Una tipología de desajustes entre competencias y educación utilizando un análisis comparativo entre países
This paper aims to discuss the value of the diplomas and the situation of downgrading on the labour market. Its novelty is to compare skills both acquired and required in employment, using a self-assessment carried out by young higher education graduates across nine countries of Europe, Japan and Ca...
Gorde:
| Egile Nagusiak: | , , |
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| Formatua: | Artikulua |
| Hizkuntza: | Gaztelania |
| Argitaratua: |
2015
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| Gaiak: | |
| Sarrera elektronikoa: | https://dialnet.unirioja.es/servlet/oaiart?codigo=5276226 |
| Baliabidea: | Revista de educación y derecho = Education and law review, ISSN 2013-584X, Nº. 12, 2015 (Ejemplar dedicado a: Universidad, acceso e inserción laboral), pags. 45-62 |
| Etiketak: |
Etiketa erantsi
Etiketarik gabe: Izan zaitez lehena erregistro honi etiketa jartzen
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| Laburpena: |
This paper aims to discuss the value of the diplomas and the situation of downgrading on the labour market. Its novelty is to compare skills both acquired and required in employment, using a self-assessment carried out by young higher education graduates across nine countries of Europe, Japan and Canada. More precisely, we illustrate the incidences of diploma and skill mismatches using three higher education graduate surveys, two international surveys (CHEERS, REFLEX) and a Canadian survey (NGS). We define possible over-education and skill mismatches and then present an empirical typology to show the most frequent cases of mismatches. The ideal situation which corresponds to a perfect match both in terms of diploma and skills only covers a quarter of the graduates. Norwegian and Dutch graduates are more likely to be in this situation. Our results also indicate difficulties for the different educational systems in producing the necessary skills even if a proportion of graduates are overeducated. The mismatch of certain skills is more marked that others in the typology. This is notably the case for the ability to solve problems and analytical thinking. |
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