Post high school education choices in Italy: an empirical analysis

2015 ◽  
Vol 7 (2) ◽  
pp. 229-242 ◽  
Author(s):  
Giuseppe Lucio Gaeta ◽  
Amedeo Di Maio
Keyword(s):  
High School ◽  
Secondary School ◽  
Family Background ◽  
Educational Choices ◽  
Job Market ◽  
Content Type ◽  
Post Secondary ◽  
Individual Level ◽  
Highly Educated ◽  
Individual Determinants

Purpose – The purpose of this paper is to empirically analyze individual level determinants of Italian secondary school graduates’ educational choices. Design/methodology/approach – The authors rely on data provided by a large survey carried out by the Italian National Institute of Statistics. While previous contributions specifically focus on individual determinants of university enrollment, the authors model graduates’ choice as emerging from a comparison of three alternative options: stop studying in order to enter the job market, continue studying at University and attend a post-secondary professional course. Therefore the multinomial logit estimates enable to define the profiles of high school graduates making different post-secondary educational choices. Findings – On the one hand, the authors find that having a good family background, with highly educated parents who hold prestigious professional positions, is associated to a preference for enrollment at university rather than stopping studying. This correlation is both direct and through the choice of academic-oriented secondary school track. On the other hand, the choice of attending professional courses rather than stopping studying seems to arise mainly from the type of secondary school track attended even if some family background characteristics influence the probability of stop studying instead of attending a professional course. Overall the results show that family background significantly affects post-secondary educational choices. Originality/value – This paper is different from previous contributions because – more realistically – considers the Italian secondary school graduates as having three alternative options available: put themselves on the job market, continue studying at university or enroll on professional course.

Educational Choices, Family Background, and Social Mobility

2019 ◽  
pp. 128-146
Author(s):  
Maria da Conceição Rego ◽  
Carlos Vieira ◽  
Isabel Vieira
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Family Background ◽  
Economic Status ◽  
Current Data ◽  
Educational Choices ◽  
Access To Higher Education ◽  
Job Market ◽  
Socio Economic Status ◽  
Policy Measures

Education is generally considered a valuable tool to improve individual socio-economic status. In European peripheral countries, up to the late 1970s, only a small elite had access to higher education and such privilege guaranteed a comfortable socio-economic position, not only via the job market, but also by allowing the sustainability of pre-existing social links. From then on, democratization of access to higher education should have prompted a decrease in social and economic inequalities within and across countries. However, current data still reflects that, despite gained access to social uplifting tools, individuals from less favored backgrounds appear to not have been able to close the various gaps separating them from the more privileged ones. In this chapter, the authors analyze recent data to characterize higher education attendance in Portugal, highlighting some factors that may still block the socio-economic improvement of the less favored students and suggesting policy measures to overcome them.

scholarly journals WHO IS MORE EAGER TO LEAVE? DIFFERENCES IN EMIGRATION INTENTIONS AMONG LATVIAN AND RUSSIAN SPEAKING SCHOOL GRADUATES IN LATVIA

2021 ◽  
Vol 6 ◽  
pp. 207-218
Author(s):  
Zane Varpina ◽  
Kata Fredheim ◽  
Marija Krumina
Keyword(s):  
High School ◽  
Human Capital ◽  
Young People ◽  
Secondary School ◽  
Interesting Case ◽  
High Rate ◽  
Individual Level ◽  
Russian Speakers ◽  
School Graduation ◽  
Migration Flows

Data on migration flows suggest that young people are highly mobile. Yet, there are gaps in the evidence concerning the factors driving young people’s international migration in Latvia. Latvia is a potentially interesting case because of the high rate of migration from the country, but also because it is a complex ethnic and linguistic environment. Latvian and Russian speaking populations are shown to have diverse migration drivers, and this study addresses the differences in attitudes to studying and living abroad for adolescents at the time of school graduation. Literature suggests that Russian-speaking population have higher propensity to emigrate. We aim to contribute to the literature by exploring differences in migration intentions between Latvian and Russian speaking high school graduates.This study is based on individual-level survey data of secondary school graduates in Latvia in 2020, amidst COVID-19 pandemic. We analyse the strength of migration intentions from definitely not leaving Latvia to surely planning to emigrate. We conclude that Russian-speakers exhibit stronger intentions to emigrate compared Latvian-speaking youngsters, driven by wider networks and expected higher returns to their human capital abroad. 

