout primary school and translates into a higher probability to attend the highest secondary school track. Moreover, children in these wealthy households are more likely to attend the highest secondary school track, net of differences in competences and performance. Our results imply that ignoring wealth as a component of parental SES leads to an underestimation of the level of social inequality in education in Germany.
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