scholarly journals Regional Disparities in the Training Market: Opportunities for Adolescents to Obtain a Company - Based Training Place Depending on Regional Training Market Conditions

2021 ◽  
Vol 8 (1) ◽  
pp. 87-114
Author(s):  
Christian Michaelis ◽  
Robin Busse
Keyword(s):  
Supply And Demand ◽  
School Achievement ◽  
Panel Study ◽  
Vocational Education And Training ◽  
Occupational Prestige ◽  
Market Conditions ◽  
Grade Point ◽  
Ease Of Access ◽  
A Company ◽  
Training Market

Context: Due to limited geographical mobility, opportunities for adolescents interested in company-based training are primarily dependent on regional training offers. Competition for company-based training among adolescents varies regionally, and thus, the chance to obtain a training contract varies as well. In this article, we investigate the opportunities for adolescents to obtain company-based training depending on regional training market conditions. We assume that the advantages of obtaining a company-based training place exist in areas of decreased competition among interested adolescents. However, the question is whether those advantages will differ between adolescents depending on characteristics such as school achievement, socioeconomic status or migration background. Furthermore, we assume that, above all, market-induced ease-of-access to company-based training exists for occupations that face hiring challenges and indicates less occupational attractiveness.Methods: The transition from school (after 9th and 10th grade) to company-based training is analysed using data from the German National Educational Panel Study (NEPS, starting cohort 4). This dataset is merged with the official regional training market data regarding local supply and demand ratio for training places (called "SDR") in the dual system of Vocational Education and Training in Germany. Logistic regressions are used to predict the probabilities of obtaining a training place. The focus lies on the interaction effects between SDR and adolescents’ education-related characteristics (school certificates and grade point average), socioeconomic characteristics and migration backgrounds. Subgroup-specific analyses of different clusters of hiring challenges for trainee occupations are used to examine whether these effects are valid for all occupations.Findings: The results confirm regional differences in obtaining a training place depending on the SDR. Here, applicant hierarchies according to educational achievement continue to exist if competition for company-based training among adolescents decreases. Beneficiaries are better-qualified adolescents with poorer GPAs. SDR hardly influences social disparities. However, the advantages of obtaining a company-based training place primarily exist for training occupations with hiring challenges when competition for company-based training among adolescents decreases. These occupations have a significantly lower occupational prestige (ISEI-08) compared to occupations with fewer hiring challenges.Conclusion: The results make it clear that market-induced ease-of-access to company-based training is not necessarily an advantage. Because the findings indicate that the advantages pertain mainly to low-prestige occupations, it can be assumed that career-path disadvantages can arise down the road. Future studies should investigate this in more differentiated ways. 

Sex differences in school achievement: what are the roles of personality and achievement motivation?

2008 ◽  
Vol 22 (3) ◽  
pp. 185-209 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Birgit Spinath
Keyword(s):  
Sex Differences ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
School Achievement ◽  
Grade Point ◽  
Motivational Constructs ◽  
School Attainment ◽  
Work Avoidance ◽  
Math Grades ◽  
Gender Specific

It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M = 16.94 years; SD = 0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self‐concepts) served as predictors. After controlling for intelligence, girls' grades were significantly better than boys'. Mean sex differences were found for most variables. There were no gender‐specific associations between predictors and grades. Agreeableness, work avoidance, ability self‐concepts and values ascribed to German mediated the association between sex and grades in German. Controlling for ability self‐concepts and values ascribed to Math enhanced the association between sex and math grades. We concluded that personality and motivation play important roles in explaining sex differences in school attainment. Results are discussed against the background of practical and methodological implications. Copyright © 2008 John Wiley & Sons, Ltd.

scholarly journals Supply and Demand

2006 ◽  
Vol 128 (02) ◽  
pp. 25-26
Author(s):  
Eugene Kania
Keyword(s):  
Resource Management ◽  
Supply And Demand ◽  
Software Tool ◽  
Management Process ◽  
Successful Completion ◽  
Organizational Participation ◽  
Engineering Managers ◽  
Communication Processes ◽  
Key Aspects ◽  
A Company

This article discusses key aspects of resource management for the successful completion of a project. The article highlights that decision-making is the difficult, but necessary, last step to arrive at a portfolio of projects that do not overload resources and clog the engineering pipeline. The four-step resource management process that a company has implemented helps management visualize and understand the effects of their project decisions. It also helps engineering managers identify resource shortages. The key to implementing this system is to build solid communication processes, get key organizational participation, and have the discipline to keep at it every month. The article also suggests that if a company is to use a software tool to facilitate and enable the process, keep it as simple and effective as the process itself.