Migration policies and practices at job market participation: perspectives of highly educated Turks in the US, Canada and Europe

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cihan Aydiner ◽  
Erin Rider
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Middle East ◽  
Labor Market Participation ◽  
Market Participation ◽  
Job Market ◽  
Migration Policies ◽  
Content Type ◽  
Western Countries ◽  
Highly Educated

PurposeThis study aims to clarify the labor market participation of highly educated Turks who moved or were exiled to the Western countries after the July 15th, 2016 Coup attempt in Turkey. These recent Turkish flows create a compelling case for researching higher education connections and the administration of justice in migration policies/practices related to highly educated people's job market participation. This study aims to expand the discussion on migration policies, practices, job market participation, how highly skilled migrants perceive them in various contexts and understand the complexity of highly educated migrants' incorporation into destination countries and their perspectives and lived experiences with policy practice.Design/methodology/approachThe primary source of the data is the semi-structured 30 interviews with the highly educated Turkish immigrants and refugees in Western countries, which enables comparative data from individuals of the same origin. The qualitative data have been transcribed, coded and analyzed according to the grounded-theory design from this vulnerable community. The high education was determined as graduation from 4-years colleges, which was recognized by destination countries. Our methodological tools were driven by the obstacles to collect data from politically sensitive, forced, or exiled migrants.FindingsFirst, this article challenges the assumption that incorporating job market participation is a smooth process for highly educated migrants who moved to Western countries. Second, highly educated immigrants tried to reach their previous statuses and life standards as fast as possible by working hard, making sacrifices and developing innovative strategies. The immigrants in Europe have faced greater obstacles with policies while participating in the job market. Third, the importance of networking and the active usage of social media platforms to communicate with other immigrants in similar situations facilitated the job market participation and job preferences of highly educated migrants. Fourth, while fast job market participation experiences of immigrants in Northern America were increasing their positive feelings regarding belonging, people who have similar skillsets in Europe experienced more problems in this process and felt alone.Research limitations/implicationsThe research results may lack generalizability due to the selected research approach. Further studies are encouraged to reach more population for each country to compare them.Practical implicationsConsequently, higher education may be a more vital decision point in migration policies and practices. This study contributes to a better understanding of these factors by showing the perspectives and experiences of highly educated migrants comparatively. Thus, it broadens the discussion about migration policies and job market participation of highly educated migrants.Social implicationsBuilding on this work, the authors suggest more studies on the temporary deskilling of highly educated migrants until they reach re-credentialing/education or training to gain their former status.Originality/valueFirst, while most studies on immigrants' labor market participation and highly educated immigrants focus on voluntary migrants, this study examines underrepresented groups of involuntary migrants, namely forced migrants and exiled people, by focusing on non-Western Muslim highly educated Turks. Second, the trouble in the Middle East continues and regimes change softly or harshly. There is a growing tendency to examine these topics from the immigrants' perspective, especially from these war-torn areas. This article adds to this discussion by stating that rather than forced migration due to armed conflict, the immigrants from Turkey – the non-Arab Muslim state of the Middle East – are related to political conditions. Lastly, drawing on the relationship between social change in the origin country and migration and addressing the lack of reliable and comparative data, this study focuses on same origin immigrants comparatively in eight different countries.

