Youth unemployment has reached very high levels in some OECD countries

Author(s):  
Georg Dutschke ◽  
Julio Garcia del Junco ◽  
Francisco Espansandín-Bustelo ◽  
Mariana Dutschke ◽  
Beatriz Palacios Florencio

Investigations related to national culture and young are becoming more important (Brown et al., 2002; Larson, 2011). Gelhaar et al. (2007) state that “there is great concern about the poor academic performance and wiling to entrepreneurship of the adolescents and young adults in European countries, especially in the southern regions, where youth unemployment is very high”. For Iberia it's very important that adolescents and young adults have the want to become entrepreneurs, by developing new projects but, mainly, by having entrepreneurship as a purpose for their professional life. Entrepreneurship should be developed both at an individual level and within the organizations. It´s key to achive success, since originates innovation, both incremental and disruptive. This exploratory research aims to identify the relations between teenagers' socio and cultural values and their want to become entrepreneurs. In concrete, if socio and cultural dimensions identified by Hofstede and Minkov (2010) are related with the want to become entrepreneur.


2016 ◽  
Vol 49 (34) ◽  
pp. 3372-3394 ◽  
Author(s):  
Giovanni S. F. Bruno ◽  
Misbah Choudhry Tanveer ◽  
Enrico Marelli ◽  
Marcello Signorelli

2019 ◽  
Vol 6 (1) ◽  
pp. 37-61 ◽  
Author(s):  
Rense Nieuwenhuis ◽  
Wim Van Lancker ◽  
Diego Collado ◽  
Bea Cantillon

Abstract Although employment growth is propagated as being crucial to reduce poverty across EU and OECD countries, the actual impact of employment growth on poverty rates is still unclear. This study presents novel estimates of the association between macro-level trends in women’s employment and trends in poverty, across 15 OECD countries from 1971 to 2013. It does so based on over 2 million household-level observations from the LIS Database, using Kitagawa–Blinder–Oaxaca (KBO) decompositions. The results indicate that an increase of 10% points in women’s employment rate was associated with a reduction of about 1% point of poverty across these countries. In part, this reduction compensated for developments in men’s employment that were associated with higher poverty. However, in the Nordic countries no such poverty association was found, as in these countries women’s employment rates were very high and stable throughout the observation period. In countries that initially showed marked increases in women’s employment, such as the Netherlands, Germany, Spain, Canada, and the United States, the initial increases in women’s employment rates were typically followed by a period in which these trends levelled off. Hence, our findings first and foremost suggest that improving gender equality in employment is associated with lower poverty risks. Yet, the results also suggest that the potential of following an employment strategy to (further) reduce poverty in OECD countries has, to a large extent, been depleted.


1988 ◽  
Vol 32 (3) ◽  
pp. 331-356 ◽  
Author(s):  
Richard Sweet

Growth in full-time educational participation since 1975 has been effective in reducing measured levels of youth unemployment. Had full-time participation not grown since 1975, it is estimated that an additional 86 400 15 to 19-year-olds would have been seeking full-time work in August 1985 and the unemployment rate for the age group would have been 31.5% rather than 20.3%. Future increases in school retention rates such as those envisaged by the Quality of Education Review Committee will have implications for levels of demand for the labour of youth as well as for the supply of youth labour. Reductions in unemployment among 18 to 19-year-olds as the result of educational initiatives will require full-time tertiary places to grow significantly. Whether growing full-time participation is of itself sufficient to improve the way in which postcompulsory education supplies productive skills to the economy is open to question. Comparisons between Australia and other OECD countries suggest that issues of vocational preparation, and not levels of senior secondary participation or higher education output, should be seen as central within Australian debate on education's link to the economy. On a number of educational expenditure, participation and output measures, Australia is at least on a par with the OECD average. However the proportion of young Australians in programs of vocational preparation is less than half the OECD average, and is the second lowest of 20 OECD countries for which data are available. Recent Australian reports on postcompulsory education generally reject a role for schools in vocational preparation. This is probably sensible in view of the way in which the traditions and values of Australian schools limit their capacity to provide access to vocational programs. However, it begs the question of why other advanced industrial economies take a contrary view, and prevents attention being paid to questions of how the postcompulsory system as a whole can increase young people's access to recognised programs of vocational preparation. Rather than a quest for a common curriculum in the postcompulsory years, effort to create common credentials that can link schools and technical and further education (TAFE) is urged.


2002 ◽  
Vol 46 (2) ◽  
pp. 189-204
Author(s):  
Helen Praetz

Using qualifications as policy instruments to increase participation in education and training and to reduce unemployment, especially youth unemployment, appears to be growing in Organisation for Economic Cooperation and Development (OECD) countries. This paper considers the case of one authority, the Victorian Qualifications Authority (VQA), established by the Victorian Government in 2001 and responsible for determining and strengthening the range of post-compulsory qualifications for schools and vocational education and training. In establishing its cross-sectoral role, the VQA moved rapidly to introduce a new qualification directed towards those young people who seek applied and practical studies and who leave school before completing Year 12 or its equivalent. The paper outlines the nature of the changes proposed and the approaches taken to its development. These recognise that pedagogy is critical to increasing participation and that students who engage in learning at school are more likely to become lifelong learners.


2015 ◽  
Vol 235 (4-5) ◽  
pp. 403-417 ◽  
Author(s):  
Andreas Sachs ◽  
Werner Smolny

Summary This paper analyzes the role of labor market institutions for youth unemployment, as contrasted to total unemployment. The empirical results are basically consistent with an insider view of labor market institutions. Labor market institutions tend to protect (older) employees but might harm (young) entrants. Remarkable is especially the significant and very high effect of employment protection for regular jobs on youth unemployment. In addition, the combined effects of powerful unions and a coordinated wage bargaining system are beneficial for older people and detrimental to youth. Finally, the paper identifies a significant link between a demographic as well as an educational factor and both youth and total unemployment.


Author(s):  
Suzanne Gatt

Malta did not suffer the 2009 economic crisis like other EU Member States. Youth unemployment remained low, and the country was among the first registering economic growth. However, Malta still has a very high percentage of early school leavers and is experiencing a significant skills gap in its labour market. In addition, a Cedefop study forecasted job growth mainly at professional and medium-level qualifications. This chapter is a discussion of how Malta is tackling the skills gap challenge by reforming its apprenticeship schemes. As changes were made to the format and governance of apprenticeships, the schemes were extended to more sectors as well as reflected a more modern approach to learning. As the number of apprenticeships continue to grow, Malta hopes to both be able to keep more young people in school through VET as well as provide a better trained skilled workforce to ensure further economic growth. This chapter can serve as an example for other countries and regions intending to reform their apprenticeship schemes.


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