Qualifikationsnachfrage und Arbeitsmarkteintritt in der Schweiz

Job opportunities and school-to-work transitions in occupational labour markets. Are occupational change and unskilled employment after vocational education interrelated?

“…The strongly institutionalised pathway from school to work promotes smooth transitions into the labour market that are reflected in a high chance of finding skilled employment within the occupation for which they trained (see e.g. Buchs et al 2015;OECD 2013).…”

“…Hence, the number of occupationally matching job vacancies may be a main driving factor behind occupational and educational mismatch at labour market entry (see also Buchs et al 2015). According to labour queue theory (Thurow 1975), employers arrange applicants for a vacant position in an imaginary queue and consider the individual with the highest expected productivity.…”

“…To ensure that similar jobs are not classified as occupational changes we also compared text information on training and jobs. Together with the use of rather broad occupational categories, this generates a valuable indicator that should not biased by differences in how specific skills are provided in training programmes or by how much occupations are differentiated within the classification system (for a similar approach see Buchs et al 2015;Mueller and Schweri 2015). Unskilled employment is defined as employment not requiring a certificate.…”

“…Moreover, by closely looking at the amount and composition of vacancies, we highlight the important role the demand side plays for the transition to the labour market. In this way, this is one of the first studies about the transition from IVET to the labour market to integrate occupation-specific labour demand at the micro level, measuring the individual job opportunities of young people (with the exceptions of Buchs and Müller 2016;Buchs et al 2015). Given the institutionalised pathways from particular IVET programmes to corresponding occupations, this refined consideration of the demand side should allow for a better understanding of job-education mismatches at labour market entry.…”

“…With this in mind we control for some factors that the literature has shown to be influential: educational achievement and competences, which are mirrored in reading literacy skills (PISA score) at lower secondary education, and the level of the lower secondary education track pursued (basic, extended or no formal requirements). As a measurement for the cognitive requirement of vocational training programmes we 3 See also Buchs et al (2015). 4 For constructing occupational transition probability weights we draw on the same two-digit code that we used for constructing the dependent variable of occupational change.…”