Post-compulsory education pathways and labour market outcomes

Gespeichert in:

Autor*in:	Dickerson, Andrew P. [verfasserIn] McDool, Emily [verfasserIn] Morris, Damon [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Education pathways education-employment transitions employment outcomes NEET qualifications

Übergeordnetes Werk:	Enthalten in: Education economics - London [u.a.] : Taylor & Francis, 1993, 31(2023), 3, Seite 326-352
Übergeordnetes Werk:	volume:31 ; year:2023 ; number:3 ; pages:326-352

Links:	Link aufrufen Link aufrufen

DOI / URN:	10.1080/09645292.2022.2068137

Katalog-ID:	1850778701

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allfields	10.1080/09645292.2022.2068137 doi (DE-627)1850778701 (DE-599)KXP1850778701 DE-627 ger DE-627 rda eng Dickerson, Andrew P. verfasserin (DE-588)171219325 (DE-627)061397970 (DE-576)132029804 aut Post-compulsory education pathways and labour market outcomes Andy Dickerson, Emily McDool and Damon Morris 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Education pathways (dpeaa)DE-206 education-employment transitions (dpeaa)DE-206 employment outcomes (dpeaa)DE-206 NEET (dpeaa)DE-206 qualifications (dpeaa)DE-206 McDool, Emily verfasserin (DE-588)1123512248 (DE-627)876712596 (DE-576)481760873 aut Morris, Damon verfasserin aut Enthalten in Education economics London [u.a.] : Taylor & Francis, 1993 31(2023), 3, Seite 326-352 Online-Ressource (DE-627)320603377 (DE-600)2020448-6 (DE-576)263253481 1469-5782 nnns volume:31 year:2023 number:3 pages:326-352 https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 Verlag kostenfrei https://doi.org/10.1080/09645292.2022.2068137 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_110 GBV_ILN_120 GBV_ILN_151 GBV_ILN_152 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 31 2023 3 326-352 26 01 0206 4341867407 x1z 22-06-23 2403 01 DE-LFER 4348067287 00 --%%-- --%%-- n --%%-- l01 04-07-23 2403 01 DE-LFER https://doi.org/10.1080/09645292.2022.2068137 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 26 00 DE-206 We use sequence analysis to compare the different trajectories that individuals take through the education system and into work and identify the characteristics that could be used to target those who are at most risk of poorer labour market outcomes. As well as age 16 exam performance, we find that parental advice, aspirations, and attitudes towards HE are important predictors of the pathways through education and into work. However, these pathways are not strongly determined at the end of compulsory education, and thus there are still opportunities for individuals to change their trajectory even after leaving school.
spelling	10.1080/09645292.2022.2068137 doi (DE-627)1850778701 (DE-599)KXP1850778701 DE-627 ger DE-627 rda eng Dickerson, Andrew P. verfasserin (DE-588)171219325 (DE-627)061397970 (DE-576)132029804 aut Post-compulsory education pathways and labour market outcomes Andy Dickerson, Emily McDool and Damon Morris 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Education pathways (dpeaa)DE-206 education-employment transitions (dpeaa)DE-206 employment outcomes (dpeaa)DE-206 NEET (dpeaa)DE-206 qualifications (dpeaa)DE-206 McDool, Emily verfasserin (DE-588)1123512248 (DE-627)876712596 (DE-576)481760873 aut Morris, Damon verfasserin aut Enthalten in Education economics London [u.a.] : Taylor & Francis, 1993 31(2023), 3, Seite 326-352 Online-Ressource (DE-627)320603377 (DE-600)2020448-6 (DE-576)263253481 1469-5782 nnns volume:31 year:2023 number:3 pages:326-352 https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 Verlag kostenfrei https://doi.org/10.1080/09645292.2022.2068137 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_110 GBV_ILN_120 GBV_ILN_151 GBV_ILN_152 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 31 2023 3 326-352 26 01 0206 4341867407 x1z 22-06-23 2403 01 DE-LFER 4348067287 00 --%%-- --%%-- n --%%-- l01 04-07-23 2403 01 DE-LFER https://doi.org/10.1080/09645292.2022.2068137 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 26 00 DE-206 We use sequence analysis to compare the different trajectories that individuals take through the education system and into work and identify the characteristics that could be used to target those who are at most risk of poorer labour market outcomes. As well as age 16 exam performance, we find that parental advice, aspirations, and attitudes towards HE are important predictors of the pathways through education and into work. However, these pathways are not strongly determined at the end of compulsory education, and thus there are still opportunities for individuals to change their trajectory even after leaving school.
