School-to-Work Transition in Jordan, 2010–2016

2019 ◽  
pp. 225-258
Author(s):  
Mona Amer
Keyword(s):  
Labor Market ◽  
Labor Force ◽  
Labor Force Participation ◽  
Youth Unemployment ◽  
School To Work ◽  
Unemployment Duration ◽  
After School ◽  
School To Work Transition ◽  
Post Secondary ◽  
Work Transition

This chapter presents an analysis of the school-to-work transition in Jordan from 2010 to 2016 in a context of a demographic shock due to a massive influx of Syrian refugees. It examines the trend of youth unemployment and labor force participation, first labor market status and transitions over four years after school. The results show sharp increases in male and female unemployment rates and in unemployment duration. In parallel, youth male labor force participation declined and women with post-secondary education were less active. The school-to-work transition has deteriorated between 2010 and 2016 as young Jordanians were less active after leaving school and when they entered the labor market they took a longer time to work after school. Furthermore, the Jordanian labor market is very segmented as transitions between different types of employment (public, formal and informal private jobs) were scarce. Public employment was also less frequent after unemployment or inactivity.

scholarly journals Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men

2016 ◽  
Vol 16 (1) ◽  
pp. 97-124 ◽  
Author(s):  
Jamin D. Speer
Keyword(s):  
Labor Market ◽  
School To Work ◽  
Transition Time ◽  
First Year ◽  
Full Time ◽  
Market Outcomes ◽  
School To Work Transition ◽  
Published Evidence ◽  
Work Transition ◽  
Part Time

Abstract Using the NLSY’s weekly work history data to precisely measure labor market outcomes and the school-to-work transition, I document severe but short-lived effects of leaving school in a recession for men with 9–12 years of education. I find significant effects of entry labor market conditions on wages, job quality, and the transition time from school to work. In contrast to published evidence on more educated workers, I also find large effects on work hours on both the extensive and the intensive margins. When workers leave high school in a recession, they take substantially longer to find a job, earn lower wages, and work fewer full-time weeks and more part-time weeks. A 4-point rise in the initial unemployment rate leads to an increase in the school-to-work transition time of 9 weeks, a 16% decline in year-one average wage, a 28% fall in hours worked in the first year, and a 45% decline in first-year earnings. However, effects of entry conditions are not persistent and are largely gone after the first year.

scholarly journals The Importance of Geospatial Data to Labor Market Information

2018 ◽  
Author(s):  
Eric M. Johnson ◽  
Robert Urquhart ◽  
Maggie O'Neil
Keyword(s):  
Labor Market ◽  
Developed Countries ◽  
School To Work ◽  
Market Information ◽  
Employment Services ◽  
Policy Makers ◽  
School To Work Transition ◽  
Commute Time ◽  
Work Transition ◽  
Urban Development Policy

School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geospatial aspects of these transitions. Few LMIS systems fully consider or integrate geospatial school-to-work transition information, ignoring data critical to understanding and supporting successful and sustainable employment: employer locations; transportation infrastructure; commute time, distance, and cost; location of employment services; and other geographic barriers to employment. We provide recently collected geospatial school-to-work transition data from South Africa and Kenya to demonstrate the importance of these data and their implications for labor market and urban development policy.

scholarly journals Does the first job affect current youth working status in Bangladesh?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chiara Mussida ◽  
Dario Sciulli
Keyword(s):  
Labor Market ◽  
A Priori ◽  
Multinomial Distribution ◽  
School To Work ◽  
School To Work Transition ◽  
Content Type ◽  
Work Transition ◽  
Entry Status ◽  
First Job ◽  
The Impact

