Youth participation in the labour market in Germany, Spain and Sweden (original) (raw)
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Employment and social inclusion have been regular themes in the agenda of the European Union for the past fifteen years. From a soft coordinated approach mainly focused on the fight against unemployment, the European Union has moved towards a more coordinated but still voluntary strategy for its Member States and this agenda now has multiple economic, social and environmental objectives. A constant feature of these strategies has been the use of education and training policies, in particular for young people who are at risk of social exclusion. This paper reviews the relevant agenda of the European Union and presents the concept of second chance schools initiated by the European Commission in 1995. It seeks to understand how the elements associated with these youth and the policy-makers are combined in order to achieve success in terms of job opportunities and better inclusion for young people.
Participation, equality of opportunity and returns to tertiary education in contemporary Europe
2011
The AlmaLaurea working paper series is designed to make available to a wide readership selected works by AlmaLaurea staff or by outside, generally available in English or Italian. The series focuses on the study of the relationship between educational systems, society and economy, the quality of educational process, the demand and supply of education, the human capital accumulation, the structure and working of the labour markets, the assessment of educational policies. Comments on this series are welcome and should be sent to pubblicazioni@almalaurea.it.
forthcoming in International Journal of …, 2006
Little attention has been given to youth unemployment in transition countries. However, it has significant detrimental effects in factors that affect welfare in the longer term, like human capital accumulation and fertility rates. The aim of this paper is to study the determinants of labour market participation of young people in Poland and Slovenia, two countries that implemented different reform paths to the market system. The analysis is carried out using individual level data drawn from the labour force survey rounds in 1997 and 2002. The focus is on education and training systems. In particular, we intend to test whether labour market participation decisions and occupational choices of young people are independent of each other. The alternative hypothesis is that educational decisions are affected by the options available and by the sequence according to which such options are presented to young people. We test this general is sue comparing the results of multinomial LOGIT and sequential LOGIT estimates. We find that tertiary educational attainment works as a buffer against unemployment especially for the young adults.
Training Policy for Youth Unemployed in a Sample of European Countries
2002
The aim of this paper is evaluating the impact of training on the employability of young long-term unemployed (18-24) within the EU. The analysis focuses on three countries representing different educational and training systems: Spain and Sweden are examples of a rigid and of a flexible sequential system, respectively; Germany is the best example of a dual educational and training system. Following a new wave in the literature on evaluation of employment policy, the paper attempts a targetoriented approach, as opposed to a programme-oriented approach. The effect of training on the labour market participation of young people is estimated by a multinomial LOGIT model relative to five labour market statuses: unemployment, employment, training, education and inactivity. The impact of the policy is analysed controlling for other important individual determinants, such as human and social capital endowment, the reservation wage and unemployment duration. The estimates provide little evidence in favour of a positive impact of ALMP in Spain and Germany. Only in Sweden the probability to be employed is significantly dependent on participation on training programmes. This result could be also due to the poor targeting of the policy to the weakest groups, especially in Southern European countries. It raises the issue of whether ALMP is a good instrument to fight youth unemployment and suggests a reform of the general education system could be more "effective". JEL Classification: H240, J240, J630, R230
International Journal of Entrepreneurship …, 2006
Little attention has been given to youth unemployment in transition countries. However, it has significant detrimental effects in factors that affect welfare in the long term, such as human capital accumulation and fertility rates. The aim of this paper is to study the determinants of participation of young people in labour market in two countries (Poland and Slovenia) that implemented different reform paths to the market system. The analysis is carried out using individual level data drawn from the labour force survey in 1997 and 2002. The focus is on education and training systems. The results of a multinomial LOGIT model of the probability belong to six different labour market status suggests that tertiary educational attainment and participation in training programmes work as buffers against unemployment especially for adults.
Ekonomia i Prawo, 2017
Motivation: Population's education level plays an important role, translating into proper performance of work duties and decent salary and, as a result, it is one of the fundamental factors influencing the economic growth and the standard and quality of life. Aim: The main goal of the article is to specify relationships between the education level of population in individual EU member countries and their labour market situation, especially the employment and unemployment rates. The analyses carried out also aimed to indicate the differences between the countries and gradual changes in the relevant indices in the years 2006-2015. The relationships between the indices analysed and the existing differences and distances between the countries were presented for three groups: The 28 member countries (EU-28), the old 15 (EU-15), and the new 13 European countries that joined the EU in 2004 (EU-13). The assessment of the said issues was based on indices reflecting the education level as well as the employment and unemployment rates of the population. The empirical data were derived from the European Statistical Office. Coefficients of variation, dynamics, and correlation were calculated. In order to describe the statistical data, descriptive and comparative methods were used. Results: In comparison with the new EU-13 countries, the old EU member countries are home to significantly more uneducated people or people with the lowest level of education, while there is a significantly higher percentage of people with higher education. When it comes to the level of primary, secondary, and higher education-the distance between the old and the new EU countries is slightly decreasing, while in terms of the percentage of young people who do not work or study and the rate of participation of adults in education, the distance is deepening to the disadvantage of the new member
The youth experience gap: explaining differences across EU countries
… del Dipartimento di Economia, Finanza e …, 2007
This note aims to provide a theoretical framework to think of the youth unemployment problem and a classification of EU countries according to the way they address it. The key factor to explain youth unemployment is what we call the youth experience gap. To help young people fill it in and ease school-to-work transitions, every EU country provides a mix of policy instruments, including different degrees and types of labour market flexibility, of educational and training systems, of passive income support schemes and fiscal incentives. Five different country groups are detected whose outcomes in terms of youth unemployment are dramatically different: a) the North-European; b) the Continental European; c) the Anglo-Saxon; d) the South- European; e) New Member States. The Lisbon strategy provides guidelines in line with the theoretical framework discussed here, but it is costly and hard to implement.