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Quintela Dávila, Gastón Eloy - One of the best experts on this subject based on the ideXlab platform.

  • Decisiones y educación superior. Lógicas de acción de jóvenes en el proceso de transición académica post-obligatoria
    'Universitat Autonoma de Barcelona', 2016
    Co-Authors: Quintela Dávila, Gastón Eloy
    Abstract:

    Este trabajo de investigación tuvo dos grandes objetivos; el primero, corresponde a caracterizar el proceso de desigualdad de oportunidades educativas en los procesos de transición desde la educación secundaria a la superior y en las dinámicas de continuidad y/o abandono de los estudios del nivel terciario. El segundo, supone un intento de generar mecanismo explicativos de los fenómenos bajo la estructura conceptual y metodológica de la sociología analítica. El modelo de análisis incorpora los desarrollos conceptuales del primer Boudon (1983), Breen y Goldthorpe (1997), y Breen (2001), que corresponden a la teoría de la elección racional; pero a la vez, añade algunos elementos de carácter metodológico y sustantivo que permiten enriquecer sociológica y conductualmente las explicaciones tentativas, como el análisis de las decisiones educativas de Gambetta (1987), la teoría de la racionalidad ordinaria del segundo Boudon (2011) y el esquema DBO de Hedström (2005). Este trabajo está circunscrito a la realidad de Chile y a nivel empírico se utiliza la encuesta “Transición de la Escuela al Trabajo”, que corresponde a una iniciativa de investigación surgida en el contexto de Aequalis y el Banco Interamericano de Desarrollo; orientada especialmente a conocer el proceso de toma de decisiones de acceso, permanencia y titulación de jóvenes en la educación superior chilena. Los resultados más relevantes a nivel descriptivo muestran que las trayectorias de los jóvenes están fuertemente condicionadas por los ingresos de sus familias, la titularidad del colegio de egreso y la modalidad de estudios de secundaria; así como también los resultados en la selectividad, el nivel educativo de los padres y la ocupación del jefe de hogar. Por otra parte, los jóvenes y sus familias muestran una alta propensión a la continuidad de estudios superiores; y en términos generales eligen sus casas de estudios en función del nivel de prestigio social percibido. A nivel explicativo, la operatoria del mecanismo genérico de aversión al riesgo relativo de movilidad social descendente permite efectivamente fundamentar porque las proporciones de los jóvenes con umbrales educativos mínimos más exigentes (padres con educación superior), están sobre representados en las trayectorias que reflejan acceso a la educación superior. Los supuestos del modelo de análisis que señalan que las creencias de rendimiento académico de los actores condicionarían las decisiones de acceso y continuidad de los estudios superiores; resultan plausibles de acuerdo con los análisis en la población estudiada; en este sentido, la introducción del mecanismo de preferencias adaptativas permitió fundamentar la relación entre creencias de rendimiento efectivo y las creencias de rendimiento necesario para superar con éxito las exigencias académicas en la educación superior, la noción de probabilidad subjetiva de éxito; es decir, las preferencias relacionadas con la transición a la educación superior o su continuidad se ajustan apropiadamente de acuerdo con las creencias sobre el rendimiento pasado, y la potencial consecución de la credencial educativa. Finalmente, este trabajo ha permito desarrollar un ejercicio de transición de un modelo explicativo de la desigualdad de oportunidades ante la enseñanza, desde una marcada impronta de la teoría de la elección racional tradicional, a una explicación por mecanismos sociales propia de la sociología analíticaThis research had two main objectives; the first corresponds to characterize the process of inequality of Educational opportunity in the process of transition from high school to college and on the dynamics of continuity and / or dropout of tertiary level. The second is an attempt to generate explanatory mechanism of the phenomena under the conceptual and methodological framework of analytical sociology. The analysis model incorporates the conceptual developments of the first Boudon (1983), Breen and Goldthorpe (1997) and Breen (2001), corresponding to the rational choice theory; but also adds some elements of methodological and substantive allowing enrich and behaviorally attempts sociological explanations, such as analysis of Educational decisions Gambetta (1987), the theory of ordinary rationality the second Boudon (2011) and BOD Hedström scheme (2005). This work is confined to the reality of Chile and the empirical level "Transition from School to Work" survey, which corresponds to a research initiative originating in the context of Aequalis and the IDB is used; especially geared to meet the decision-making process of access, retention and qualification of young people in the Chilean higher education. The most relevant results at the descriptive level trajectories show that young people are heavily influenced by family income, ownership of college graduation and mode of secondary education; as well as the results in selectivity, Educational level of parents and the occupation of household head. Moreover, young people and their families show a high propensity for continuing higher education; and generally choose their houses of study based on the level of perceived social prestige. By way of explanation, the operation of the generic mechanism of relative risk aversion of downward mobility base that effectively allows the proportions of young people with Educational highest minimum thresholds (parents with higher education) are overrepresented in the paths that reflect access higher education. The assumptions of the analysis model that said the beliefs of academic performance of the actors would condition the decisions of access and continuity of higher education; are plausible according to the analysis in the study population; In this sense, the introduction of the mechanism of adaptive preferences allowed to base the relationship between beliefs and beliefs throughput performance needed to successfully overcome the academic demands in higher education, the notion of subjective probability of success; i.e. preferences related to the transition to higher education or continuity appropriately adjusted according to beliefs about past performance, and the potential achievement of Educational Credential. Finally, this work has made it possible to develop a transition exercise of a descriptive model of inequality of opportunity in education, from a strong imprint of the traditional theory of rational choice, to social mechanisms explanation of analytical sociolog

