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Gender Differences Among Youth: Education to Job Transitions in Azerbaijan, Georgia and Tajikistan

Abstract

Despite education expansion, decreasing fertility rate and economic progress, women still face labor market integration problems and labor market disadvantages compared to men around the world. This applies also to the region of the Caucasus and Central Asia (CCA) and especially to Muslim societies of the CCA region due to the general weak labor market attachment of women in Muslim countries. As gender inequalities emerge already quite early in the working life this chapter focuses on gender inequalities in the transition from education to work. The key research question is how strong gender inequality is among young people who are transiting from school to work in Azerbaijan, Georgia, and Tajikistan. The nationally representative, retrospective life history data from the TEW-CCA “Youth Transitions Surveys” of Azerbaijan, Georgia, and Tajikistan 2017 are used to answer the research question. The gender inequality is described here in various aspects of the transition from education to work. First, the labor market inactivity decision is examined. Second, among those who are active in the labor market, it is investigated how much time it takes from the time of graduation until the moment of finding a first job. Third, the quality of the first job obtained is analyzed in terms of chances of getting access to formal sector jobs. Comparing results across the three countries will allow us to highlight cross-country similarities and differences that are expected because of the common past Soviet institutional legacy and varying economic and cultural conditions.

Keywords

  • Youth
  • Gender differences
  • Employment
  • Job search
  • Azerbaijan
  • Georgia
  • Tajikistan

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Notes

  1. 1.

    The the percentages of those, who was indifferent or was not able to provide an answer here was not reported. Respondents who strongly agreed or agreed with the statements are summed up in a category of those, who agreed, and those, who strongly disagreed or disagreed are respectively presented as a group of those, who disagreed.

  2. 2.

    Traditionally, researchers consider young adulthood as a rather static period between the ages of 15 and 24 and, in recent years, the upper age limit has been increased to 29 or 34 given the strong post-secondary education expansion around the world.

  3. 3.

    Using the monthly retrospective activity calendar information, periods of military service were deducted from the measurement of search duration as this is an obligatory time-out that should not be counted to the duration of finding a first job.

  4. 4.

    Informal employment includes employment in both formal and informal sectors but it is a job-based concept and ‘encompasses those jobs that generally lack basic social or legal protections or employment benefits and may be found in the formal sector, informal sector or households’ (ILO 2011, p. 2). In other words, informal employment refers to all informal jobs, whether carried out in formal sector enterprises, informal sector enterprises or households (ILO 2003).

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Acknowledgements

Michael Gebel acknowledges funding for the project “Opportunities and Barriers at the Transition from Education to Work. A Comparative Youth Study in Azerbaijan, Georgia and Tajikistan” from the Volkswagen Foundation for the period 2015–2019.

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Gebel, M., Gatskova, K., Karabchuk, T. (2021). Gender Differences Among Youth: Education to Job Transitions in Azerbaijan, Georgia and Tajikistan. In: Karabchuk, T., Kumo, K., Gatskova, K., Skoglund, E. (eds) Gendering Post-Soviet Space. Springer, Singapore. https://doi.org/10.1007/978-981-15-9358-1_3

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