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1.
In this paper, we explore the connection between education and wage inequality in Spain for the period 1994–2001. Drawing on quantile regression, we describe the conditional wage distribution of different populations groups. We find that higher education is associated with higher wage dispersion. A contribution of the paper is that we explicitly take into account the fact that workers who are and workers who are not in jobs commensurate with their qualifications have a different distribution of earnings. We differentiate between three different types of educational mismatch: ‘over-qualification’, ‘incorrect qualification’, and ‘strong mismatch’. We find that while over-qualification and incorrect qualification are not associated with lower wages, strong mismatch carries a pay penalty that ranges from 13% to 27%. Thus, by driving a wedge between matched and mismatched workers, the incidence of strong mismatch contributes to enlarge wage differences within education groups. We find that over the recent years, the proportion of strongly mismatched workers rose markedly in Spain, contributing toward further within-groups dispersion. 相似文献
2.
What Do Educational Mismatches Tell Us About Skill Mismatches? A Cross‐country Analysis 总被引：1，自引：0，他引：1
The relationship between higher education and employment is commonly interpreted in terms of the extent to which the higher education sector is providing graduates with the knowledge and skills to match employment needs. It is assumed that a mismatch between working in a job and level or field of education limits the use of skills, with adverse effects on both productivity and earnings. This article examines this assumption on the basis of five countries from the European graduate survey (CHEERS data). Although the analysis shows that educational and skill mismatches are indeed related, mismatches by no means imply mismatches between available and required knowledge and skills. The results indicate that traditional approaches of mismatches have to be adapted to more flexible forms of relationships between higher education and work. 相似文献
3.
Yuping Tsai 《Economics of Education Review》2010,29(4):606-617
Studies examining the wage effect of overeducation have generated very consistent results. Their findings suggest that, for workers with similar educational attainment, workers who are overeducated for the job suffer from significant wage penalties. However, most studies use cross-sectional data, implicitly assuming that workers are randomly assigned to being overeducated. Using data from the Panel Study of Income Dynamics for the period 1979–2005, this study conducts a panel analysis to account for time-constant individual characteristics. It uses a numerical approach to provide the wage effects in the presence of non-classical measurement error in the educational mismatch variables. The results provide evidence that overeducated status does not cause lower earnings. Instead, the significant wage differential found in previous studies is simply a result of ignoring the non-random assignment of workers to jobs. 相似文献
4.
A proportion of employees are overqualified for their work. This generates a wage premium relative to the job but a penalty relative to the qualification, and is therefore. A puzzle for human capital theory. A part of this derives from the use of measures of time spent in education for the calculation of overqualification. Analysing data from four European countries, we split years of education into two components, one reflecting certification, another reflecting time. While a qualification higher than required mostly generates a wage premium, time does not. The result is that the combination of time with excess (or deficit) qualification may make overqualification either a major or a minor mismatch. The probability of either outcome varies with the institutional arrangements of different countries’ educational systems. 相似文献
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6.
Pepka Boyadjieva Petya Ilieva-Trichkova Valentina Milenkova Rumiana Stoilova 《International Journal of Lifelong Education》2020,39(1):104-118
ABSTRACT The article’s aim is twofold: to outline the specificity of the embeddedness approach and to explore the embeddedness of graduates’ education-job mismatch and the formation of lifelong learning policies. The study is based on both quantitative and qualitative data, obtained from the Bulgarian Universities Ranking System, and from interviews with experts and young adults engaged in a lifelong learning programme. The analysis uses multilevel modelling. It also relies on mapping lifelong learning policies in Bulgaria through a thematic content analysis. The article argues that the misbalances for highly educated people on the labour market mirror structural problems in the economy and the educational system. The argument is reflected in the historical and structural embeddedness of graduates’ education-job mismatches and the lifelong learning policies applied to overcome this. The results show that the extent of vertical education-job mismatch depends on the different profiles of higher education institutions and professional fields; they also demonstrate different ways in which the embeddedness approach could help shed new light on, and critically assess, lifelong learning policies. The findings reveal a differentiation between national and local levels of lifelong learning policy towards graduates and that regional policies are actively embedded in local contexts. 相似文献
7.
Antonio Caparros‐Ruiz 《European Journal of Education》2019,54(1):117-136
PhD programmes are considered as transmission channels to provide specialisation and skills to students who will be employed as highly‐qualified workers or researchers. Focusing on the Spanish case, they are exerting a positive influence on workers’ careers since doctorate holders have a privileged situation in the labour market. This article analyses international mobility's effects on some aspects associated with doctorate holders’ careers such as their wages and how their current employment is related to their doctoral studies. The methodology applied consists in developing, on the one hand, a wage econometric specification and, on the other, a probit model, taking into account the possible mismatch between the training acquired in the doctoral studies and the educational requirements of the current job. In both cases, the dependent variables are explained by a set of regressors and a dummy variable showing whether doctorate holders have spent time in another country once completed their doctoral studies. 相似文献
8.