allfields_unstemmed	10.1080/09645292.2022.2068137 doi (DE-627)1850778701 (DE-599)KXP1850778701 DE-627 ger DE-627 rda eng Dickerson, Andrew P. verfasserin (DE-588)171219325 (DE-627)061397970 (DE-576)132029804 aut Post-compulsory education pathways and labour market outcomes Andy Dickerson, Emily McDool and Damon Morris 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Education pathways (dpeaa)DE-206 education-employment transitions (dpeaa)DE-206 employment outcomes (dpeaa)DE-206 NEET (dpeaa)DE-206 qualifications (dpeaa)DE-206 McDool, Emily verfasserin (DE-588)1123512248 (DE-627)876712596 (DE-576)481760873 aut Morris, Damon verfasserin aut Enthalten in Education economics London [u.a.] : Taylor & Francis, 1993 31(2023), 3, Seite 326-352 Online-Ressource (DE-627)320603377 (DE-600)2020448-6 (DE-576)263253481 1469-5782 nnns volume:31 year:2023 number:3 pages:326-352 https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 Verlag kostenfrei https://doi.org/10.1080/09645292.2022.2068137 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_110 GBV_ILN_120 GBV_ILN_151 GBV_ILN_152 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 31 2023 3 326-352 26 01 0206 4341867407 x1z 22-06-23 2403 01 DE-LFER 4348067287 00 --%%-- --%%-- n --%%-- l01 04-07-23 2403 01 DE-LFER https://doi.org/10.1080/09645292.2022.2068137 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 26 00 DE-206 We use sequence analysis to compare the different trajectories that individuals take through the education system and into work and identify the characteristics that could be used to target those who are at most risk of poorer labour market outcomes. As well as age 16 exam performance, we find that parental advice, aspirations, and attitudes towards HE are important predictors of the pathways through education and into work. However, these pathways are not strongly determined at the end of compulsory education, and thus there are still opportunities for individuals to change their trajectory even after leaving school.
allfieldsGer	10.1080/09645292.2022.2068137 doi (DE-627)1850778701 (DE-599)KXP1850778701 DE-627 ger DE-627 rda eng Dickerson, Andrew P. verfasserin (DE-588)171219325 (DE-627)061397970 (DE-576)132029804 aut Post-compulsory education pathways and labour market outcomes Andy Dickerson, Emily McDool and Damon Morris 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Education pathways (dpeaa)DE-206 education-employment transitions (dpeaa)DE-206 employment outcomes (dpeaa)DE-206 NEET (dpeaa)DE-206 qualifications (dpeaa)DE-206 McDool, Emily verfasserin (DE-588)1123512248 (DE-627)876712596 (DE-576)481760873 aut Morris, Damon verfasserin aut Enthalten in Education economics London [u.a.] : Taylor & Francis, 1993 31(2023), 3, Seite 326-352 Online-Ressource (DE-627)320603377 (DE-600)2020448-6 (DE-576)263253481 1469-5782 nnns volume:31 year:2023 number:3 pages:326-352 https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 Verlag kostenfrei https://doi.org/10.1080/09645292.2022.2068137 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_110 GBV_ILN_120 GBV_ILN_151 GBV_ILN_152 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 31 2023 3 326-352 26 01 0206 4341867407 x1z 22-06-23 2403 01 DE-LFER 4348067287 00 --%%-- --%%-- n --%%-- l01 04-07-23 2403 01 DE-LFER https://doi.org/10.1080/09645292.2022.2068137 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 26 00 DE-206 We use sequence analysis to compare the different trajectories that individuals take through the education system and into work and identify the characteristics that could be used to target those who are at most risk of poorer labour market outcomes. As well as age 16 exam performance, we find that parental advice, aspirations, and attitudes towards HE are important predictors of the pathways through education and into work. However, these pathways are not strongly determined at the end of compulsory education, and thus there are still opportunities for individuals to change their trajectory even after leaving school.