PurposeThis paper evaluates how the first job when individuals entered the labor market affects the probability of youth being currently employed in formal or informal work in Bangladesh.Design/methodology/approachThe analysis is based on data from the ILO School-to-Work Transition Surveys. The authors use a full-information maximum likelihood approach to estimate a two-equation model, which accounts for selection into the labor market when estimating the impact of entry status on current work outcomes. The main equation outcome follows a multinomial distribution thus avoiding a priori assumptions about the level of individual’s utility associated with each work status.FindingsThe authors find that entering the labor market in a vulnerable employment position (i.e. contributing family work or self-employment) traps into vulnerable employment and prevents the transition to both informal and, especially, formal paid work. This finding holds when accounting for endogeneity of the entry status and it is valid both in the short and in the long run. Young women are less likely to enter the labor market, and once entered they are less likely to access formal paid wok and more likely to being inactive than young men. Low education anticipates the entry in the labor market, but it is detrimental for future employment prospects.Originality/valueThe findings indicate the presence of labor market segmentation between vulnerable and non-vulnerable employment and suggest the endpoint quality of the school-to-work transition is crucial for later employment prospects of Bangladeshi youth.

Young people school-to-work transition in the aftermath of the Arab Spring

2019 ◽  
Vol 40 (3) ◽  
pp. 398-432 ◽  
Author(s):  
Irene Selwaness ◽  
Rania Roushdy
Keyword(s):  
Labor Market ◽  
Financial Crisis ◽  
Young People ◽  
Global Financial Crisis ◽  
School To Work ◽  
School To Work Transition ◽  
Content Type ◽  
Work Transition ◽  
The Global Financial Crisis ◽  
First Job

Purpose The purpose of this paper is to examine the school-to-work transition of young people from subsequent school exit cohorts between 2001 and 2012 in Egypt, thus, presenting an early evidence on the adjustments of the labor market in terms of patterns of youth transition to a first job following the 2011 Egyptian uprising. Design/methodology/approach The analysis compares the early employment outcomes of those who left school after the January 25, 2011 uprising to that of those who left before 2011. The authors also separately control for the cohorts who left school in 2008 and 2009, in an attempt to disentangle any labor market adjustments that might have happened following the financial crisis, and before the revolution. Using novel and unexploited representative data from the 2014 Survey of Young People in Egypt (SYPE), the authors estimate the probability of transition to any first job within 18 months from leaving education and that of the transition to a good-quality job, controlling for the year of school exit. The authors also estimate the hazard of finding a first job and a good-quality job using survival analysis. Findings School exit cohorts of 2008–2009 (following the financial crisis) and those of 2011–2012 (in the aftermath of the 2011 uprisings) experienced a significantly higher likelihood of finding a first job within 18 months than that of the cohorts of 2001–2007. However, this came at the expense of the quality of job, conditional on having found a first job. The results of the hazard model show that school leavers after 2008 who were not able to transition to a job shortly after leaving school experienced longer unemployment spells than their peers who left school before 2007. The odds of finding a good-quality job appears to decline with time spent in non-employment or in a bad-quality first job. Originality/value This paper contributes to a limited, yet growing, literature on how school-to-work transition evolved during the global financial crisis and the Egyptian 2011 revolution. Using data from SYPE 2014, the most recent representative survey conducted in Egypt on youth and not previously exploited to study youth school-to-work transition, the paper investigates the short-term adjustments of the youth labor market opportunities during that critical period of Egypt and the region’s history.

School-to-work transition and vocational education: a comparison across Europe

2019 ◽  
Vol 40 (8) ◽  
pp. 1411-1437 ◽  
Author(s):  
Irene Brunetti ◽  
Lorenzo Corsini
Keyword(s):  
Vocational Education ◽  
Youth Unemployment ◽  
School To Work ◽  
Policy Implications ◽  
School To Work Transition ◽  
Content Type ◽  
School Based ◽  
Work Transition ◽  
Short Run ◽  
Vocational Studies