This paper examines the effect of teacher relative wages and teacher wage dispersion on high school graduates’ preferences for teaching majors in College. This approximation to teacher quality is appropriate in a country like Venezuela as opposed to the US since the rigidity of the tertiary school system significantly limits mobility between majors. I combine data from the national college entrance examination from 1984 to 2003 with labor market data from the household surveys to construct a panel of data for quintiles of the test score distribution and age groups by states. The results suggest that teacher wage premia and wage dispersion have little effect on the quality mix of applicants to teaching. Most students’ preference for teaching is unresponsive to wage levels relative to other occupations and to wage growth prospects within teaching. If wages have a positive effect on the performance of educational systems, this paper argues that it is unlikely to be through the selection of the most talented individuals. 相似文献
9.
Inward foreign direct investment (IFDI) has often been considered to play a prominent role in the development of human capital in the host economy by introducing a foreign wage premium into the labour market. However, extant evidence on IFDI labour market effects is inconclusive, especially in emerging economies. We investigate for the case of Mexico whether foreign wage premia have an effect on educational outcomes of young cohorts that were 15 years old at the time of IFDI arrival in their municipality of residence. Results suggest that increasing foreign wage premium for unskilled jobs, both in manufacturing and services, has negative effects on a cohort's subsequent educational outcomes. The effects of foreign wage premium for skilled workers, however, are not significant but may lead to positive educational outcomes. The long-term implications of losses accruing from low investment in human capital do not only affect individuals but regions as well. 相似文献
10.
This paper uses panel data and econometric methods to estimate the incidence and the dynamic properties of overskilling among employed individuals. The paper begins by asking whether there is extensive overskilling in the labour market, and whether overskilling differs by education pathway. The answer to both questions is yes. The paper continues by asking whether overskilling is a self-perpetuating labour market state (state dependence), and whether state dependence differs by education pathway. Overskilled workers with a higher degree show the highest state dependence, while workers with vocational education show none. Workers with no post-school qualifications are somewhere between these two groups. The finding that higher degree graduates suffer the greatest overskilling state dependence, combined with the well-established finding that they also suffer the highest overskilling wage penalty, suggests that the cost of mismatch among this grouping are greater relative to vocationally qualified workers. 相似文献
11.
The consequences of central examinations on educational quality standards and labour market outcomes
Central examinations—that is, centrally set and marked exams—have often been discussed as an instrument for improving educational outcomes. The aim of our study was to determine whether central exams have an impact not only on educational but also on labour market outcomes. We explain school quality choice through the incentives created by central exams vs. non‐central exams and model the resulting students’ schooling decisions and employers’ wage decisions. We use the German Abitur and the variation among the German federal states with respect to central exams as a quasi‐experimental design for alternative educational quality regimes. As hypothesised from our theoretical analysis, the percentage of Abitur holders increases more quickly in quality regimes without central exams than with central exams. However, as theoretically expected in the case of a pooled labour market, the wage premium decreases not only for Abitur‐holders without central exams but also for all Abitur‐holders. This is due to the quality deterioration in the states without central exams which spills over into a pooled labour market. Thus, graduates from states with central exams and higher educational standards ‘pay’ for the quality deterioration of educational standards in states without central exams. 相似文献
12.
Peter Hodgkinson 《British Journal of Sociology of Education》1991,12(2):203-222
This article is concerned with theorising educational change. Working within a Marxist reproduction problematic, power and domination are theorised in terms of Social Forms—wage, state and civil‐forms—which are the product of capitalist social relations. Since these forms are a feature of the social formation, including the education system, a ‘translation effect’ between different levels of analysis can be identified. This approach entails recognition of the fact that reproduction is contested and has a political aspect, which is revealed by a ‘content‐theoretical’ model of educational change. This model delineates the relationship between the economic and political (the wage and state‐forms) as the dynamic for change, thereby demonstrating how the political makes possible the reproductive role of the education system. The utility of this model, and in particular its capacity to account for unintended consequences of educational change, is illustrated by reference to the recent introduction of the ‘new vocationalism’ into Further Education. 相似文献
13.
Unlike previous studies on educational returns in developing countries, this paper examines the distributional impacts of education on wages using a recently developed econometric approach – unconditional quantile regressions. The results yield unconditional impacts of education at different points of the wage distribution and, therefore, are more informative from a policy perspective than both traditional regression and quantile regression methods commonly used for estimating educational returns. We use a nationally representative dataset on labor markets in India, collected in 2005–2006. The results reveal significant heterogeneity in education's effects along the wage distribution and striking differences in these patterns by gender: the effect of primary education is found to be significantly higher for women than men in the middle of the wage distribution; while the effect of post primary education exhibits a distinct pattern whereby women get significantly higher rewards than men above the median and significantly lower rewards than men below the median. These findings have direct implications for the targeting of education policies that seek to reduce gender wage inequality. 相似文献
14.
