Pub Date : 2023-08-18DOI: 10.1080/13639080.2023.2254255
Nuala Burgess
ABSTRACT This paper examines the experiences of a group of 16- to 18-year-old students in two publicly funded London schools who did not conform to expectations and rejected university as a post-school destination. The students’ experiences offer insights into how current Higher Education (HE) policy in England combined with a competitive school market encouraged differentiated levels of support according to the ‘status’ of students’ post-school aspirations. In both schools, progression to university was valorised with sixth-form (post-16) careers guidance focused on HE choosing. Students who did not conform to school expectations and sought alternatives to university were found to be most disadvantaged by a lack of independent and impartial careers guidance at sixth-form level. Characterised by creativity and resourcefulness, non-conforming students’ dispositions influenced the ways they negotiated the HE discourses integral to the institutional habitus of their schools. Drawing on social and cultural capital beyond the school, they accessed advice and guidance for post-school destinations which had more meaning for them than university. The paper draws on student interviews which formed part of a larger ethnographic study of the influence of institutional habitus on students’ HE and non-HE choosing. The discussion is informed by a Bourdieusian theoretical framework.
{"title":"The dispositions and tactics of school sixth-formers who reject the institutional ‘push’ to university","authors":"Nuala Burgess","doi":"10.1080/13639080.2023.2254255","DOIUrl":"https://doi.org/10.1080/13639080.2023.2254255","url":null,"abstract":"ABSTRACT This paper examines the experiences of a group of 16- to 18-year-old students in two publicly funded London schools who did not conform to expectations and rejected university as a post-school destination. The students’ experiences offer insights into how current Higher Education (HE) policy in England combined with a competitive school market encouraged differentiated levels of support according to the ‘status’ of students’ post-school aspirations. In both schools, progression to university was valorised with sixth-form (post-16) careers guidance focused on HE choosing. Students who did not conform to school expectations and sought alternatives to university were found to be most disadvantaged by a lack of independent and impartial careers guidance at sixth-form level. Characterised by creativity and resourcefulness, non-conforming students’ dispositions influenced the ways they negotiated the HE discourses integral to the institutional habitus of their schools. Drawing on social and cultural capital beyond the school, they accessed advice and guidance for post-school destinations which had more meaning for them than university. The paper draws on student interviews which formed part of a larger ethnographic study of the influence of institutional habitus on students’ HE and non-HE choosing. The discussion is informed by a Bourdieusian theoretical framework.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136064575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1080/13639080.2023.2255155
Katharina Wehking
ABSTRACT This article examines the legal novelty of the so-called ‘Ausbildungsduldung’ (temporary suspension of deportation for the purpose of training) in Germany. Since research on this topic is still sparse, the current article analyses the impact of toleration status on training trajectories of young refugees. These trajectories are strongly linked to the completion of vocational training and thus successful integration achievements. The impact of a temporary suspension of deportation for the purpose of training on educational trajectories was assessed using interviews. The results indicate that refugees’ training is hampered by numerous challenges and stressors. Moreover, refugees with a temporary suspension of deportation for the purpose of training are subjected to further restrictions resulting from their limited juridical capital. Hence, refugees’ tolerated status might directly influence or even impede numerous levels of the training process. Thus, refugees with a tolerated status complete their training under unequal social and legal conditions.
