Staying on in Full-Time Education: The Educational Participation Rate of 16-Year-Olds

Whitfield, Keith; Wilson, Robert A.

doi:10.2307/2554824

Cited by 41 publications

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“…The Whitfield and Wilson (1991) approach of only including one earnings variable was adopted here, in order to protect degrees of freedom, given the expanded set of variables used, relative to Pissarides' (1981) specification. The idea behind the use of this variable is that it measures the rewards that can be gained by those offering higher levels of education relative to the rewards on offer for leaving school immediately.…”

Section: The Datamentioning

confidence: 99%

“…As mentioned earlier, the paper by Whitfield and Wilson (1991) differs from the one of Pissarides just described, in that it adopts the cointegration approach, and extends the list of explanatory variables. Their principal reason for doing so is that they show that Pissarides' specification leads to unsatisfactory results when the sample is extended beyond his 1978 finishing date.…”

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confidence: 99%

“…The estimation period considered by Whitfield andWilson is 1956-1985, and separate equations are run for boys and girls. After experimenting with the available explanatory variables, they arrive at a preferred specification for the long-run relationship between these variables and the one measuring the participation in education of 16 year olds, the latter having been logistically transformed.…”

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confidence: 99%

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The Demand for Post-Compulsory Education in Four European Countries

McIntosh¹

2001

Education Economics

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This study seeks to explain changes in the proportion of 16 year olds, 17 year olds and 18 year olds who decide to participate in post-compulsory education. Four countries are considered; Germany, the Netherlands, Sweden and England, over as much of the period from 1960 to the present day as data will allow. An initial inspection of the data reveals non-stationarity in virtually all of the series under consideration, so that a cointegration framework is appropriate. The analysis therefore proceeds using the two-stage procedure proposed by Engle and Granger. The results suggest that the key variable that explains the growth in post-compulsory education participation is the increase in prior academic attainment before the end of compulsory schooling. This is the case particularly for females, males being also influenced by the returns available to offering a higher level of education, and the level of real income available to 'spend' on education. The level of youth unemployment seems to play only a small part in the decision as to whether to remain in education.

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Section: The Datamentioning

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The Demand for Post-Compulsory Education in Four European Countries

McIntosh¹

2001

Education Economics

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“…Micklewright (1989) looks at a representive sample of the birth cohort of 1958 using data from the National Child Development Study and is able to confirm that family background effects remain influential even when detailed controls for student ability are considered. Whitfield and Wilson (1991) use a different approach and interprete aggregate time series evidence to support the introduction of special employment and training measures for youth. Rice (1999) exploits a vast dataset with over 50,000 observations on school leavers.…”

Section: Findings Of the Literature And Hypotheses Of Interestmentioning

confidence: 99%

Residential location and youth unemployment: The economic geography of school-to-work transitions

Riphahn

2003

Population Economics

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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 EconStor may Residential Location and Youth Unemployment: The Economic Geography of School-To-Work TransitionsRegina T. Riphahn The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent, nonprofit limited liability company (Gesellschaft mit beschränkter Haftung) supported by the Deutsche Post AG. The center is associated with the University of Bonn and offers a stimulating research environment through its research networks, research support, and visitors and doctoral programs. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. The current research program deals with (1) mobility and flexibility of labor markets, (2) internationalization of labor markets and European integration, (3) the welfare state and labor markets, (4) labor markets in transition, (5) the future of work, (6) project evaluation and (7) general labor economics. D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. In response to increased international policy attention to youth unemployment this study investigates post-secondary school transitions of school leavers. Multinomial logit models are estimated for male and female German youth. The models control for individual, parent, and household characteristics, for those of the youth's region of residence and local labor markets. The findings suggest that immigrant youth has particularly low participation rates in continued education, and that youth unemployment is centered in high unemployment states and metropolitan areas. Recent changes in academic benefit policies do not seem to be correlated with changes in academic enrollment, whereas men's transitions to the military do reflect recent changes in defense policies. This study addresses these important issues at the example of Germany. It applies a comprehensive modelling approach to investigate the transition choices of all youth leaving school between 1984 and 1997, as observed in the German Socioeconomic Panel (GSOEP). This dataset permits the consideration of detailed household and parent backg...

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“…The academic literature has largely failed to conduct such comparisons, focussing instead on the factors which influence educational participation (see, for example, Rice, 1987;Micklewright et al, 1990;Whitfield & Wilson, 1991;Rice & McVicar, 1996) and the labour market outcomes of those young people that have been on youth training schemes (see, for example, Main & Shelly, 1990;Whitfield & Bourlakis, 1991;Dolton, Makepeace & Treble, 1 The two studies which are perhaps closest to the present research in terms of aims and methodology are Payne (1995aPayne ( , 1995b Young people who chose the youth training (YT) route were, however, significantly less likely to gain additional qualifications.…”

Section: Ii: Backgroundmentioning

confidence: 99%

Value added in further education and vocational training in Northern Ireland

Armstrong¹,

McVicar²

2000

Applied Economics

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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. (DfEE, 1998). Terms of use: Documents in EconStor mayAt the age of 16, many young people decide to leave school and enter vocational education or training, either at a college of Further Education (FE) or on a Government training scheme. This sector, both regionally and nationally, has received considerably less attention in the literature than the school sector. This is likely to be related, at least in part, to the fact that information on school performance ( ie: in terms of qualifications obtained and subsequent labour market outcomes) is much better developed than the corresponding information for FE colleges and training schemes 1 . A strong argument for conducting such a study specifically for Northern Ireland is the importance of vocational education and training, in terms of the proportion of young people who choose these routes, relative to the UK average. For example, the proportion of 1993 5 th form leavers who entered vocational education and training in NI was 44%, as compared to 40% for Great Britain 2 . This is largely due to higher numbers on training schemes, which may be a symptom of higher regional unemployment or selective secondary schooling, for example. Equally, it may be that participation in youth training in NI is higher than in GB as a result of the differences between Northern Ireland's Youth Training Programme (YTP) and that of England and Wales (YT, formerly YTS). 4In this paper, we seek to begin to redress the imbalance in the literature through a detailed examination of the performance of the Northern Ireland vocational education and training sector in terms of qualifications value added. Controlling for background characteristics of young people in vocational education and training allows us to analyse the relative intrinsic merits of the two alternative routes themselves. The remainder of the paper is set out as follows. The following section briefly discusses the structure of Government training schemes in Northern Ireland and reviews the existing literature on value added in education and training. Section 3 discusses our empirical model and econometric methodology. Section 4 presents details of the data set used for the analysis and highlights some important regularities. Section 5 presents and discusses the results and section 6 concludes. those who chose the traditional academic route. It was found that those who chose FE were less likely than their counterparts in the academic route to get qualifications, but the d...

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Staying on in Full-Time Education: The Educational Participation Rate of 16-Year-Olds

Cited by 41 publications

References 12 publications

The Demand for Post-Compulsory Education in Four European Countries

The Demand for Post-Compulsory Education in Four European Countries

Residential location and youth unemployment: The economic geography of school-to-work transitions

Value added in further education and vocational training in Northern Ireland

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