The Impact of Institutional Context, Education and Labour Market Policies on Early School Leaving: a comparative analysis of<scp>EU</scp>countries

Witte, Kristof De; Nicaise, Idès; Lavrijsen, Jeroen; Landeghem, Georges Van; Lamote, Carl; Damme, Jan Van

doi:10.1111/ejed.12034

Cited by 50 publications

(52 citation statements)

References 46 publications

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“…Additionally, De Witte et al (2013) found a negative relationship between early school leaving and the age of compulsory education. They argue that the longer pupils are obliged to stay in school, the greater the chances that they will graduate (Cabus & De Witte, 2011).…”

Section: Truancy and The Educational Systemmentioning

confidence: 98%

Truancy in Europe: Does the type of educational system matter?

Keppens

Spruyt

2018

Euro J of Education

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Truancy is known to: Hamper academic achievement, predict a range of school-related problems and cause early school leaving. Hence, the development and implementation of measures to tackle truancy are considered as important strategies to prevent early school leaving in Europe. Despite this, there is almost no comparative research which studies variation in truancy rates. This article relies on PISA 2012 data from 24 European countries to empirically answer two questions: (1) To what degree do truancy rates vary cross-nationally? and (2) Do these differences in truancy rates relate to characteristics of the educational system? We found that between-country truancy rates varied more than differences in early school leaving.Moreover, even after taking into account control variables such as economic development and youth unemployment rates, the ways in which educational systems select and group pupils are closely related to truancy rates. | 415

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Section: Truancy and The Educational Systemmentioning

confidence: 98%

Truancy in Europe: Does the type of educational system matter?

Keppens

Spruyt

2018

Euro J of Education

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“…Since the development of the status attainment model (Blau & Duncan, 1967) and the Wisconsin model of education and early occupation attainment (Haller & Portes, 1973), a strong, positive association between education, social origin and individual occupation has been found (Kerckhoff, 2001;Carbonaro, 2007). Higher education attainment is also associated with higher earnings and incomes (Harmon et al, 2003;Barone & Van de Werfhorst, 2011;Hanushek et al, 2013), better health, a higher level of wellbeing and political participation (Oreopoulos & Salvanes, 2011;Braga et al, 2013;De Witte et al, 2013;Hoskins et al, 2014).…”

Section: Educationmentioning

confidence: 99%

Modelling adult skills in OECD countries

Scandurra

Calero

2017

British Educational Res J

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The IEB research group in Human Capital aims at promoting research in the Economics of Education. The main objective of this group is to foster research related to the education and training of individuals and to promote the analysis of education systems and policies from an economic perspective. Some topics are particularly relevant: Evaluation of education and training policies; monetary and non-monetary effects of education; analysis of the international assessments of the skills of the young (PISA, PIRLS, TIMMS) and adult populations (PIAAC, IALS); education and equality, considering the inclusion of the disabled in the education system; and lifelong learning. This group puts special emphasis on applied research and on work that sheds light on policy-design issues. Moreover, research focused in Spain is given special consideration. Disseminating research findings to a broader audience is also an aim of the group. This research group enjoys the support from the IEB-Foundation.The Barcelona Institute of Economics (IEB) is a research centre at the University of Barcelona (UB) which specializes in the field of applied economics. The IEB is a foundation funded by the following institutions: Applus, Abertis, Ajuntament de Barcelona, Diputació de Barcelona, Gas Natural, La Caixa and Universitat de Barcelona. The IEB working papers represent ongoing research that is circulated to encourage discussion and has not undergone a peer review process. Any opinions expressed here are those of the author(s) and not those of IEB. IEB Working Paper 2016/17 MODELLING ADULT SKILLS IN OECD COUNTRIESRosario Ivano Scandurra and Jorge Calero ABSTRACT: Research in the social sciences has focused extensively on the relationship between family background, educational attainment and social destination, on the one hand, and on the processes of skills creation and skills use, on the other. This paper brings these two branches of the literature together by examining the correlation between a range of social factors. The methodology we adopt provides a comprehensive approach to the study of the channels through which literacy skills are acquired, taking into account the interrelation of family background, educational attainment, and the use of skills at work and at home. We use the Programme of International Assessment of Adult Competences (PIAAC) dataset and apply a structural equation model (SEM). Our results show that family background and education play an important role in the configuration of adult skills and skill practices. Unequal family access to resources has a strong impact at later stages in life and strongly affects educational attainment and skills outcomes. Additionally, skills use has a positive and direct impact on adult skills. JEL Codes: I2, I24

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“…and the Wisconsin model of education and early occupation attainment(Haller & Portes 1973), a strong, positive association between education, social origin and individual occupation has been found(Kerckhoff 2001;Carbonaro 2007). Higher education attainment is also associated with higher earnings and incomes(Barone & Van de Werfhorst, 2011;Hanushek et al, 2013;Harmon, Oosterbeek, & Walker, 2003), better health, a higher level of wellbeing, and political participation(De Witte et al 2013;Braga et al 2013;Oreopoulos & Salvanes 2011;Hoskins et al 2014).…”

mentioning

confidence: 97%

Modelling Adult Skills in OECD Countries

Scandurra

Calero

2016

SSRN Journal

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Research in the social sciences has focused extensively on the relationship between family background, educational attainment and social destination, on the one hand, and on the processes of skills creation and skills use, on the other. This paper brings these two branches of the literature together by examining the correlation between a range of social factors. The methodology we adopt provides a comprehensive approach to the study of the channels through which literacy skills are acquired, taking into account the interrelation of family background, educational attainment, and the use of skills at work and at home. We use the Programme of International Assessment of Adult Competences (PIAAC) dataset and apply a structural equation model (SEM). Our results show that family background and education play an important role in the configuration of adult skills and skill practices. Unequal family access to resources has a strong impact at later stages in life and strongly affects educational attainment and skills outcomes. Additionally, skills use has a positive and direct impact on adult skills.

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The Impact of Institutional Context, Education and Labour Market Policies on Early School Leaving: a comparative analysis ofEUcountries

Cited by 50 publications

References 46 publications

Truancy in Europe: Does the type of educational system matter?

Truancy in Europe: Does the type of educational system matter?

Modelling adult skills in OECD countries

Modelling Adult Skills in OECD Countries

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