{"title":"Educational inclusion or inequality? Opportunities and barriers for refugees with a temporary suspension of deportation for the purpose of training in the German vocational education and training system","authors":"Katharina Wehking","doi":"10.1080/13639080.2023.2255155","DOIUrl":"https://doi.org/10.1080/13639080.2023.2255155","url":null,"abstract":"ABSTRACT This article examines the legal novelty of the so-called ‘Ausbildungsduldung’ (temporary suspension of deportation for the purpose of training) in Germany. Since research on this topic is still sparse, the current article analyses the impact of toleration status on training trajectories of young refugees. These trajectories are strongly linked to the completion of vocational training and thus successful integration achievements. The impact of a temporary suspension of deportation for the purpose of training on educational trajectories was assessed using interviews. The results indicate that refugees’ training is hampered by numerous challenges and stressors. Moreover, refugees with a temporary suspension of deportation for the purpose of training are subjected to further restrictions resulting from their limited juridical capital. Hence, refugees’ tolerated status might directly influence or even impede numerous levels of the training process. Thus, refugees with a tolerated status complete their training under unequal social and legal conditions.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"426 - 445"},"PeriodicalIF":1.4,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45257824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1080/13639080.2023.2254271
Jannike Gottschalk Ballo, A. Alecu
ABSTRACT Research aiming to explain disabled people’s inequalities in the labour market has primarily focused on transitional factors between school and work, wage gaps, or socioeconomic background characteristics as explanations for (no-)entry in the labour market. There is a lack of longitudinal studies that map how disabled people fare in the labour market over time. Therefore, the objective of this paper is to identify, describe and predict stable employment paths of long-term disabled people. Our study employs detailed longitudinal data with total coverage of the Norwegian population – we focus on 11 birth cohorts (1973–83) of disabled individuals and we follow their employment trajectories between the ages 20 and 34. To describe employment trajectories and create a typology of longitudinal labour market attachments, we employ sequence analysis and subsequently linear probability models to analyse the association between the disability’s severity, gender, educational enrolment, early-work experience and employment trajectories. We identify four main types of trajectories: permanently work-disabled, stable employment, early marginalisation, and unstable employment. Our findings indicate that men are more likely than women to have stable employment trajectories. Starting higher education, as well as parental higher education, is linked with the likelihood of stable employment.
{"title":"Predicting stable employment trajectories among young people with disabilities","authors":"Jannike Gottschalk Ballo, A. Alecu","doi":"10.1080/13639080.2023.2254271","DOIUrl":"https://doi.org/10.1080/13639080.2023.2254271","url":null,"abstract":"ABSTRACT Research aiming to explain disabled people’s inequalities in the labour market has primarily focused on transitional factors between school and work, wage gaps, or socioeconomic background characteristics as explanations for (no-)entry in the labour market. There is a lack of longitudinal studies that map how disabled people fare in the labour market over time. Therefore, the objective of this paper is to identify, describe and predict stable employment paths of long-term disabled people. Our study employs detailed longitudinal data with total coverage of the Norwegian population – we focus on 11 birth cohorts (1973–83) of disabled individuals and we follow their employment trajectories between the ages 20 and 34. To describe employment trajectories and create a typology of longitudinal labour market attachments, we employ sequence analysis and subsequently linear probability models to analyse the association between the disability’s severity, gender, educational enrolment, early-work experience and employment trajectories. We identify four main types of trajectories: permanently work-disabled, stable employment, early marginalisation, and unstable employment. Our findings indicate that men are more likely than women to have stable employment trajectories. Starting higher education, as well as parental higher education, is linked with the likelihood of stable employment.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"408 - 425"},"PeriodicalIF":1.4,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47086274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10eCollection Date: 2023-05-01DOI: 10.1093/ehjimp/qyad005
Suvasini Lakshmanan, Irina Mbanze
Cardiovascular diseases remain the leading cause of morbidity and mortality worldwide. There are significant differences in the burden of cardiovascular disease and associated risk factors, across high-income countries and low- and middle-income countries. Cardiac imaging by echocardiography, cardiac computed tomography, cardiac magnetic resonance imaging, single-photon emission computed tomography, and positron emission tomography myocardial perfusion imaging are well-established non-invasive tests that aid in the diagnosis, risk stratification, and management of various cardiac diseases. However, there are significant inequalities in availability and access to imaging modalities in low- and middle-income countries attributed to financial constraints, disparities in healthcare and technical infrastructure. In the post-COVID-19 pandemic era, these disparities are exaggerated by the continued technological advancements driving innovations in the field of cardiovascular (CV) imaging in high-income countries, while there is an urgent need to provide sustainable access to diagnostic imaging for patients in economically strained healthcare systems in regions like Africa. This review aims to highlight the inequalities in the burden of cardiac disease, associated risk factors, and access to diagnostic CV imaging tests, while also exploring the need for sustainable solutions to implementing CV imaging all over the world.
