Kształcenie doktorantów w Polsce: rola czynników popytowych i podażowych

2020 ◽  
Author(s):  
Urszula Sztanderska
Keyword(s):  
Labour Market ◽  
Tertiary Education ◽  
Doctoral Degree ◽  
Doctoral Studies

This chapter focuses on tertiary education, which is a rare subject in studies on education. We present the determinants of the development of doctoral studies in Poland during the last two decades. The supply determinants stemmed from legal and financial solutions. The situation on the labour market for doctoral degree holders shaped the demand, even if need for graduates of tertiary education outside of Academia is limited to particular fields of science and law.

scholarly journals Human Capital Disparities and Earnings Inequality in The Portuguese Private Labour Market

2021 ◽  
Author(s):  
Derick R. C. Almeida ◽  
João A. S. Andrade ◽  
Adelaide Duarte ◽  
Marta Simões
Keyword(s):  
Human Capital ◽  
Labour Market ◽  
Tertiary Education ◽  
Earnings Inequality ◽  
Kuznets Curve ◽  
Positive Trend ◽  
Returns To Schooling ◽  
Education Inequality ◽  
Using Data

AbstractThis paper examines human capital inequality and how it relates to earnings inequality in Portugal using data from Quadros de Pessoal for the period 1986–2017. The objective is threefold: (i) show how the distribution of human capital has evolved over time; (ii) investigate the association between human capital inequality and earnings inequality; and (iii) analyse the role of returns to schooling, together with human capital inequality, in the explanation of earnings inequality. Our findings suggest that human capital inequality, computed based on the distribution of average years of schooling of employees working in the Portuguese private labour market, records a positive trend until 2007 and decreases from this year onwards, suggesting the existence of a Kuznets curve of education relating educational attainment levels and education inequality. Based on the decomposition of a Generalized Entropy index (Theil N) for earnings inequality, we observe that inequality in the distribution of human capital plays an important role in the explanation of earnings inequality, although this role has become less important over the last decade. Using Mincerian earnings regressions to estimate the returns to schooling together with the Blinder-Oaxaca decomposition of real hourly earnings we confirm that there are two important forces associated with the observed decrease in earnings inequality: a reduction in education inequality and compressed returns to schooling, mainly in tertiary education.

scholarly journals Paradoxes of Doctoral Studies in Education Sciences in the Czech Republic

2021 ◽  
Vol 17 (1) ◽  
pp. 60-71
Author(s):  
Miroslav Dopita ◽  
Jana Poláchová Vašťatková
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Educational Policy ◽  
Higher Education Policy ◽  
Doctoral Degree ◽  
University Education ◽  
Doctoral Studies ◽  
The Czech Republic ◽  
University Studies ◽  
Educational Sciences

Adequate staffing of university studies with qualified academics was completed thanks to the reimplementation of three-stage university education during the post-socialist restoration of higher education in the Czech Republic. Thus, the doctoral degree of education has been attained by more than four-fifths of academic staff, with over two-fifths of them being aged 50+. The current course of university studies, including doctoral study programs, is influenced by their focus on educational and research strategy. With regards to the regulations for graduating in doctoral studies, doctoral candidates act as homo oeconomicus following neo-liberal educational policy. The conditions for doctoral studies, namely, those in educational sciences, thus lead to paradoxes caused by the current higher educational policy. The objective of the paper is to analyze the neoliberal set-up of the higher education policy of the Czech Republic in the field of doctoral studies in educational sciences in particular and its possible impacts in the area of labor-market integration of graduates and university training of academics.

Transformative curricula and teaching practices to meet labour market needs in tertiary agricultural education in Africa.

2021 ◽  
pp. 126-134
Author(s):  
Keba Hulela ◽  
Joseph Mukuni ◽  
Might Kojo Abreh ◽  
Joseph Amooti Kasozi ◽  
David Kraybill
Keyword(s):  
Labour Market ◽  
Agricultural Education ◽  
Tertiary Education ◽  
Institutional Culture ◽  
Social Relevance ◽  
Technology Markets ◽  
Life Long Learning ◽  
African Higher Education ◽  
Market Needs ◽  
Pedagogical Approaches

Abstract This chapter describes and analyzes labour market conditions and policy, as well as programme options for improving the economic and social relevance of agricultural training in African higher education institutions. The intended audience is teachers and administrators of tertiary agricultural education (TAE) who have little or no training in curriculum development or pedagogy. The aim is to present practical steps for reforming curricula and pedagogical approaches to enable TAE institutions to meet the needs of communities more effectively and to address the demands of dynamic labour, information and technology markets. The discussion also describes how tertiary education teachers and administrators can develop the vision, methods and institutional culture required to prepare students for employability and life-long learning.

scholarly journals ‘One Size Fits All’ – A Default Policy that is Serving No One Well

2020 ◽  
Vol 28 (S1) ◽  
pp. S28-S43
Author(s):  
Alison Wolf
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Social Mobility ◽  
Tertiary Education ◽  
Developed Countries ◽  
Supply Side ◽  
Educational Expansion ◽  
Dominant Model ◽  
Academic Education ◽  
Zero Sum

