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.

The school-to-work transition, overeducation and wages of youth in Kyrgyzstan

2019 ◽  
Vol 40 (8) ◽  
pp. 1458-1481 ◽  
Author(s):  
Kamalbek Karymshakov ◽  
Burulcha Sulaimanova
Keyword(s):  
Transition Period ◽  
Tertiary Education ◽  
School To Work ◽  
School To Work Transition ◽  
Content Type ◽  
Positive Effects ◽  
Work Transition ◽  
The Impact ◽  
Job Mismatch ◽  
The Relationship

Purpose The purpose of this paper is twofold: first, it analyses the relationship between educational level, the school-to-work transition period for youth and positions which suffer from an education-job mismatch in Kyrgyzstan; and second, it investigates the effect of the education-job mismatch on the wages of youth in Kyrgyzstan. Design/methodology/approach The study uses the International Labor Organization 2013 data from the school-to-work transition survey for Kyrgyzstan. The Kaplan–Meier failure analysis is employed to demonstrate the relationship between school-to-work transition and mismatch status. To investigate the effect of an education-job mismatch on wages, a Mincer-type equation with OLS estimations is used. Along with this, taking into consideration potential unobserved heterogeneity issue, a propensity score matching method is applied. Findings The results indicate a large difference between those with tertiary education and those with non-tertiary education in terms of the probability of being employed with a wrong match. Young individuals without tertiary education are more likely to be employed with a right match. Analysis of the impact of overeducation on wages shows that the impact of overeducation depends on how it is measured. According to the objective approach, overeducated male individuals receive low wages compared to well matched, but estimation results based on the total sample of subjective approach indicate the positive effects of overeducation on wage. Originality/value This paper contributes to the existing literature on the school-to-work transition and overeducation by focusing on one of the transition economies, which has been largely neglected by the literature.

Student employment and school-to-work transition: the Russian case

2020 ◽  
Vol 62 (4) ◽  
pp. 441-457 ◽  
Author(s):  
Fedor Dudyrev ◽  
Olga Romanova ◽  
Pavel Travkin
Keyword(s):  
School To Work ◽  
Student Employment ◽  
Field Of Study ◽  
Student Work ◽  
School To Work Transition ◽  
Content Type ◽  
Wide Range ◽  
Work Transition ◽  
The Impact ◽  
Practical Implications

PurposeThe paradigm of school-to-work transition is changing, with an increasing number of students combining work and study. Furthermore, there exists some mixed evidence for the impact of student employment on future earnings and employment likelihood. The purpose of the present paper is to examine additional evidence that would shed light on the pros and cons of student work as a function of its type (i.e. whether or not it matches the student's field of study). We also discuss practical implications for specialists who facilitate the transition of graduates to the job market.Design/methodology/approachThis is a quantitative study based on the National Statistical Survey of Graduate Employment (SGE) conducted by the Russian Federal State Statistic Service (Rosstat) in 2016. Statistical methods of data analysis were used (logistic regression, Mincer equations). The analysis is based on two dependent variables as follows: data on graduates' employment and their monthly earnings.FindingsWe show that student work is a predictor of higher employment chances for both university and vocational college graduates. Moreover, the highest employment chances are associated with student work that is well-matched to the field of study. As for earnings, the greatest returns are again associated with work related to education. Jobs unrelated to education significantly correlate with earnings only for university graduates.Research limitations/implicationsAn important limitation of the present research is that it estimates the effects of student employment over a rather short-term period by using data on employment just after graduation and only starting salaries. These findings evoke the need for further study of graduate competencies and the process of their acquisition.Practical implicationsOur findings suggest some directions for education development. The results can be used to analyze governmental and other stakeholders' initiatives in the field of vocational and higher education.Social implicationsThe research results can be used by a wide range of stakeholders interested in the employment of graduates as a source of data for designing measures for improving graduates' employability.Originality/valueOur study obtained data on the impact of student work on later employment. Tertiary graduates get returns from all work experience, while VET graduates earn more only if their student employment was consistent with their field of study.

University dropouts vs high school graduates in the school-to-work transition

2019 ◽  
Vol 40 (3) ◽  
pp. 449-472 ◽  
Author(s):  
Emanuela Ghignoni ◽  
Giuseppe Croce ◽  
Alessandro d’Ambrosio
Keyword(s):  
High School ◽  
Labour Market ◽  
High School Graduates ◽  
School To Work ◽  
Dropping Out ◽  
Market Outcomes ◽  
School To Work Transition ◽  
Content Type ◽  
Work Transition ◽  
Labour Market Outcomes

Purpose The purpose of this paper is to consider the enrolment at university and the subsequent possible dropout as a piece of the school-to-work transition and ask whether it improves or worsens the labour market outcomes a few years after graduation from the high school. Design/methodology/approach The analysis exploits data from the upper secondary graduate survey by ISTAT on a cohort of high school graduates and investigates the effect of dropping out four years after graduation. The labour market outcomes of university dropouts are compared to the outcomes of high school graduates who never enrolled at university. A propensity score matching approach is applied. The model is also estimated on the subsamples of males and females. Findings The findings show that spending a period at university and leaving it before completion makes the transition to work substantially more difficult. Both the probability of being NEET and getting a bad job increase in the case of dropout, while no relevant effect is found on earnings. Moreover, the impact of university dropout tends to be more harmful the longer the spell from enrolment to dropping out. Separate estimates by gender point out that females appear to be relatively more affected in the case of dropping out without a fallback plan. Originality/value While the existing studies in the literature on the school-to-work transition mostly focus on the determinants of the dropout, this paper investigates whether and how the employment outcomes are affected by dropping out in Italy. Moreover, university dropouts are compared to high school graduates with no university experience, rather than to university graduates. Finally, evidence on the mechanisms driving the effect of dropping out is provided, by considering timing and motivations for dropping out.

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 PATTERN AND DETERMINANT OF SUCCESSFUL SCHOOL TO WORK TRANSITION OF YOUNG PEOPLE IN ISLAMIC DEVELOPING COUNTRIES: EVIDENCE FROM EGYPT, JORDAN AND BANGLADESH

2017 ◽  
Vol 2 (01) ◽  
pp. 1
Author(s):  
Muh Ulil Absor ◽  
Iwu Utomo
Keyword(s):  
Young People ◽  
School To Work ◽  
Male Youth ◽  
Male And Female ◽  
School To Work Transition ◽  
Female Youth ◽  
Successful Transition ◽  
Work Transition ◽  
Successful School ◽  
The Impact

This study considers the impact of conservative cultures, by comparing the patterns and determinants of the successful school-to-work transition of young people in Egypt, Jordan and Bangladesh. This study argues that the most consistent and significant influence of successful transition among male and female youth are micro predictors compared to mezzo and macro predictors. This study found that male and female youth are treated differently during their school-to-work transition. Conservative culture has negative influences on the successful transition of female youth while a positive transition is experienced by male youth. Education is a key strategy in reducing the negative impacts of conservative culture and promoting successful school-to-work transition particularly if both male and female youth are to attain stable employment.

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.

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