  • Decisiones y educación superior. Lógicas de acción de jóvenes en el proceso de transición académica post-obligatoria
    [Barcelona] : Universitat Autònoma de Barcelona, 2016
    Co-Authors: Quintela Dávila, Gastón Eloy, Universitat Autònoma De Barcelona. Departament De Sociologia
    Abstract:

    Descripció del recurs: 22 juliol 2016Este trabajo de investigación tuvo dos grandes objetivos; el primero, corresponde a caracterizar el proceso de desigualdad de oportunidades educativas en los procesos de transición desde la educación secundaria a la superior y en las dinámicas de continuidad y/o abandono de los estudios del nivel terciario. El segundo, supone un intento de generar mecanismo explicativos de los fenómenos bajo la estructura conceptual y metodológica de la sociología analítica. El modelo de análisis incorpora los desarrollos conceptuales del primer Boudon (1983), Breen y Goldthorpe (1997), y Breen (2001), que corresponden a la teoría de la elección racional; pero a la vez, añade algunos elementos de carácter metodológico y sustantivo que permiten enriquecer sociológica y conductualmente las explicaciones tentativas, como el análisis de las decisiones educativas de Gambetta (1987), la teoría de la racionalidad ordinaria del segundo Boudon (2011) y el esquema DBO de Hedström (2005). Este trabajo está circunscrito a la realidad de Chile y a nivel empírico se utiliza la encuesta "Transición de la Escuela al Trabajo", que corresponde a una iniciativa de investigación surgida en el contexto de Aequalis y el Banco Interamericano de Desarrollo; orientada especialmente a conocer el proceso de toma de decisiones de acceso, permanencia y titulación de jóvenes en la educación superior chilena. Los resultados más relevantes a nivel descriptivo muestran que las trayectorias de los jóvenes están fuertemente condicionadas por los ingresos de sus familias, la titularidad del colegio de egreso y la modalidad de estudios de secundaria; así como también los resultados en la selectividad, el nivel educativo de los padres y la ocupación del jefe de hogar. Por otra parte, los jóvenes y sus familias muestran una alta propensión a la continuidad de estudios superiores; y en términos generales eligen sus casas de estudios en función del nivel de prestigio social percibido. A nivel explicativo, la operatoria del mecanismo genérico de aversión al riesgo relativo de movilidad social descendente permite efectivamente fundamentar porque las proporciones de los jóvenes con umbrales educativos mínimos más exigentes (padres con educación superior), están sobre representados en las trayectorias que reflejan acceso a la educación superior. Los supuestos del modelo de análisis que señalan que las creencias de rendimiento académico de los actores condicionarían las decisiones de acceso y continuidad de los estudios superiores; resultan plausibles de acuerdo con los análisis en la población estudiada; en este sentido, la introducción del mecanismo de preferencias adaptativas permitió fundamentar la relación entre creencias de rendimiento efectivo y las creencias de rendimiento necesario para superar con éxito las exigencias académicas en la educación superior, la noción de probabilidad subjetiva de éxito; es decir, las preferencias relacionadas con la transición a la educación superior o su continuidad se ajustan apropiadamente de acuerdo con las creencias sobre el rendimiento pasado, y la potencial consecución de la credencial educativa. Finalmente, este trabajo ha permito desarrollar un ejercicio de transición de un modelo explicativo de la desigualdad de oportunidades ante la enseñanza, desde una marcada impronta de la teoría de la elección racional tradicional, a una explicación por mecanismos sociales propia de la sociología analíticaThis research had two main objectives; the first corresponds to characterize the process of inequality of Educational opportunity in the process of transition from high school to college and on the dynamics of continuity and / or dropout of tertiary level. The second is an attempt to generate explanatory mechanism of the phenomena under the conceptual and methodological framework of analytical sociology. The analysis model incorporates the conceptual developments of the first Boudon (1983), Breen and