Roads to work: school‐to‐work transition patterns in Germany and the United States

Buechtemann, Christoph F.; Schupp, Juergen; Soloff, Dana

doi:10.1111/j.1468-2338.1993.tb00664.x

“…This means, however, only a postponement of the risk from the lowest age group to the next higher one. 2 The comparatively low duration of youth unemployment leaves it open whether such a short episode has long lasting effects on the later career. Hence, in section 4 we elaborate on this question by estimating earnings functions depending among other variables on unemployment experience at the beginning of working life.…”

Section: Youth Unemployment: Getting the Questions Rightmentioning

confidence: 99%

Young and Out in Germany: On the Youths' Chances of Labor Market Entrance in Germany

Franz

¹

,

Inkmann

²

,

Pohlmeier³

et al. 1997

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractThis paper deals with the labor market entrance of young people in the Federal Republic of Germany. The main focus is on failures during this stage. First, an overview of the youth labor market in Germany is given. Then, the transition from vocational training to work is analyzed: The duration of the first spell of non-employment after completition of formal vocational training is analyzed by means of a proportional hazard function approach. Besides the strong influence of the human capital variables there is a striking effect of the family background of the youths. The following section addresses as to what extent early failures in the work history have long-lasting effects on future incomes.

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“…Buechtemann, Schupp, and Soloff (1993) 113 Apprenticeships have expanded rapidly in several countries, including Australia (rising from 157,000 in 1996 to 515,000 in 2012) and in England (rising from 53,000 in 1990 to 614,000 in 2012) (National Apprenticeship Service, 2012;National Centre for Vocational Education Research, 2012). Along with the increasing roles of apprenticeship in Australia and England have come initiatives to upgrade the quality of their programs (McDowell, Oliver, Persson, Fairbrother, Wetzlar, Buchanan, and Shipstone, 2011).…”

mentioning

confidence: 99%

Fostering and Measuring Skills Interventions That Improve Character and Cognition

Heckman¹,

Kautz²

2013

The Myth of Achievement Tests

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills. The literature establishes that achievement tests do not adequately capture character skills -personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. Their predictive power rivals that of cognitive skills. Reliable measures of character have been developed. All measures of character and cognition are measures of performance on some task. In order to reliably estimate skills from tasks, it is necessary to standardize for incentives, effort, and other skills when measuring any particular skill. Character is a skill, not a trait. At any age, character skills are stable across different tasks, but skills can change over the life cycle. Character is shaped by families, schools, and social environments. Skill development is a dynamic process, in which the early years lay the foundation for successful investment in later years. High-quality early childhood and elementary school programs improve character skills in a lasting and cost-effective way. Many of them beneficially affect later-life outcomes without improving cognition. There are fewer long-term evaluations of adolescent interventions, but workplace-based programs that teach character skills are promising. The common feature of successful interventions across all stages of the life cycle through adulthood is that they promote attachment and provide a secure base for exploration and learning for the child. Successful interventions emulate the mentoring environments offered by successful families. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S JEL Classification:D01, I20, J24

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“…This is also expressed in the school-leaving age in Germany, which is now 17.7 years, on average. In the US, it is only insignificantly higher, 17.8 years on average (Buechtemann et al, 1993a). Kohler estimated that at the beginning of the 1990s, only 5% of a cohort left the school system without a certificate (Kohler, 1992).…”

Section: The Expansion Of General Schoolingmentioning

confidence: 98%

Education and Employment in Germany: Changing Chances and Risks for Youth

Kathrin

¹

,

Timmermann

²

1998

Education Economics

0

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This article provides a detailed survey of matching problems between education and employment in Germany by examining the past and present situation in vocational education and training as well as in higher education. The analysis provides insights into the educational behavior of young people. Next to an analysis of the transitions into both education systems, the entrance of skilled workers and employees, as well as of higher education graduates into the employment system, is scrutinized in detail. Finally, the challenges towards the future structure and organization of both education systems are examined by considering the current economic situation in Germany.

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Roads to work: school‐to‐work transition patterns in Germany and the United States

Cited by 49 publications

References 0 publications

Young and Out in Germany: On the Youths' Chances of Labor Market Entrance in Germany

Young and Out in Germany: On the Youths' Chances of Labor Market Entrance in Germany

Fostering and Measuring Skills Interventions That Improve Character and Cognition

Education and Employment in Germany: Changing Chances and Risks for Youth

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