{"title":"A comparison of cardiovascular imaging practices in Africa, North America, and Europe: two faces of the same coin.","authors":"Suvasini Lakshmanan, Irina Mbanze","doi":"10.1093/ehjimp/qyad005","DOIUrl":"10.1093/ehjimp/qyad005","url":null,"abstract":"<p><p>Cardiovascular diseases remain the leading cause of morbidity and mortality worldwide. There are significant differences in the burden of cardiovascular disease and associated risk factors, across high-income countries and low- and middle-income countries. Cardiac imaging by echocardiography, cardiac computed tomography, cardiac magnetic resonance imaging, single-photon emission computed tomography, and positron emission tomography myocardial perfusion imaging are well-established non-invasive tests that aid in the diagnosis, risk stratification, and management of various cardiac diseases. However, there are significant inequalities in availability and access to imaging modalities in low- and middle-income countries attributed to financial constraints, disparities in healthcare and technical infrastructure. In the post-COVID-19 pandemic era, these disparities are exaggerated by the continued technological advancements driving innovations in the field of cardiovascular (CV) imaging in high-income countries, while there is an urgent need to provide sustainable access to diagnostic imaging for patients in economically strained healthcare systems in regions like Africa. This review aims to highlight the inequalities in the burden of cardiac disease, associated risk factors, and access to diagnostic CV imaging tests, while also exploring the need for sustainable solutions to implementing CV imaging all over the world.</p>","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"34 1","pages":"qyad005"},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11195774/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90490579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-09DOI: 10.1080/13639080.2023.2231351
Marie Aakjaer, Charlotte Wegener
ABSTRACT Learning circles has a long tradition in the Nordic countries as a model for adult non-formal education, but has gained little scholarly attention and is thus sparsely theorised. The purpose of this article is to discuss the revitalisation of learning circles as highly relevant in times of what we term ‘social innovation imperatives’. To illustrate this, we report from two Nordic learning circles in which we were involved as evaluators. We provide an overview of the Nordic tradition of learning in ‘circles’ and draw on social innovation literatures to sketch a framework for theorising learning circles, comprising three aspects of the ‘social’ in social innovation: social ends, social means and capacity building. Despite the increasing popularity, there is still limited knowledge about social innovation in practice. The Nordic tradition of learning circles provides a practice-based reply to how social innovation can be facilitated, and vice versa; social innovation theory provides input for theorising learning circles. As such, this paper’s originality lies in allowing learning circles (as a practice) and social innovation (as the theory) to cross-pollinate.
{"title":"Theorizing learning circles – a Nordic tradition revitalized in times of social innovation imperatives","authors":"Marie Aakjaer, Charlotte Wegener","doi":"10.1080/13639080.2023.2231351","DOIUrl":"https://doi.org/10.1080/13639080.2023.2231351","url":null,"abstract":"ABSTRACT Learning circles has a long tradition in the Nordic countries as a model for adult non-formal education, but has gained little scholarly attention and is thus sparsely theorised. The purpose of this article is to discuss the revitalisation of learning circles as highly relevant in times of what we term ‘social innovation imperatives’. To illustrate this, we report from two Nordic learning circles in which we were involved as evaluators. We provide an overview of the Nordic tradition of learning in ‘circles’ and draw on social innovation literatures to sketch a framework for theorising learning circles, comprising three aspects of the ‘social’ in social innovation: social ends, social means and capacity building. Despite the increasing popularity, there is still limited knowledge about social innovation in practice. The Nordic tradition of learning circles provides a practice-based reply to how social innovation can be facilitated, and vice versa; social innovation theory provides input for theorising learning circles. As such, this paper’s originality lies in allowing learning circles (as a practice) and social innovation (as the theory) to cross-pollinate.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"462 - 475"},"PeriodicalIF":1.4,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44398864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/13639080.2023.2231366
Victoria Jackson, V. O’Brien, Anita Richards
ABSTRACT Global economic events have had a profound effect upon both businesses and the available workforce. Industries need a more skilful and advanced labour market and individuals who complete tertiary-level education are afforded better protection against economic uncertainties. Consequently, demand for higher education worldwide is growing, due to a rising number of globally mobile students. However, return on investment is important and curriculums offering employability enhancement and work opportunities are motivating factors when international students make their study decisions. This paper details one UK university’s approach to enhancing international student employability skills and employment outcomes, using a 3-day experiential learning residential on an MBA programme. Employing a survey design, the research investigates the benefits of this residential to 182 international MBA students (all from the Indian subcontinent region). The findings report that the international students developed key employability skills via the residential which significantly increased their propensity to obtain subsequent employment. The results of this paper provide much needed insight into improving both the employability skills and employment outcomes of international students, especially students from the Indian subcontinent, via immersive experiential learning activities.
