Human capital theory suggests that education enhances worker productivity and is reflected in higher individual earnings. We use data from the 1969 Survey of Working Conditions and the 1973 and 1977 Quality of Employment Surveys, and a model derived from the industrial psychology literature, to test the proposition that workers' education in excess of what their jobs require can have adverse effects on job satisfaction and other correlates of worker productivity. Our results support earlier studies that have found surplus schooling has a negative effect on job satisfaction. Our findings also indicate that the negative impact of surplus schooling on job satisfaction and turnover is more significant for workers with a higher level of surplus education. Finally, the negative effects of surplus schooling appear to change over time.

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Discusses the methodological issues in costing two common types of vocational training programmes: institutional vocational training and enterprise‐based vocational training. Points out that the survey/interview approach should be used to collect data from institutions instead of from the government in costing institutional vocational training, and that more frequent use should be made of the case‐study and survey methods in costing enterprise‐based vocational training. Based on empirical studies on both developed and developing countries, analyses the costs of different types of vocational training programmes. Shows that training costs are influenced by such factors as the technology of training, teacher costs and their determinants, programme length, extent of wastage, extent of underutilization of training inputs and scale of operation. In general, vocational/technical education is more costly than academic programmes and pre‐employment vocational training is more expensive than in‐service training. Discusses the implications of these findings for training policies.