allfieldsSound	10.1080/09645292.2022.2068137 doi (DE-627)1850778701 (DE-599)KXP1850778701 DE-627 ger DE-627 rda eng Dickerson, Andrew P. verfasserin (DE-588)171219325 (DE-627)061397970 (DE-576)132029804 aut Post-compulsory education pathways and labour market outcomes Andy Dickerson, Emily McDool and Damon Morris 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Education pathways (dpeaa)DE-206 education-employment transitions (dpeaa)DE-206 employment outcomes (dpeaa)DE-206 NEET (dpeaa)DE-206 qualifications (dpeaa)DE-206 McDool, Emily verfasserin (DE-588)1123512248 (DE-627)876712596 (DE-576)481760873 aut Morris, Damon verfasserin aut Enthalten in Education economics London [u.a.] : Taylor & Francis, 1993 31(2023), 3, Seite 326-352 Online-Ressource (DE-627)320603377 (DE-600)2020448-6 (DE-576)263253481 1469-5782 nnns volume:31 year:2023 number:3 pages:326-352 https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 Verlag kostenfrei https://doi.org/10.1080/09645292.2022.2068137 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_110 GBV_ILN_120 GBV_ILN_151 GBV_ILN_152 GBV_ILN_206 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 31 2023 3 326-352 26 01 0206 4341867407 x1z 22-06-23 2403 01 DE-LFER 4348067287 00 --%%-- --%%-- n --%%-- l01 04-07-23 2403 01 DE-LFER https://doi.org/10.1080/09645292.2022.2068137 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09645292.2022.2068137 26 00 DE-206 We use sequence analysis to compare the different trajectories that individuals take through the education system and into work and identify the characteristics that could be used to target those who are at most risk of poorer labour market outcomes. As well as age 16 exam performance, we find that parental advice, aspirations, and attitudes towards HE are important predictors of the pathways through education and into work. However, these pathways are not strongly determined at the end of compulsory education, and thus there are still opportunities for individuals to change their trajectory even after leaving school.
language	English
source	Enthalten in Education economics 31(2023), 3, Seite 326-352 volume:31 year:2023 number:3 pages:326-352
sourceStr	Enthalten in Education economics 31(2023), 3, Seite 326-352 volume:31 year:2023 number:3 pages:326-352
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topic_facet	Education pathways education-employment transitions employment outcomes NEET qualifications
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container_title	Education economics
authorswithroles_txt_mv	Dickerson, Andrew P. @@aut@@ McDool, Emily @@aut@@ Morris, Damon @@aut@@
publishDateDaySort_date	2023-01-01T00:00:00Z
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topic_title	26 00 DE-206 We use sequence analysis to compare the different trajectories that individuals take through the education system and into work and identify the characteristics that could be used to target those who are at most risk of poorer labour market outcomes. As well as age 16 exam performance, we find that parental advice, aspirations, and attitudes towards HE are important predictors of the pathways through education and into work. However, these pathways are not strongly determined at the end of compulsory education, and thus there are still opportunities for individuals to change their trajectory even after leaving school Post-compulsory education pathways and labour market outcomes Andy Dickerson, Emily McDool and Damon Morris Education pathways (dpeaa)DE-206 education-employment transitions (dpeaa)DE-206 employment outcomes (dpeaa)DE-206 NEET (dpeaa)DE-206 qualifications (dpeaa)DE-206
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title_short	Post-compulsory education pathways and labour market outcomes
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