Goldthorpe (1997) and Breen (2001), corresponding to the rational choice theory; but also adds some elements of methodological and substantive allowing enrich and behaviorally attempts sociological explanations, such as analysis of Educational decisions Gambetta (1987), the theory of ordinary rationality the second Boudon (2011) and BOD Hedström scheme (2005). This work is confined to the reality of Chile and the empirical level "Transition from School to Work" survey, which corresponds to a research initiative originating in the context of Aequalis and the IDB is used; especially geared to meet the decision-making process of access, retention and qualification of young people in the Chilean higher education. The most relevant results at the descriptive level trajectories show that young people are heavily influenced by family income, ownership of college graduation and mode of secondary education; as well as the results in selectivity, Educational level of parents and the occupation of household head. Moreover, young people and their families show a high propensity for continuing higher education; and generally choose their houses of study based on the level of perceived social prestige. By way of explanation, the operation of the generic mechanism of relative risk aversion of downward mobility base that effectively allows the proportions of young people with Educational highest minimum thresholds (parents with higher education) are overrepresented in the paths that reflect access higher education. The assumptions of the analysis model that said the beliefs of academic performance of the actors would condition the decisions of access and continuity of higher education; are plausible according to the analysis in the study population; In this sense, the introduction of the mechanism of adaptive preferences allowed to base the relationship between beliefs and beliefs throughput performance needed to successfully overcome the academic demands in higher education, the notion of subjective probability of success; i.e. preferences related to the transition to higher education or continuity appropriately adjusted according to beliefs about past performance, and the potential achievement of Educational Credential. Finally, this work has made it possible to develop a transition exercise of a descriptive model of inequality of opportunity in education, from a strong imprint of the traditional theory of rational choice, to social mechanisms explanation of analytical sociolog

Faris Ahmed Ahmed - One of the best experts on this subject based on the ideXlab platform.

  • Challenges Faced by Immigrants with Higher Education in the Swedish Labour Market : A Qualitative Research of the Factors Influencing the Underutilization   of Immigrants’ Foreign Educational Credentials in the Swedish labour market
    Stockholms universitet Institutionen för pedagogik och didaktik, 2016
    Co-Authors: Faris Ahmed Ahmed
    Abstract:

    Generally, immigrants face different challenges adapting to their new environment while starting a new life in the new environment. One of these problems is related to employment as they find it difficult finding jobs in their host countries. A number of them are often jobless or having jobs that do not correspond with their Educational qualification. This is one of the factors that influence the earnings of immigrants in the Swedish labour market. This study focused on the factors influencing the underutilization of immigrant’s foreign Educational Credentials in the Swedish labour market. The study is based on human capital theory, cultural shock theory and discrimination theory. Through qualitative research design, rich detailed data about the phenomenon was collected from participants that participated in the study. Findings of the study revealed that the two major factors that influence the underutilization of immigrant’s foreign Educational Credential in the Swedish labour market are structural factors and individual factors (lack of social network with Swedish natives, inability to fluently communicate in Swedish, and loss of professional knowledge due to lack of practice)

Universitat Autònoma De Barcelona. Departament De Sociologia - One of the best experts on this subject based on the ideXlab platform.

