Please enable JavaScript.

Coggle requires JavaScript to display documents.

TRANSITION FROM SCHOOL TO WORK IN COMPATATIVE PERSPECTIVE Alan C…

- - - - EDUCATIONAL STANDARIZATION
        
        GENERAL AND VOCATIONAL EDUCATIONAL CREDENTIALS
        
        vocational baccalauréat programs are very broad in scope. The more specificity of the credentials, the greater the likelihood that a young person's entry into the labor force will be limited to particular occupations.
        
        Degree to which the quality of education meets the same standards nationwide. Variables such as teachers' training, school budgets, curricula, and the uniformity of school leaving examination are relevant in measuring the standing of an educational system on this dimension.
      - Stratification refers to the varied prestige of kinds of educational programs and the varied chances of reaching high levels of educational attainment.
  - - - The most highly stratified systems in Europe.
        
        The most fully vocationally oriented
        
        High degree of standardization
        
        The strong linkage between its offerings and the occupational division of labor
    - - Less stratified than the German system and more than the American system
        
        The most standarized educational system of the four countries (governement controls the system)
        
        General and vocational credentials
    - - decentralization of control schools at all levels scarce possibility of standarization.
        
        secondary level: either obtain a high school diploma or not.
        
        most college degrees have no specific vocational relevance.
    - - Stratified seconday schools
        
        Comprehensive schools reduce the degree of stratification
        
        Not centrally controlled
        
        Orientation toward academic courses rather than vocational preparation changed since World War II: the credentials it awards are a mixture of general and vocational
  - - - CHANGES IN EDUCATIONAL ATTAINMENT AFTER FIRST JOB
        
        JOB CHANGES AND EARLY CAREER MOBILITY
        
        Educational systems award only very general credentials thus it is possible that a new employee will prove unsuitable for the position the employer needs to fill. New entrance to the labor force often move from job to job several times before finding an appropriate position.
        
        OVERVIEW
        
        GERMANY
        
        High stratified
        
        High standarised
        
        Vocational credentials
        
        Little opportunity to alter direction once student has entered in a career
        
        Conclusion: the best transition from school to work is done in Germany because students who leave the system are clearly differentiated according to highly stratified occupational qualifications.
        In United States, the association between the educational attainment and the level of first job is weak.
        
        UNITED STATES
        
        Unstratified units whose characteristics vary in different locales
        
        Low stratification and standarization
        
        The most general credentials
        
        -Before: single move from full-time schooling to full-time participation in labor force
        -Now: students can make more than one full transition (can enter the labor force full-time, go back to school full-time and then reenter)
        
        Education courses can improve a worker's credentials which in turn can lead to job changing.
      - Societies that define educational credentials are likely to have a strong education-occupation.
        
        Systems that combine high stratification and standarization exhibit the strongest associations between educational credentials and occupational level.
        
        some countries award stratification, standarization and a strong emphasis on vocational relevant credentials
  - - - "first job" be either the job obtained on the initial entry into the labor force or the one obtained after all spells of full-time education have been completed.
        
        detailed longitudinal data sets provide full reports which indicate that it is indeed impossible to define a first job in more than one way.
        
        the more widely available such data sets become, the more important it will be to recognize and attempt to cope with the problem.
      - The transition period
        
        Differences in transitional period may be an important key to undertanding the varied role of educational institutions in the societies' social stratification process, and we can trace the patterns of change within that period, we cannot tell.
        
        Credential and Class Distribution
        
        problem of defining the appropiate measures of educational attainment and occupational level of the first job.
        Difficulties rise about whether the credentials and class categoreis are equally meaningfull in all of these societies. They also raise questions about how well the categories lend themselves to intersocietal comparison because of the effects the different distributions have on measures of associations.