Well‐being in the Welfare State: the redistributive capacity of education

Abstract

Focusing on the macro‐micro interaction between institutional arrangements and individual life outcomes, this article investigates how welfare régime types impact the association between education and well‐being, as measured by satisfaction with life. Theorising with Esping‐Andersen's ideal‐typical welfare régime typology, we hypothesise that decommodified institutional arrangements reduce the association between education and well‐being through compensatory social protections for at‐risk individuals, while stratifying forces strengthen this association. These results are only partly supported; we find that Conservative Welfare States show the most robust association, whilst Liberal and Social‐Democratic Welfare States display weaker relationships. Thus, stratification appears to play a more important role than decommodification in moderating this association. We also examine potential mediating factors and how they differ between welfare régime types, finding that health and income mediate the effects of education on well‐being to varying degrees.

Higher education for happiness? Investigating the impact of education on the hedonic and eudaimonic well-being of Europeans

“…Nordic countries show significant positive effects on all measures of well-being, while Central and Eastern European countries generally show a negative association. This is consistent with other findings showing that levels of well-being are highest in ‘Social-Democratic’ countries, whereas relationships between education and well-being are strongest in ‘Conservative Welfare States’ (Jongbloed and Pullman, 2016). This may be due to the emphasis on vocational education in these countries, as well as more limited participation in tertiary education (Willemse and de Beer, 2012).…”

“…Almost all countries were significant when introduced as dummy variables in OLS analyses, exhibiting both positive and negative coefficients. This raises the question of whether or not it is appropriate to assume that the relationship between education and well-being is the same in all European countries, in particular considering the significant differences in average well-being in different national educational and welfare state contexts (Jongbloed and Pullman, 2016).…”

Высшее Образование В Режимах Государств Всеобщего Благосостояния: Обзор Исследований

“…Получение послешкольного образования вносит вклад в стратификацию насе ления по субъективному благополучию. Однако при контроле демографических характеристик, здоровья, занятости и дохода данная связь сохраняется только для консервативных режимов [Jongbloed, Pullman, 2016]. При этом авторы сами справедливо отмечают контринтуитивность вывода об отсутствии связи для либе ральных стран, где дифференциация по здоровью и доходу намного выше, чем в нордических странах.…”

“…****** [Beller, Hout, 2006;Schulze Cleven, Olson, 2017;Rodríguez Pose, Tselios, 2012;Triventi, 2014;Kolm, Tonin, 2015;Raitano, 2015;Castellano, Punzo, 2016;Triventi, 2014;Tamesberger, 2017;Iannelli, Smyth, 2008;Ogg, 2005;Jongbloed, Pullman, 2016;Leão et al, 2018;Esping Andersen, 2015]. [Green, Preston, Janmaat, 2006] или образовательной мобильности (см.…”

A study of how local communities responded to changes in local authority youth services between 2010-2015 : A Foucauldian and Baumanian perspective.

“…As such, when welfare, understood in its widest form (Jongbloed and Pullman, 2016) including youth work, is explored, many changes have occurred across different UK Governments, closely aligned to neoliberal aspirations from 1979 onwards (Bochel, 2016;Rubery and Grimshaw, 2012) (see Chapters 1 and 2). A significant programme of structural reforms (Alesina, Ardagna and Trebbi, 2006) occurred under the Labour Government (Clarke and Newman, 1997).…”