This article will analyse the rather uniform ways in which developed countries, and notably those of Europe, have moved from systems in which tiny numbers of young people attended university to systems of mass and still expanding higher education. Although there are some surface differences between countries in organisation and levels of participation, these have actually decreased in recent decades, and convergence is continuing. This convergence reflects a general move towards a dominant model of tertiary education which gives priority and prestige to academic certification. The economic and policy drivers have been very similar. In the first instance, a changing labour market and growing middle class expanded demand for tertiary provision. Governments then became convinced that expanding higher education was an effective supply-side policy to promote growth and productivity, and an effective way to promote social mobility and equality; and so educational expansion and spending were privileged. However, in recent years, there has been a growing mismatch between the labour market and tertiary provision, which it is very hard to correct, partly because of politicians’ beliefs but also because the ‘signalling’ function of academic education has become paramount, and families quite rationally pursue high-prestige (but zero-sum) options for their children. Although there may be some degree of self-correction in the system, this is by no means assured and governments need to consider, actively, how to promote attractive alternatives to university study.

scholarly journals Young People with Physical Disabilities at Work in Lithuania: Experiences and Attitudes

2014 ◽  
Vol 36 (3) ◽  
pp. 142-152
Author(s):  
Ruta Braziene ◽  
Ugne Zalkauskaite
Keyword(s):  
Young People ◽  
Labour Market ◽  
Tertiary Education ◽  
Physical Disabilities ◽  
People With Disabilities ◽  
Working Hours ◽  
Disabled People ◽  
Professional Activities ◽  
People With Physical Disabilities ◽  
Depth Interviews

The aim of this paper is to disclose the experiences and attitudes of young people with disabilities towards their professional activities and finding a job and to discover what the main opportunities and obstacles are for the integration of young disabled people into the Lithuanian labour market. The empirical basis of this research consists of 18 in-depth interviews with 18-35 year old young people with physical disabilities. In-depth interviews with young people with physical disabilities disclosed that a successful transition into the labour market first of all depends on the educational level (especially tertiary education) of a person, acquired appropriate employability skills, etc. Young disabled people experienced stigmatized attitudes by employers and a lack of interest to employ a disabled person. It is emphasized that employers in Lithuania are unwilling to employ a disabled person due to some special requirements (e.g., work assistant services, special requirements for the workplace, shorter working hours, etc.). In the high number of cases young people with disabilities face a double stigma, e.g., young and disabled, lack of working experience, etc.

scholarly journals The 'Gender Education Transition': What it Might Mean for the Labour Market.

1970 ◽  
Author(s):  
Paul Callister ◽  
James Newell
Keyword(s):  
Labour Market ◽  
Foreign Students ◽  
Tertiary Education ◽  
Age Group ◽  
Gender Education ◽  
Education Participation ◽  
The Difference

While overall tertiary education participation has been rising, some groups are lagging. Men, and particularly Maori and Pacific men, are increasingly underrepresented in many education institutions, especially at higher levels of education. For example, in 1994 in the under 30 age group and when foreign students are excluded there were 13% more women than men enrolled in degree courses. By 2004 this had risen to 36%. For Maori undertaking degrees, the difference had risen from 21% to 79% in 2004, while for Pacific students the figures have gone from 27% to 52%.  The cohorts that are part of this tertiary ‘education transition’ are now a key part of the population that are forming couples or deciding to live on their own, establishing their careers and deciding whether to have children. Some of the possible implications of this ‘education transition’ for the labour market are explored.

scholarly journals The German system of vocational education and training: challenges of gender, academisation and the integration of low-achieving youth

2020 ◽  
Vol 26 (1) ◽  
pp. 57-71
Author(s):  
Simone R Haasler
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Tertiary Education ◽  
Education And Training ◽  
Dual System ◽  
Vocational Education And Training ◽  
Apprenticeship Training ◽  
School Based ◽  
And Training

In Germany, the dual system of apprenticeship training has traditionally been very strong. The dominant position of the dual system, however, is being challenged by other training routes gaining significance, particularly tertiary education. This article investigates the extent to which this is leading to a restructuring of the dual system. Developments in school-based vocational programmes, trends of academisation and challenges deriving from qualifying low achievers are discussed. The growing significance of school-based programmes is linked to the gender impact of the vocational education and training (VET) system and the gender segmentation of the German labour market, while academisation reflects labour market demands for high skills. With dual study programmes and three and a half-year dual training, the dual system seeks to provide attractive training options for highly skilled young people. This, however, has made access to fully-qualifying vocational programmes very difficult for low-achieving young people, including migrants and refugees, thereby challenging the integration function of the German VET system.

scholarly journals Educational mismatch in the Czech Labour Market

2016 ◽  
Vol 16 (2) ◽  
pp. 103-120
Author(s):  
Martina Mysíková
Keyword(s):  
Czech Republic ◽  
Labour Market ◽  
Tertiary Education ◽  
Education Level ◽  
European Countries ◽  
Educational Mismatch ◽  
The Czech Republic ◽  
Level Of Education ◽  
Data Source ◽  
Measurement Approach

Abstract Educational mismatch in labour markets is a phenomenon that has been widely analysed, mainly with respect to rising concerns about a possible oversupply of graduates. Like most European countries, the Czech Republic has experienced a boom in tertiary education in the last decade. The incidence and determinants of over- and undereducation vary substantially depending both on the mismatch measurement approach and the data source applied. Educational mismatch is also reflected in wage levels: overeducated workers have lower wages and undereducated workers have higher wages than workers with the same education whose jobs match their education level. Second, overeducated workers earn more and undereducated workers earn less than their co-workers with exactly the required level of education. The effects are qualitatively the same regardless of the data source and measurement approach applied, but their sizes differ slightly.

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