  • Decisiones y educación superior. Lógicas de acción de jóvenes en el proceso de transición académica post-obligatoria
    [Barcelona] : Universitat Autònoma de Barcelona, 2016
    Co-Authors: Quintela Dávila, Gastón Eloy, Universitat Autònoma De Barcelona. Departament De Sociologia
    Abstract:

    Descripció del recurs: 22 juliol 2016Este trabajo de investigación tuvo dos grandes objetivos; el primero, corresponde a caracterizar el proceso de desigualdad de oportunidades educativas en los procesos de transición desde la educación secundaria a la superior y en las dinámicas de continuidad y/o abandono de los estudios del nivel terciario. El segundo, supone un intento de generar mecanismo explicativos de los fenómenos bajo la estructura conceptual y metodológica de la sociología analítica. El modelo de análisis incorpora los desarrollos conceptuales del primer Boudon (1983), Breen y Goldthorpe (1997), y Breen (2001), que corresponden a la teoría de la elección racional; pero a la vez, añade algunos elementos de carácter metodológico y sustantivo que permiten enriquecer sociológica y conductualmente las explicaciones tentativas, como el análisis de las decisiones educativas de Gambetta (1987), la teoría de la racionalidad ordinaria del segundo Boudon (2011) y el esquema DBO de Hedström (2005). Este trabajo está circunscrito a la realidad de Chile y a nivel empírico se utiliza la encuesta "Transición de la Escuela al Trabajo", que corresponde a una iniciativa de investigación surgida en el contexto de Aequalis y el Banco Interamericano de Desarrollo; orientada especialmente a conocer el proceso de toma de decisiones de acceso, permanencia y titulación de jóvenes en la educación superior chilena. Los resultados más relevantes a nivel descriptivo muestran que las trayectorias de los jóvenes están fuertemente condicionadas por los ingresos de sus familias, la titularidad del colegio de egreso y la modalidad de estudios de secundaria; así como también los resultados en la selectividad, el nivel educativo de los padres y la ocupación del jefe de hogar. Por otra parte, los jóvenes y sus familias muestran una alta propensión a la continuidad de estudios superiores; y en términos generales eligen sus casas de estudios en función del nivel de prestigio social percibido. A nivel explicativo, la operatoria del mecanismo genérico de aversión al riesgo relativo de movilidad social descendente permite efectivamente fundamentar porque las proporciones de los jóvenes con umbrales educativos mínimos más exigentes (padres con educación superior), están sobre representados en las trayectorias que reflejan acceso a la educación superior. Los supuestos del modelo de análisis que señalan que las creencias de rendimiento académico de los actores condicionarían las decisiones de acceso y continuidad de los estudios superiores; resultan plausibles de acuerdo con los análisis en la población estudiada; en este sentido, la introducción del mecanismo de preferencias adaptativas permitió fundamentar la relación entre creencias de rendimiento efectivo y las creencias de rendimiento necesario para superar con éxito las exigencias académicas en la educación superior, la noción de probabilidad subjetiva de éxito; es decir, las preferencias relacionadas con la transición a la educación superior o su continuidad se ajustan apropiadamente de acuerdo con las creencias sobre el rendimiento pasado, y la potencial consecución de la credencial educativa. Finalmente, este trabajo ha permito desarrollar un ejercicio de transición de un modelo explicativo de la desigualdad de oportunidades ante la enseñanza, desde una marcada impronta de la teoría de la elección racional tradicional, a una explicación por mecanismos sociales propia de la sociología analíticaThis research had two main objectives; the first corresponds to characterize the process of inequality of Educational opportunity in the process of transition from high school to college and on the dynamics of continuity and / or dropout of tertiary level. The second is an attempt to generate explanatory mechanism of the phenomena under the conceptual and methodological framework of analytical sociology. The analysis model incorporates the conceptual developments of the first Boudon (1983), Breen and Goldthorpe (1997) and Breen (2001), corresponding to the rational choice theory; but also adds some elements of methodological and substantive allowing enrich and behaviorally attempts sociological explanations, such as analysis of Educational decisions Gambetta (1987), the theory of ordinary rationality the second Boudon (2011) and BOD Hedström scheme (2005). This work is confined to the reality of Chile and the empirical level "Transition from School to Work" survey, which corresponds to a research initiative originating in the context of Aequalis and the IDB is used; especially geared to meet the decision-making process of access, retention and qualification of young people in the Chilean higher education. The most relevant results at the descriptive level trajectories show that young people are heavily influenced by family income, ownership of college graduation and mode of secondary education; as well as the results in selectivity, Educational level of parents and the occupation of household head. Moreover, young people and their families show a high propensity for continuing higher education; and generally choose their houses of study based on the level of perceived social prestige. By way of explanation, the operation of the generic mechanism of relative risk aversion of downward mobility base that effectively allows the proportions of young people with Educational highest minimum thresholds (parents with higher education) are overrepresented in the paths that reflect access higher education. The assumptions of the analysis model that said the beliefs of academic performance of the actors would condition the decisions of access and continuity of higher education; are plausible according to the analysis in the study population; In this sense, the introduction of the mechanism of adaptive preferences allowed to base the relationship between beliefs and beliefs throughput performance needed to successfully overcome the academic demands in higher education, the notion of subjective probability of success; i.e. preferences related to the transition to higher education or continuity appropriately adjusted according to beliefs about past performance, and the potential achievement of Educational Credential. Finally, this work has made it possible to develop a transition exercise of a descriptive model of inequality of opportunity in education, from a strong imprint of the traditional theory of rational choice, to social mechanisms explanation of analytical sociolog

