Abstract
The ILO works with constituents on improving transitions from education and training to decent work. Understanding young people’s pathways is thus essential for the ILO to provide policy recommendations related to VET and skills development in general.
The following pages draw from findings of School-to-Work Transition Surveys (SWTS) conducted by the ILO in 2012–2013 in 28 countries. The seven middle-income countries discussed here are Jamaica, Jordan, Peru, Tunisia, Ukraine, Vietnam, and Zambia. The surveys targeted a nationally representative sample of young people in the age bracket 15–29, and collected data on the educational backgrounds and the labour market outcomes of respondents.
In particular, this brief report focuses on the labour market outcomes of young people who have completed secondary or post-secondary VET, as opposed to secondary academic education, or university and post-graduate studies (together referred to as ‘post-secondary academic education’ in this report).
With the available evidence, no causal relationship can be claimed at this stage between type of education and labour market outcomes, or between specific characteristics of VET systems and successful transitions of graduates to decent work.
The data in the survey did not distinguish between work-based learning or school-based learning alone or a combination of both in VET. So no statements can be made, for example, about the usefulness of quality apprenticeships, which combine both learning types, in the transition of young women and men into the labour markets of these seven middle-income countries.
However, the findings represent an important starting point to orient future research on the role of education in determining young people’s transitions to the labour market.
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Notes
- 1.
Detailed information on the project, as well as all its publications and the datasets completed to date, are available upon request on the project’s web site: www.ilo.org/w4y. This analysis is based on datasets of surveys completed between 2012 and 2013. Therefore the SWTS data utilized in this analysis are referred to throughout the paper as SWTSs 2012–2013.
- 2.
Informal employment is measured according to the guidelines recommended by the 17th International Conference of Labour Statisticians. For details, please see Shehu and Nilsson (2014).
- 3.
- 4.
Young workers with un-matching qualifications are either over- or under-qualified for their job. The skills mismatch between the job that a person does and their level of educational attainment is measured by comparing the international measure of occupational skills categories from the International Standard Classification of Occupations (ISCO) with the level of education in accordance with the International Standard Classification of Education (ISCED). For more details, please consult ILO (2013).
- 5.
The sources analysed are: HEART Trust/NTA (2014) and World TVET Database (2014) for Jamaica; ETF (2012), ETF (2009), World Bank (2013a), World TVET Database (2014) for Jordan; Jaramillo Baanante M (2009), Rosas Shady D (2006) for Peru; Allais S (2010), ETF (2011), ETF (2009) for Tunisia; Libanova E et al (2014) and Lokshyna O (2012) for Ukraine; Martinez-Fernandez C, Choi K (2012), Specht G and Aippersbach C (2012), World Bank (2012) for Vietnam; Haan H C (2002), TEVETA (2010), World TVET Database (2014) for Zambia.
- 6.
Only countries where the survey questionnaire provided the required data disaggregation are shown.
- 7.
Disadvantage of females is indicated by a negative value (relatively lower shares of female wage and salaried workers).
- 8.
Disadvantage of females is indicated by a positive value (higher informality rates among employed women).
- 9.
For the purpose of calculating this indicator, monthly wages of employees and daily, monthly or other time-specific earnings of own-account workers were converted into weekly rates for comparability. Contributing (unpaid) family workers were excluded from the calculation. Only countries where the survey questionnaire provided the required data disaggregation are shown.
- 10.
The survey questionnaire in Peru and Tunisia did not provide a disaggregation of all data.
- 11.
The survey questionnaire in Peru and Tunisia did not provide a disaggregation of all data.
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Barcucci, V., Zanola, L., Axmann, M. (2017). Vocational Education and Training (VET) and the Transition of Young Women and Men to the Labour Market in Middle-Income Countries: A Comparative Analysis Based on International Labour Organization (ILO) Surveys in Jamaica, Jordan, Peru, Tunisia, Ukraine, Vietnam and Zambia. In: Pilz, M. (eds) Vocational Education and Training in Times of Economic Crisis. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 24. Springer, Cham. https://doi.org/10.1007/978-3-319-47856-2_4
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