Labour Market Effects of General and Vocational Education over the Life-Cycle and across Time: Accounting for Age, Period, and Cohort Effects

Rözer, Jesper; Bol, Thijs

doi:10.1093/esr/jcz031

Cited by 41 publications

(32 citation statements)

References 38 publications

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“…At the same time, mounting evidence supports that the positive employment effect of VET at the beginning of the work life reverses as workers age (Stenberg and Westerlund 2015; Forster et al 2016; Hampf and Woessmann 2017; Hanushek et al 2017; Forster and Bol 2018; Korber and Oesch 2019; Rözer and Bol 2019), such that older VET workers are less likely to be employed compared to their general education counterparts. Recent work has argued that the reasons for the reversal lie in the same factors that give VET workers their labor market premium in the beginning of their career.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Skills for the Future? A Life Cycle Perspective on Systems of Vocational Education and Training

Chuan¹,

Ibsen

2021

ILR Review

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In this article, the authors ask how the institutional design of vocational education and training (VET) affects worker adaptability to changing skill demands over the life cycle. They compare two types of VET systems. Collectivist systems have high employer involvement and focus on specific skills, whereas Statist systems have lower employer involvement and focus more on general skills. Based on prior research demonstrating the importance of general skills in learning new skills, the authors hypothesize that worker adaptability will be higher in Statist VET systems than in Collectivist VET systems. Using a triple-difference model on data from the Program for the International Assessment of Adult Competencies, they find that as age increases, a significantly steeper decline in worker adaptability occurs within Collectivist systems compared to Statist systems. Results provide an explanation behind the diminishing employment returns to employer-dominated VET systems found in prior studies.

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Section: Literature Review and Hypothesesmentioning

confidence: 99%

Skills for the Future? A Life Cycle Perspective on Systems of Vocational Education and Training

Chuan¹,

Ibsen

2021

ILR Review

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“…Using data from the national Dutch labor force surveys, vocational education's early benefits disappear later in the career and become a small disadvantage before retirement. Rözer and Bol (2019) find that these age effects hold is not due to cohort or period effects. One of the few studies found a different pattern was by (Silliman and Virtanen 2019) for Finland.…”

Section: Theoretical Predictions About the Risky Choice Assumptionmentioning

confidence: 61%

Are upper-secondary track decisions risky? Evidence from Sweden on the assumptions of risk-aversion models

Andersson¹,

Barone²,

Hällsten³

2021

Preprint

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Relative risk aversion (RRA) models explain class inequalities in education with reference to risk avoidance, i.e., the risky choice assumption (RCA). Whether education entails any risks has been subject to minimal scrutiny. In this paper, we test whether or not vocational education is a safety net that protects from marginalization but at the cost of limited access to tertiary education and service class positions. We present an empirical assessment for upper-secondary track choices in Sweden, contrasting the vocational and the academic tracks for those that do not pursue higher educational degrees. The only evidence in favor of the RCA is that when taking selection into account, graduates of the academic track without a tertiary degree initially face higher risks of not being stably employed in their early 20s than their counterparts from vocational education. Differences between secondary tracks in registered unemployment risks are small throughout the life course and, if anything, they favor the academic track for both genders and cohorts. Moreover, the academic track significantly protects men of both cohorts from the risk of entering unskilled routine occupations. We conclude that the support for the RCA is scant at best.

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“…By explicitly addressing such moderator effects, this study connects to the literature stream investigating the role of context-specific structural conditions in the life course development of inequalities (e.g. Dannefer, 2003;Kratz et al, 2019;Leopold and Leopold, 2018;Mirowsky and Ross, 2008;Rözer and Bol, 2019) and provides evidence concerning how educational life course inequality in life satisfaction, health satisfaction, and income satisfaction varies across cohorts.…”

Section: Educational Life Course Inequality Across Cohortsmentioning

confidence: 88%

The increasing educational divide in the life course development of subjective wellbeing across cohorts

Patzina

2021

Acta Sociologica

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Labour market, health, and wellbeing research provide evidence of increasing educational inequality as individuals age, representing a pattern consistent with the mechanism of cumulative (dis)advantage. However, individual life courses are embedded in cohort contexts that might alter life course differentiation processes. Thus, this study analyses cohort variations in education-specific life course patterns of subjective wellbeing (i.e. life, health and income satisfaction). Drawing upon prior work and theoretical considerations from life course theories, this study expects to find increasing educational life course inequality in younger cohorts. The empirical analysis relies on German Socio-Economic Panel data (1984–2016, v33). The results obtained from cohort-averaged random effects growth curve models confirm the cumulative (dis)advantage mechanism for educational life course inequality in subjective wellbeing. Furthermore, the results reveal substantial cohort variation in life course inequality patterns: regarding life and income satisfaction, the results indicate that the cumulative (dis)advantage mechanism does not apply to the youngest cohorts (individuals born between 1970 and 1985) under study. In contrast, the health satisfaction results suggest that educational life course inequality follows the predictions of the cumulative (dis)advantage mechanism only for individuals born after 1959. While the life course trajectories of highly educated individuals change only slightly across cohorts, the subjective wellbeing trajectories of low-educated individuals start to decline at earlier life course stages in younger cohorts, leading to increasing life course inequality over time. Thus, the overall findings of this study contribute to our understanding of whether predictions derived from sociological middle range theories are universal across societal contexts.

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Labour Market Effects of General and Vocational Education over the Life-Cycle and across Time: Accounting for Age, Period, and Cohort Effects

Cited by 41 publications

References 38 publications

Skills for the Future? A Life Cycle Perspective on Systems of Vocational Education and Training

Skills for the Future? A Life Cycle Perspective on Systems of Vocational Education and Training

Are upper-secondary track decisions risky? Evidence from Sweden on the assumptions of risk-aversion models

The increasing educational divide in the life course development of subjective wellbeing across cohorts

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