Emirgil, Burak Faik - One of the best experts on this subject based on the ideXlab platform.

  • School-to-work transition: The integration of young school leavers into Turkish labour market
    Bursa Uludağ Üniversitesi, 2019
    Co-Authors: Emirgil, Burak Faik
    Abstract:

    Türkiye’de okuldan ayrılan gençlerin işgücü piyasasındaki konumları, temel olarak eğitim sistemi ve işgücü piyasasındaki kurumsal düzenlemeler tarafından etkilenmektedir. Bu etki özellikle, gençlerin okuldan işe geçiş aşamasında belirginleşmektedir. Yüksek genç işsizliği oranları, eğitime dayalı uyumsuz eşleşmeler, ne eğitimde ne istihdamda olan gençlerin sayısının fazla olması ve kamu istihdam hizmetlerinin gençlere yeterli istihdam fırsatları yaratamaması gibi sorun alanları, Türkiye genç işgücü piyasasının temel özelliklerini yansıtmaktadır. Bu çalışma, Türkiye’de okuldan ayrılan gençlerin işgücü piyasası ile bütünleşme sürecini ve bu sürecin çıktılarını araştırmayı amaçlamaktadır. Bu amaçtan hareketle, TÜİK 2016 Gençlerin İşgücü Piyasasına Geçişi Anketi veri setinden yararlanarak, işgücü piyasasında 15-24 yaş grubundaki gençlerin ilk işe geçiş süresi, ilk işte kalış süresi ve ilk işin sürekliliği analiz edilmeye çalışılmıştır. Sıralı logit ve logit model tahmin sonuçlarına göre, eğitim düzeyindeki artışın ilk işe geçişleri hızlandırdığı ancak ilk işte kalış süresini kısalttığı tespit edilmiştir. Öte yandan, eğitim sırasında çalışma deneyiminin, hem ilk işe geçiş hızı hem de ilk işte kalış süresi bakımından, eğitim düzeyine göre gençlere daha fazla avantaj sağladığı bulgusuna ulaşılmıştır. Araştırmanın diğer bir sonucu olarak, kadınların ve çalışma deneyimine sahip olan gençlerin geçici işlerde çalışma eğilimin daha fazla olduğu ortaya çıkmıştır. Okuldan işe geçişin önemli bir dönemi olan ilk iş arama süresi bakımından en dezavantajlı konumdaki gençlerin, 20-24 yaş grubundakiler, 20-24 yaş grubundaki genç kadınlar, eğitim düzeyi düşük olanlar ve eğitim sırasında çalışma deneyimine sahip olmayanlar şeklinde belirlenmiştir.Young school leavers has mainly effected by Educational system and labour market institutions in Turkish labour market. The institutional influence can also be seen on irregular nature of school-to-work transitions in Turkey. The youth labour market are characterised by high youth unemployment ratio, extensive Educational mismatches, great share of NEETs and the low capacity of public employment services on creating jobs for young people. This study aims to analyse the integration of young school leavers into Turkish labour market and try to determine the labour market outcomes. For this purpose, an empirical analysis has carried out to estimate the determinants of first job search time, first job duration and first job quality between the age group 15-24 by using TURKSTAT 2016 Transition of Youth into Labour Market Survey data set. According to the ordered logit model results, Educational level has a positive effect on first job search time, on the other hand, it has an unfavourable impact on job stability by reducing first job duration. Having a work experience during education provides more advantage to young people for finding their first job faster and prolong the first job duration than having an Educational Credential. Logit model results indicate that young women and those who have work experince during education are more likely to work in temporary jobs. The most disadvantage young people in terms of first job search time, which is known as the vital period of school-to-work transition are, age group of 20-24, young women between the age 20-24, low educated young people and the ones who have not work experience during education