Purpose Youth unemployment is one of the major problems that the economic systems face. Given this issue, the purpose of this paper is to assess whether school-to-work transition is easier for individuals with secondary vocational education compared to general secondary education. The authors want to explore which vocational systems across Europe produce better effects. Design/methodology/approach The authors use data from a module on “Entry of young people into the labour market” from the 2009 and 2014 European Labour Survey and they estimate multinomial probit models, allowing for violation of the irrelevance of the alternative assumption. Findings The authors find that in countries with the dual vocational system, vocational education improves employability both in the short and medium run, whereas in countries with a school-based vocational system, results are mixed and, only in some cases, the effect of vocational studies is significantly positive. Research limitations/implications Sample size for short-run analysis is a bit small in a few countries (Austria and Germany). Moreover, even if the authors have reason to believe that the methods adopted are mitigating the omitted heterogeneity issues and robustness checks are run on these aspects, these issues cannot be fully excluded. Practical implications The authors provide policy implications, showing that dual vocational systems can improve school-to-work transitions and that vocational structure is particularly effective in this case. Social implications The authors provide information on which education model may offer better chance in terms of labour outcomes. Originality/value Given the relevance of youth unemployment, the authors provide valuable information on how to mitigate this problem. The use of cross-country comparisons offers great insights on which vocational systems appear to be well-suited to enhance employability.

scholarly journals Interplay Between Reservation Wage and Unemployment Duration: Evidence from Jordan, Serbia, Montenegro, Ukraine and Moldova in 2015

2019 ◽  
Vol 10 (1) ◽  
pp. 120
Author(s):  
Tereza Kochovska
Keyword(s):  
Labor Market ◽  
Instrumental Variables ◽  
School To Work ◽  
Least Square ◽  
Unemployment Duration ◽  
Reservation Wage ◽  
Mena Countries ◽  
Reservation Wages ◽  
Work Transition ◽  
Cis Countries

This study investigates the reservation wage along with the unemployment duration of the youth in five countries from three groups of countries, the MENA countries, the WB countries and the CIS countries. The study assesses the determinants of the reservation wage and in particular how it is related to unemployment duration. The data comes from the School to Work Transition Survey in 2015 which is a survey that is labor market designed and includes labor market information on young people aged 15 to 29 years. The Two Stage Least Square (2SLS) model is conducted by using instrumental variables. This technique is used since we suspect that ednogeneity between the reservation wage and the unemployment duration is possible in our model. The results suggest the interplay between the reservation wage and the unemployment duration is countercyclical, the longer the unemployment duration the lower the reservation wage. Youth that lives in a household that receives other sources of income and remittances have lower reservation wages and youth that comes from a household with good financial situation and receives governmental financial assistance have higher reservation wages. Married youth with children have higher reservation wage and lower unemployment duration and more educated and trained youth has higher reservation wage.

scholarly journals Psychological career resources and coping resources of the young unemployed African graduate: An exploratory study

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Melinde Coetzee ◽  
Kerith Esterhuizen
Keyword(s):  
Black People ◽  
Survey Design ◽  
Youth Unemployment ◽  
School To Work ◽  
Coping Resources ◽  
Transition Phase ◽  
School To Work Transition ◽  
Work Transition ◽  
The Individual ◽  
And Coping

Orientation: Youth unemployment in South Africa presents unique challenges to the young unemployed graduate and requires a range of psychological coping capacities from the young adult.Research purpose: This study explored the relationship between the psychological career resources(as measured by the Psychological Career Resources Inventory) and coping resources (as measured by the Coping Resources Inventory) of a sample of 196 young unemployed African graduates.Motivation for study: There is an increasing need for career counsellors and practitioners to explore the psychological attributes and career-related resources that young people employ or require to help them deal with the challenges posed by unemployment during the school-to-work transition phase of their lives.Research design, approach and method: A survey design and quantitative statistical procedures were used to achieve the research objective. Convenience sampling was used on a population of 500 unemployed graduate black people who attended a 12-week Work Readiness Programme (39% response rate).Main findings: Multiple regression analyses indicated that dimensions of psychological career resources contribute signifcantly to explaining the proportion of variance in the participants’coping resources scores.Practical implications: The insights derived from the findings can be employed by career counsellors and practitioners to construct a more comprehensive career framework for the individual in the school-to-work transition phase.Contribution/value-add: The findings add valuable new knowledge that can be used to inform career services concerned with guiding and counselling young graduates in the school-to-work transition phase.

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