Death by a thousand cuts

2013 ◽  
Vol 21 (3) ◽  
pp. 163-167
Author(s):  
Tom P. Abeles
Keyword(s):  
Secondary School ◽  
Design Methodology ◽  
Lower Cost ◽  
Basic Knowledge ◽  
The Internet ◽  
Content Type ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Increasing Demand ◽  
The Cost

PurposeThe purpose of this foresight editorial is to explore the changing nature of the traditional post‐secondary institution under increased pressure at the intersection of expanding demand for access and the maturation of the internet to allow international delivery to meet this demand.Design/methodology/approachThis is an opinion piece.FindingsThe cost of basic knowledge assets, with the rise of “big data” and the internet, are asymptotically approaching zero, questioning why the increasing demand for access cannot be met at lower cost at the gates of the “Ivory Tower”. This is and will continue to have increased impact on how basic baccalaureate knowledge is delivered and certifiedSocial implicationsThe “bar” for job entrance has been raised beyond the secondary school diploma. At the same time, the removal of bottlenecks for post‐secondary certification, internationally, will change the nature of employment of graduates and also the entire infrastructure of the bachelor‐level institutional programs.Originality/valueThis is a contrarian foresight essay designed to provoke discussion at the systems level of education in general and post‐secondary programs in particular.

Information literacy skills of secondary school students in Singapore

2014 ◽  
Vol 66 (1) ◽  
pp. 54-76 ◽  
Author(s):  
Schubert Foo ◽  
Shaheen Majid ◽  
Intan Azura Mokhtar ◽  
Xue Zhang ◽  
Yun-Ke Chang ◽  
...  
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Information Seeking ◽  
Large Scale ◽  
Secondary School Students ◽  
Family Background ◽  
School Curriculum ◽  
Literacy Skills ◽  
School Students ◽  
Content Type

Purpose – This study aimed to acquire knowledge about Singapore secondary school (ages 13 to 16 years old) students' skills in searching, evaluating and using information. Design/methodology/approach – A comprehensive instrument encompassing the basic information literacy (IL) skills, as well as a new dimension of ethical usage of information and collaborative information seeking was used for data collection. From August to November 2010, a total of eight schools comprising 3,164 students participated in this study. Findings – It was a matter of concern that various kinds of libraries, including school libraries, were found to be under-utilized. From the test that was administered to assess the IL skills of students, the results were found to be generally unsatisfactory as each of the major categories of IL skills recorded a score that is below 50 (out of a maximum of 100) except for “task definition”. For skills related to “information seeking strategies”, “location & access” and “information use”, the types of schools, academic streams of study, and students' family background seemed to have significant influences. Originality/value – This study is the first large-scale survey conducted in Singapore that sought to test the IL skills of secondary school students. The findings are useful in assessing the current effectiveness of IL integration, and the need for a more planned approach towards IL competency training within the school curriculum in Singapore.

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

Gender Non-traditional High School Study: Reasons for Choice and Evaluation of Experience

2017 ◽  
Vol 7 (3) ◽  
pp. 46-66
Author(s):  
Irena Smetáčková ◽  
Petr Pavlík
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Secondary School ◽  
Thematic Analysis ◽  
Peer Groups ◽  
Male Students ◽  
School Program ◽  
School Study ◽  
Qualitative Thematic Analysis ◽  
Opposite Sex

Career choices of most pupils at the end of the primary school conform to gender norms. Only a few of them continue to study in a field traditionally considered appropriate for the opposite sex. The qualitative study presented here maps the reasons for such choices based on a sample of 25 female and 31 male students who study gender-atypical secondary school program for one to three years. The data were collected using a questionnaire with open-ended items and analysed using the qualitative thematic analysis. The results revealed that the reasons for school choices of boys and girls differ to certain extent. Their situation also differs with respect to the support they receive from their close ones and the acceptance by their classmates. The parents of girls disapproved of their choices more often than the parents of boys. Girls were also ridiculed more frequently by their peer groups.

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