The share of flexible jobs on the Dutch labour market is among the highest in Western countries, in particular for recent graduates. In this study we examine why recent graduates enter into temporary contracts and whether flexible jobs match their qualifications worse than permanent jobs do. Graduates that enter into flexible jobs face large wage penalties, a worse job match and less training participation than those entering into permanent jobs, even after correcting for ability differences. When the labour market situation for a particular field of education deteriorates, a larger share of recent graduates is forced into flexible jobs, which may threaten their position on the labour market in the long run. Flexible work among graduates is unrelated to their willingness to take risks. Only for university graduates are there any indications that flexible jobs may provide stepping stones to permanent jobs.
This paper analyses the effects of work-related training on worker productivity. To identify the causal effects from training, we combine a field experiment that randomly assigns workers to treatment and control groups with panel data on individual worker performance before and after training. We find that participation in the training programme leads to a 10 percent increase in performance. Moreover, we provide experimental evidence for externalities from treated workers on their untreated teammates: An increase of 10 percentage points in the share of treated peers leads to a performance increase of 0.51 percent. We provide evidence that the estimated effects are causal and not the result of employee selection into and out of training. Furthermore, we find that the performance increase is not due to lower quality provided by the worker.
A huge cross-section literature, written by economists and others, argues that human well-being is U-shaped through the life cycle. In many cases this U-shape is robust (with as a well-known exception the pattern evident in some U.S. data sets if few independent variables are included). However, a lively debate is currently ongoing about its true shape. This paper discusses the identification problem of age, time, and cohort effects. It suggests a simple way to interpret estimates of age variables in a first-difference framework. Building on McKenzie’s (2006) methodology, the paper shows that no extra assumptions are needed in order to identify the second derivative of well-being to age, i.e. to estimate the changes in changes in the actual age and well-being relationship. An empirical application, using a large German data set, finds that human well-being is convex in age until after midlife, which is approximately consistent with a U-shaped pattern through life, and not with the concave relationship sometimes found in U.S. studies.
The report presents the results of the national graduate surveys (lower secondary education up to higher vocational education) that took place at the end of 2010. The report provides insight into the transition of graduates into the labor market as well as into further education. Next to results of the national graduate surveys, the report also presents the results of a survey among Early School Leavers, their reasons for leaving school pre-mature and their future intentions.
In this paper, we compare experience-earnings profiles of employees with vocational and general education background in Germany, the Netherlands and the United Kingdom, three countries with fundamentally different education systems. Using Mixed-Effects Linear Regression Models we show that earnings of vocationally educated employees are higher in the initial phase of their career. However, those with a general education background catch up over time in the labor market. Life-cycle differences in earnings are more pronounced in Germany than in the United Kingdom and the Netherlands.
The report (in Dutch) summarizes the findings and developments in the ‘Metalektro’ sector (roughly NACE 27-29) in 2010. It is based on two large employer surveys in the sectors, and four short questionnaires. HRM managers of the companies are approached twice a year through e-mail to participate in web based questionnaire. About 200 companies participate by answering the questionnaire. The questionnaire contains core questions on employment, vacancies, and is extended by topics like training, social and product innovation, and HRM policies. In addition, four times a year a Quickscan is send to participating companies. It contains three topical statements in addition to five monitoring questions on recent and expected employment developments in the sector. Interviews with key HRM personnel are held on a regular basis to extend the project with qualitative information on recent trends and developments in the sector. These interviews are incorporated in the annual report.
In a knowledge economy much attention is devoted to the knowledge development and learning behavior of the workforce. Learning may involve attending formal courses, but also learning at the workplace. This informal learning involves learning by doing, but can also relate to the things people learn from colleagues or from the feedback of supervisors. An intensive learning process can lead to a greater accumulation of knowledge and skills and thus increase employability. With this report we document the formal and informal learning and knowledge development in the Netherlands on the basis of three waves of the ROA Lifelong Learning Survey (2004, 2007 and 2010). The monitor section of the survey is unchanged over the years. This allows for the description of trends in learning, and for an identification of the factors that promote or inhibit learning.
The main research question of this paper is the combined estimation of the effects of educational systems, school-composition and track-level on the educational achievement of 15-years-old students. We specifically focus on the effects of socioeconomic and ethnic background on achievement scores and to what extent these effects are affected by characteristics of the school, track or educational system these students are in. In doing so, we examine the ‘sorting’ mechanisms of schools and tracks in highly stratified, moderately stratified and comprehensive education systems. We use data from the 2006 PISA (Programme for International Student Assessment) wave. Compared to previous research in this area the main contribution of this paper is that we explicitly include track-level and school-level as separate units of analyses, which leads to less biased results of the effects of characteristics of the educational system. The results highlight the importance of including track-level and school-level factors in the debate of educational inequality of opportunity for students in different education contexts. The findings clearly indicate that the effects of educational system characteristics are flawed if the analysis uses only a country and a student level and ignores the track- and school-level characteristics. Moreover the inclusion of the track-level is necessary to avoid overestimation of the school-composition effect, especially in stratified educational systems. From a policy perspective, the most important finding is that educational system are not uniformly ‘good’ or ‘bad’, but they have different consequences for different groups. Some groups are better off in comprehensive systems, while other groups are better off in moderately or highly stratified systems.
Retrenched pension rights affect motivated workers: Organisations within the public sector do not stimulate the continued labor force participation of their older workers. Older workers with retrenched pension rights due to a shock in the Dutch pension system receive less cognitive demanding tasks instead of that they are stimulated to remain active. This leads to that most older workers are dissatisfied with the HR-policy of their employer. Moreover, this study shows that the workers with retrenched pension rights make significantly less unpaid over hours. This especially holds for workers who are highly engaged to their job.