{"title":"Investigating the impact of experiential learning on employability skill development and employment outcomes: a UK case study of MBA students from the Indian Subcontinent","authors":"Victoria Jackson, V. O’Brien, Anita Richards","doi":"10.1080/13639080.2023.2231366","DOIUrl":"https://doi.org/10.1080/13639080.2023.2231366","url":null,"abstract":"ABSTRACT Global economic events have had a profound effect upon both businesses and the available workforce. Industries need a more skilful and advanced labour market and individuals who complete tertiary-level education are afforded better protection against economic uncertainties. Consequently, demand for higher education worldwide is growing, due to a rising number of globally mobile students. However, return on investment is important and curriculums offering employability enhancement and work opportunities are motivating factors when international students make their study decisions. This paper details one UK university’s approach to enhancing international student employability skills and employment outcomes, using a 3-day experiential learning residential on an MBA programme. Employing a survey design, the research investigates the benefits of this residential to 182 international MBA students (all from the Indian subcontinent region). The findings report that the international students developed key employability skills via the residential which significantly increased their propensity to obtain subsequent employment. The results of this paper provide much needed insight into improving both the employability skills and employment outcomes of international students, especially students from the Indian subcontinent, via immersive experiential learning activities.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"476 - 493"},"PeriodicalIF":1.4,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41347676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.1080/13639080.2023.2228721
N. Pun, B. Hui, A. Koo
ABSTRACT Despite the large number of working-class students having to work while attending schools, their work experience and the potential of class solidarity have been largely unaddressed. By bringing in a social psychological perspective, this article revives the sociological debates of working-class solidarity and challenges the defeatist view of solidarity since the neoliberal turn of the global economy. This article comprises two studies. In Study 1, a working-class solidarity measure (WCSM) was developed through interviews, followed by factor-analysis of a vocational school sample in China (n = 509). In Study 2, we validated the factor structure of the WCSM and adopted structural equation modelling to show that prosocial behaviour positively predicted solidarity among vocational school students (n = 2534). Contrary to the understanding that the working-class is divisive and fragmentary, our work shows that working-class solidarity can be built and consolidated through layers of prosocial behaviours by students with work experience.
{"title":"Youth work, prosocial behaviour, and micro-foundation of working-class solidarity among vocational school students in China","authors":"N. Pun, B. Hui, A. Koo","doi":"10.1080/13639080.2023.2228721","DOIUrl":"https://doi.org/10.1080/13639080.2023.2228721","url":null,"abstract":"ABSTRACT Despite the large number of working-class students having to work while attending schools, their work experience and the potential of class solidarity have been largely unaddressed. By bringing in a social psychological perspective, this article revives the sociological debates of working-class solidarity and challenges the defeatist view of solidarity since the neoliberal turn of the global economy. This article comprises two studies. In Study 1, a working-class solidarity measure (WCSM) was developed through interviews, followed by factor-analysis of a vocational school sample in China (n = 509). In Study 2, we validated the factor structure of the WCSM and adopted structural equation modelling to show that prosocial behaviour positively predicted solidarity among vocational school students (n = 2534). Contrary to the understanding that the working-class is divisive and fragmentary, our work shows that working-class solidarity can be built and consolidated through layers of prosocial behaviours by students with work experience.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"393 - 407"},"PeriodicalIF":1.4,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47377009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1080/13639080.2023.2226074
Garth D. Stahl, Jianing Wang
ABSTRACT Historically, males from low socio-economic backgrounds have been a difficult demographic for educators to reach and engage. Despite efforts to widen participation in Australia, males who would be considered ‘first-in-family’, remain severely underrepresented in higher education. For those who do attend, they often encounter significant barriers and are at a higher risk of attrition. Experiences with employment can be a determiner of their success at university both in terms of informing or reaffirming their prospects for future employment. While recent policies in Australia have sought to integrate working-integrated learning (WIL) into university studies, these are not available to all students thus opportunities to develop skills and attributes through WIL remains a fragmented picture. As a result, we are witnessing many young people who are concerned about their future employability seeking out non-formal WIL opportunities to bolster their CVs. This paper explores the motivations of first-in-family males to pursue non-formal WIL opportunities and the effects these endeavours had upon their aspirations.