Jongbloed Janine - One of the best experts on this subject based on the ideXlab platform.

  • Les systèmes éducatifs engendrent-ils des inégalités de bien-être ? : une recherche comparative internationale
    HAL CCSD, 2018
    Co-Authors: Jongbloed Janine
    Abstract:

    This study investigates the association between post-secondary education and well-being in international comparative perspective, conceptualizing well-being as a capability-informed measure of flourishing. Based on a combined human capital–capability approach, post-secondary education, operationalized as highest post-secondary Educational Credential, is hypothesized to relate positively with well-being net of individual-level and country-level controls at both the micro and macro levels of analysis. Prominent critiques of these approaches, suggesting indirect effects through occupational sorting at the individual level and economic factors at the country level, are also explored.Beyond these overall associations, differences amongst countries are anticipated: Therefore, a modified Educational welfare regimes framework informed by comparative Educational research is proposed based on an analytical taxonomy mapping onto post-secondary Educational stratification and decommodification. Levels of, and the association between, education and well-being are compared amongst individuals and countries, exploring the macro–micro interaction between institutional arrangements and life outcomes. Effects are tested parametrically in regression models using interaction effects and a ‘two-step’ approach to hierarchical data analysis, as well as mediation models comparing human agency-orientated perspectives and their social selection-based critiques.These results are interpreted through a frame of inquiry focused on Educational inequalities in well-being, finding that education and well-being are significantly associated at both the micro and macro levels even with the inclusion of relevant control variables. However, patterns in the strength of these associations amongst countries are complex, varying with the operationalization of well-being used and depending on both levels of Educational stratification and decommodification. These findings offer some support for the notion that equalizing, or non-stratifying, Educational systems, as well as decommodifying redistribution efforts, are instrumental in the effort to counter inequalities in well-being.Cette thèse étudie le lien entre l’éducation post-secondaire et le bien-être dans une perspective comparative internationale, utilisant une conceptualisation du bien-être éclairée par l’approche des capabilités et les théories de l’épanouissement. Fondée sur une approche intégrant les perspectives des capabilités et du capital humain, l’éducation post-secondaire, opérationnalisée comme le diplôme le plus élevé obtenu, est supposée être significativement liée avec le bien-être, toutes choses étant égales par ailleurs, au niveau de l’individu et du pays. Des critiques majeures de ces approches, qui supposent des effets indirects par le biais de l’emploi au niveau individuel et par le biais des facteurs économiques au niveau national, sont également étudiées.Au-delà de ces liens globaux, des différences par pays sont anticipées. Par conséquent, un cadre analytique qui réunit la littérature des régimes de protection sociale et la recherche comparative sur l’éducation en Europe est proposé, basé sur une taxonomie analytique mesurant la stratification et decommodification de l’éducation post-secondaire dans un pays. Cette grille de lecture des « régimes éducatifs du bien-être social » est mobilisée pour comparer les niveaux de l’éducation et le bien-être parmi des individus et des pays, et le lien entre eux, examinant l’interaction « macro–micro » entre les arrangements institutionnels nationaux et les résultats relatifs à la qualité de vie. Ces effets sont testés paramétriquement dans des analyses de régression utilisant des termes d’interaction (afin d’évaluer les effets modérateurs) et une procédure en deux étapes de modélisation multi-niveaux, ainsi que des modèles de médiation comparant des perspectives de capital humain–capabilités (« human agency ») et des critiques relatives à la sélection sociale.Ces résultats sont interprétés au travers d’une optique ciblée sur les inégalités éducatives relatives à la qualité de vie, constatant que l’éducation et le bien-être sont significativement associés aux niveaux « micro » et « macro », toutes choses étant égales par ailleurs. Toutefois, les tendances dans l'intensité et le sens de cette relation entre pays sont complexes, variant avec l’opérationnalisation du bien-être utilisée et différant autant en fonction du niveau de stratification éducationnel que de decommodification éducationnel. Ces résultats appuient l’argument que les systèmes éducatifs jouent un rôle déterminant dans la formation des inégalités du bien-être