Achievement as a Momentary Event, as a Continuing State, Locus of Control: A Clarification

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1159-1166 ◽  
Author(s):  
Lawrence W. Sherman ◽  
Richard J. Hofmann
Keyword(s):  
Locus Of Control ◽  
Standardized Test ◽  
School Achievement ◽  
Test Results ◽  
Grade Point ◽  
Path Diagram ◽  
The Relationship ◽  
Standardized Test Results ◽  
Diagram Approach ◽  
Better Than

The relationship between locus of control and achievement is clarified by disaggregating achievement into a momentary event (standardized test results) and continuing state (grade-point average) utilizing a path diagram approach. Although there are no substantial correlations among socioeconomic status, sex, and locus of control in this study, the three variables predict school achievement as a continuing state ( R = 33) considerably better than they do as a momentary event ( R = .56) of 174 students in Grade 8.

scholarly journals Gambling involvement, type of gambling and grade point average among 18–29-year-old Finnish men and women

2019 ◽  
Vol 36 (2) ◽  
pp. 190-202 ◽  
Author(s):  
Tiina Latvala ◽  
Hannu Alho ◽  
Susanna Raisamo ◽  
Anne H Salonen
Keyword(s):  
Grade Point Average ◽  
School Achievement ◽  
Slot Machines ◽  
Online Gambling ◽  
Cross Sectional ◽  
Grade Point ◽  
Men And Women ◽  
Type Of Gambling ◽  
Online Poker ◽  
Gambling Involvement

Aims: This study explores the associations between gambling involvement, type of gambling, at-risk and problem gambling (ARPG) and register-based grade point average (GPA), among Finnish people aged 18–29 years ( N = 676). It is assumed that high gambling involvement and engaging in certain types of gambling are linked to ARPG, and that low school achievement is positively associated with these measures. Methods: A nationwide cross-sectional random sample was collected in 2015. The data were weighted based on gender, age and region. Analyses were carried out using logistic regression models. Results: Frequent gambling, playing several game types, online gambling and ARPG were more common among men than women. Those with low GPA played fast and low-paced daily lottery games and used online casinos significantly more often than men and women with average/high GPA. Men with a low GPA were also more likely to gamble on a weekly basis and played casino games and online poker more often. For women with a low GPA online gambling and playing slot machines were more common than for women with an average/high GPA. When controlling for sociodemographic variables and gambling involvement, men’s participation in daily lottery games and online poker was significantly associated with a low GPA, but among women none of the game types remained statistically significant. Among women, playing several different game types was linked with a low GPA. Conclusions: It seems that poorer school achievement is associated not only with frequent gambling, a large number of game types played and online gambling, but also, to some extent at least, with game type preferences.

Economic competencies and situation-specific commercial competencies: Reflections on conceptualization and measurement

2016 ◽  
Vol 15 (3) ◽  
pp. 162-182 ◽  
Author(s):  
Susan Seeber
Keyword(s):  
Young Adults ◽  
Vocational Education ◽  
Labour Market ◽  
Supply And Demand ◽  
Youth Unemployment ◽  
Critical Issue ◽  
Education And Training ◽  
Private Life ◽  
Vocational Education And Training ◽  
And Training

From a societal perspective, vocational education and training must enable young adults to meet the challenges of the labour market in a globalized world, reduce the mismatch of supply and demand of qualifications (e.g. youth unemployment leading to disadvantages for individuals, society and national economies) and improve social cohesion. From an individual perspective, vocational education and training should develop young adults’ vocational competencies, support their individual personality development and their integration into the labour market and society, help secure their livelihood and enable them to lead self-determined lives as citizens. Therefore, the assessment of competencies obtained in vocational education and training programmes has emerged as a critical issue to develop workforces and the capacity for life-long learning and to foster civic participation as a responsible citizen. This article provides some insights into the modelling and measurement of competencies in vocational education and training, where occupational and cross-occupational competencies are necessary to cope with the requirements of workplaces, as a responsible citizen and in private life. In this article, cross-occupational economic competencies and occupation-specific commercial competencies in the area of business and administration are discussed. Both constructs are based on economic theories, concepts and central terms; nevertheless, the situation-specific context and requirements may vary substantially. Thus, different approaches to define and measure both constructs seem to be necessary.