{"title":"Where there’s a WIL, there’s a way: upwardly mobile young men pursuing non-formal WIL opportunities to enhance employability","authors":"Garth D. Stahl, Jianing Wang","doi":"10.1080/13639080.2023.2226074","DOIUrl":"https://doi.org/10.1080/13639080.2023.2226074","url":null,"abstract":"ABSTRACT Historically, males from low socio-economic backgrounds have been a difficult demographic for educators to reach and engage. Despite efforts to widen participation in Australia, males who would be considered ‘first-in-family’, remain severely underrepresented in higher education. For those who do attend, they often encounter significant barriers and are at a higher risk of attrition. Experiences with employment can be a determiner of their success at university both in terms of informing or reaffirming their prospects for future employment. While recent policies in Australia have sought to integrate working-integrated learning (WIL) into university studies, these are not available to all students thus opportunities to develop skills and attributes through WIL remains a fragmented picture. As a result, we are witnessing many young people who are concerned about their future employability seeking out non-formal WIL opportunities to bolster their CVs. This paper explores the motivations of first-in-family males to pursue non-formal WIL opportunities and the effects these endeavours had upon their aspirations.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"366 - 380"},"PeriodicalIF":1.4,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44946766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-20DOI: 10.1080/13639080.2023.2226076
Jonathan Tummons
ABSTRACT Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical application of social practice theories of literacy (Literacy Studies) in order to explore the complex and heterogeneous literacy practices of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variety of experiences of both formal and informal learning that underpin the literacy practices of the cycle workshop. In addition to providing an account of a qualified and specialist workforce that is under-represented in extant research literature, the paper also provides an exemplar for ethnographic research as a vehicle for exploring literacy practices. The paper also suggests that ongoing debates concerning transferable workplace skills can be enriched through considering situated, contextualised literacy events. The paper concludes by arguing that for cycle technicians, and perhaps other occupations as well, Literacy Studies can generate rich and complex accounts that unpack the textual practices found alongside the occupational expertise and competence being observed.
{"title":"“I’ve got a mountain of paperwork to do!” Literacies and texts in a cycle technicians’ workshop","authors":"Jonathan Tummons","doi":"10.1080/13639080.2023.2226076","DOIUrl":"https://doi.org/10.1080/13639080.2023.2226076","url":null,"abstract":"ABSTRACT Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical application of social practice theories of literacy (Literacy Studies) in order to explore the complex and heterogeneous literacy practices of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variety of experiences of both formal and informal learning that underpin the literacy practices of the cycle workshop. In addition to providing an account of a qualified and specialist workforce that is under-represented in extant research literature, the paper also provides an exemplar for ethnographic research as a vehicle for exploring literacy practices. The paper also suggests that ongoing debates concerning transferable workplace skills can be enriched through considering situated, contextualised literacy events. The paper concludes by arguing that for cycle technicians, and perhaps other occupations as well, Literacy Studies can generate rich and complex accounts that unpack the textual practices found alongside the occupational expertise and competence being observed.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"381 - 392"},"PeriodicalIF":1.4,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43334083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1080/13639080.2023.2213475
Y. Gilboa
ABSTRACT Much research has been made in recent years on the effect of over and under education on earnings. In this paper, I examine the validity of the assumption that the return to over (under) education is independent of the level of education. I use data from the PIAAC survey to estimate the return to education. The findings show that while this assumption might be valid for the return to under-education, it seems to be wrong for estimating the return to over-education. I offer an alternative model where the return to over-education or under-education is not linear and depends on the level of education.
{"title":"Over (under) education and wages: another look on the return to education","authors":"Y. Gilboa","doi":"10.1080/13639080.2023.2213475","DOIUrl":"https://doi.org/10.1080/13639080.2023.2213475","url":null,"abstract":"ABSTRACT Much research has been made in recent years on the effect of over and under education on earnings. In this paper, I examine the validity of the assumption that the return to over (under) education is independent of the level of education. I use data from the PIAAC survey to estimate the return to education. The findings show that while this assumption might be valid for the return to under-education, it seems to be wrong for estimating the return to over-education. I offer an alternative model where the return to over-education or under-education is not linear and depends on the level of education.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"345 - 365"},"PeriodicalIF":1.4,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43414720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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