  • Do Educational systems generate well-being inequalities? : an international comparative analysis
    2018
    Co-Authors: Jongbloed Janine
    Abstract:

    Cette thèse étudie le lien entre l’éducation post-secondaire et le bien-être dans une perspective comparative internationale, utilisant une conceptualisation du bien-être éclairée par l’approche des capabilités et les théories de l’épanouissement. Fondée sur une approche intégrant les perspectives des capabilités et du capital humain, l’éducation post-secondaire, opérationnalisée comme le diplôme le plus élevé obtenu, est supposée être significativement liée avec le bien-être, toutes choses étant égales par ailleurs, au niveau de l’individu et du pays. Des critiques majeures de ces approches, qui supposent des effets indirects par le biais de l’emploi au niveau individuel et par le biais des facteurs économiques au niveau national, sont également étudiées.Au-delà de ces liens globaux, des différences par pays sont anticipées. Par conséquent, un cadre analytique qui réunit la littérature des régimes de protection sociale et la recherche comparative sur l’éducation en Europe est proposé, basé sur une taxonomie analytique mesurant la stratification et decommodification de l’éducation post-secondaire dans un pays. Cette grille de lecture des « régimes éducatifs du bien-être social » est mobilisée pour comparer les niveaux de l’éducation et le bien-être parmi des individus et des pays, et le lien entre eux, examinant l’interaction « macro–micro » entre les arrangements institutionnels nationaux et les résultats relatifs à la qualité de vie. Ces effets sont testés paramétriquement dans des analyses de régression utilisant des termes d’interaction (afin d’évaluer les effets modérateurs) et une procédure en deux étapes de modélisation multi-niveaux, ainsi que des modèles de médiation comparant des perspectives de capital humain–capabilités (« human agency ») et des critiques relatives à la sélection sociale.Ces résultats sont interprétés au travers d’une optique ciblée sur les inégalités éducatives relatives à la qualité de vie, constatant que l’éducation et le bien-être sont significativement associés aux niveaux « micro » et « macro », toutes choses étant égales par ailleurs. Toutefois, les tendances dans l'intensité et le sens de cette relation entre pays sont complexes, variant avec l’opérationnalisation du bien-être utilisée et différant autant en fonction du niveau de stratification éducationnel que de decommodification éducationnel. Ces résultats appuient l’argument que les systèmes éducatifs jouent un rôle déterminant dans la formation des inégalités du bien-être.This study investigates the association between post-secondary education and well-being in international comparative perspective, conceptualizing well-being as a capability-informed measure of flourishing. Based on a combined human capital–capability approach, post-secondary education, operationalized as highest post-secondary Educational Credential, is hypothesized to relate positively with well-being net of individual-level and country-level controls at both the micro and macro levels of analysis. Prominent critiques of these approaches, suggesting indirect effects through occupational sorting at the individual level and economic factors at the country level, are also explored.Beyond these overall associations, differences amongst countries are anticipated: Therefore, a modified Educational welfare regimes framework informed by comparative Educational research is proposed based on an analytical taxonomy mapping onto post-secondary Educational stratification and decommodification. Levels of, and the association between, education and well-being are compared amongst individuals and countries, exploring the macro–micro interaction between institutional arrangements and life outcomes. Effects are tested parametrically in regression models using interaction effects and a ‘two-step’ approach to hierarchical data analysis, as well as mediation models comparing human agency-orientated perspectives and their social selection-based critiques.These results are interpreted through a frame of inquiry focused on Educational inequalities in well-being, finding that education and well-being are significantly associated at both the micro and macro levels even with the inclusion of relevant control variables. However, patterns in the strength of these associations amongst countries are complex, varying with the operationalization of well-being used and depending on both levels of Educational stratification and decommodification. These findings offer some support for the notion that equalizing, or non-stratifying, Educational systems, as well as decommodifying redistribution efforts, are instrumental in the effort to counter inequalities in well-being