Married women with children are observed to earn less than men, and less also than women without children. Differences in the hourly wage rates of individuals of the same age and with the same educational attainment may reflect, in part, differences in labor force experience. While interruption in the work experience of women is recognized as an important cause of lower current wage rates, less attention has been directed to the impact of child-related reductions in hours worked when women are in the labor force. This paper examines the impact of hours worked in all past periods on the current wage rate. Our model, in which the ‘intensity’ of an individual's work experience in any period can vary from 0 (no work) to 100% (full-time work), is contrasted with the standard human capital earnings function, in which intensity is assumed to be 100% in every period subsequent to the completion of school. Using a new data set, both models are estimated for a sample of working mothers. Contrasting the wages of the women in this sample with the wages of their husbands, we find that differences in the intensity of prior work experience account for approximately half of the observed sex-related wage gap. 相似文献
15.
20世纪 70年代以来 ,美国生产工人实际工资呈下降趋势。主流经济学采用传统的供求关系分析框架对此现象加以解释 ,他们提出两个观点 :一种观点是将工资下降和收入分配不平等的增长归因于经济对技能要求的变化 ,形成了一种“技能错配” ;另一种观点将工资下降和收入分配增长的不平等归因于全球化。但这两种观点对解释美国生产工人实际工资的下降存在明显的局限性。而激进经济学派提出的制度因素能够更合理地解释美国生产工人实际工资的下降。本文认为 ,制度因素是造成美国生产工人实际工资下降的主要原因。 相似文献
16.
We use a unique data set about the wage distribution that Swiss students expect for themselves ex ante, deriving parametric and non-parametric measures to capture expected wage risk. These wage risk measures are unfettered by heterogeneity which handicapped the use of actual market wage dispersion as risk measure in earlier studies. Students in our sample anticipate that the market provides compensation for risk, as has been established with risk augmented Mincer earnings equations estimated on market data: higher wage risk for educational groups is associated with higher mean wages. With observations on risk as expected by students we find compensation at similar elasticities as observed in market data. The results are robust to different specifications and estimation models. 相似文献
17.
The state university system in Sri Lanka is characterised by free tuition, central administration and an affirmative action policy based on geographical region aimed at reducing inequality in access to higher education. Using administrative data on applicants for university admission, we study the effectiveness of the policy in targeting under-privileged regions and students and test for academic mismatch among medical students. We find that the policy ensures representation of disadvantaged regions while effectively targeting disadvantaged students. However, beneficiaries of the policy lag slightly behind the rest and this mismatch cannot be explained away by differences in university quality, though the estimated mismatch is likely to be an upper bound of mismatches occurring across the university system. These results suggest that region-based targeting is a viable alternative to the more common race/caste based affirmative action policies. 相似文献
18.
Robert E. Rouse 《Peabody Journal of Education》2013,88(3):265-269
Trends suggest that homeschooling continues to increase among black families. Yet, research on contemporary Black homeschooling remains scarce. Given black educational history, the phenomena of Black families choosing homeschooling over public and private schools in the post-Desegregation era is worthy of investigation. Further, documenting the ways in which black homeschool families engage their children in learning will inform the needs of black education in conventional schools, public and private. The phenomenon of increasing black home education represents a radical transformative act of self-determination, the likes of which have not been witnessed since the 1960s and ‘70s. This work highlights the primacy of agency among black homeschooling families. Thus, contrary to the negative depictions of black families as disengaged from the educational pursuits of their children, we evoke hooks's (1990) notion of homeplace to argue that black home education represents a vehicle of resistance to institutionalized racism and ideological mismatches between black families and their children's educational needs. 相似文献
19.
Leslie Rutkowski David Rutkowski Yuan-Ling Liaw 《Assessment in Education: Principles, Policy & Practice》2019,26(6):643-664
ABSTRACTModern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems. Although studies such as PISA have made modifications to account for increased diversity, the degree to which international assessments serve educational systems at the lower ends of the achievement continuum is understudied. We used modified Wright maps and PISA’s definition of proficiency to evaluate the fitness of PISA, especially among low performers. Our findings suggest that there is mismatch between some populations and PISA. Results from a simulation show that such disparities produced biased achievement estimates and correlations with policy relevant variables. Projected PISA growth and new instantiations of PISA, particularly geared toward developing educational systems, make these findings timely and especially relevant. 相似文献
20.
Mai Nguyen-Phuong-Mai 《比较教育学》2019,55(1):66-96
ABSTRACTFace, understood as public image, exerts critical influence on interpersonal communication. Incorporating insight from cultural neuroscience, a number of potential mismatches with regard to facework are revealed when methodologies originated from the West are applied in a different context. This paper examines culturally appropriate face strategies in cooperative learning among Vietnamese learners. Our results show that discussion outcomes increase when self-face and other-face are confirmed and group-face is mildly confronted in form of intergroup competition. The paper indicates that educational methods underpinned by fundamental psychological assumptions based on Western values should be adjusted to be culturally appropriate for contexts in which it is applied. 相似文献