The Family Structure Trajectory and Adolescent School Performance

2007 ◽  
Vol 28 (3) ◽  
pp. 319-354 ◽  
Author(s):  
Holly E. Heard
Keyword(s):  
Family Structure ◽  
Single Mother ◽  
School Achievement ◽  
Negative Consequences ◽  
Negative Effects ◽  
Hispanic Adolescents ◽  
Grade Point ◽  
Minority Adolescents ◽  
The Family ◽  
Hispanic White

The question of whether family structure consequences on school achievement are the same across racial and ethnic groups is examined using longitudinal data on 10,606 teens from the National Longitudinal Study of Adolescent Health. Based on life course theory, this article uses indicators of the family structure trajectory, such as family structure duration in adolescence and the number and timing of family changes, to predict self-reported grade point average (GPA) and to examine differences in effects among non-Hispanic White, Black, and Hispanic adolescents. Results show that the negative effects of time lived with a single mother and nonparents are reduced for Black and Hispanic adolescents, whereas having a recent family change leads to a larger drop in GPA for Blacks. Racial variation in stress, social support, and school functioning explain most race differences. For minority adolescents, negative consequences of family structure are largely attenuated by race-specific social supports and educational advantages.

scholarly journals prices

2018 ◽  
Author(s):  
Paul Erdkamp
Keyword(s):  
Market Integration ◽  
Supply And Demand ◽  
Price Formation ◽  
Market Conditions ◽  
Market Prices ◽  
Ancient Economy ◽  
Wide Range ◽  
Economic Forces ◽  
Modern Economic ◽  
Insight Into

While our sources mention numerous prices of a wide range of commodities, the question remains to what extent these prices offer insight into the ancient economy. Despite the wealth of data, reliable prices of everyday goods under normal market conditions are rare. The extent to which they can be used to analyze such topics as market integration, living standards, market stability, and inflation is limited. Only regarding Ptolemaic and Roman Egypt do we possess sufficient market prices (rather than imposed prices or valuations) to conduct meaningful analyses. For most of the rest of the empire, the prices—in particular those of everyday goods—are generally too uncertain, too sparse, and too diverse to form a solid basis for economic analysis. It is a valid question, moreover, to what extent prices in the ancient world reflect the interplay of supply and demand according to modern economic theory. Nevertheless, ancient writers depict price levels as depending on the interplay of supply and demand, and market transactions, as narrated in our sources, emphasizing competition and bargaining, make clear that price formation was largely determined by economic forces. Hence, prices fluctuated over time and differed in various places. The authorities tried to keep prices of staple foods low by influencing market conditions, but direct price fixing was rare.

scholarly journals How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training

2021 ◽  
Vol 11 (3) ◽  
pp. 47-65
Author(s):  
Evi Schmid ◽  
Beate Jørstad ◽  
Gøril Stokke Nordlie
Keyword(s):  
Vocational Education ◽  
Qualitative Interviews ◽  
Personal Characteristics ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Dropping Out ◽  
Low Grade ◽  
Grade Point ◽  
Immigrant Background ◽  
And Training

This article examines characteristics, practices and conditions within schools that enable vulnerable students to succeed in school. Research suggests that factors related to structure, educational organisation or the climate within schools may play a part in either pushing out or holding on to students whose personal characteristics may put them at risk of dropping out. The study is based on 25 qualitative interviews with students in the second year of vocational education and training. All the students had a low grade point average from lower secondary school, and the majority had an immigrant background from Africa or Asia. The analysis shows that practice-oriented learning from authentic work tasks provided meaningful connections between schoolwork and students’ career choices and opportunities to experience success and mastery. Furthermore, positive expectations and the active support of teachers as well as mutual motivation and support among classmates contributed to students’ sense of belonging at school. The study discusses the importance of schools supporting less school-oriented young people in connecting and identifying with school, both with the social environment and with the educational content and learning methods.

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