We investigate whether a creaming off of highly able students from Dutch universities is taking place. Therefore, we examine the relation between ability and the destination of recent graduates of Dutch universities. Students can choose to continue their academic career by investing in a PhD degree instead of working, taking into account that both options can be realized in the Netherlands as well as abroad. We also investigate whether these choices are affected by the climate in certain fields of study and universities. Using a data set of workers and PhD students who recently graduated from Dutch universities two probit equations are estimated simultaneously, one for the migration decision and one for the choice between working and pursuing a PhD. Our findings indicate that highly able graduates are significantly more likely than average graduates to go abroad. They invest more often in a PhD programme, which is positively correlated with their likelihood to go abroad. In addition, the climate promoting going abroad and starting PhD study is shown to have positive effects on the odds of going abroad and participating in a PhD programme. This particularly holds for the highly able.
The School Ex 2.0 programme, which is aimed at reducing and preventing youth unemployment, makes use of two instruments: exit-talks (exitgesprekken) and redirecting-talks (ombuigingsgesprekken). The aim of exit-talks is to stimulate Secondary Vocational Education (MBO) graduates to continue education. Redirecting-talks are talks on MBO entrants’ study choice, and are aimed at stimulating youngsters who signed up for a MBO study programme with bad labour market perspectives to choose a study programme with better perspectives. The evaluation shows that exit-talks are widespread, but that it can not be shown that they are effective in increasing the share that continues education. With regard to the redirecting-talks, the evaluation shows that 4% of respondents indicate that their changed study choice was influenced by their study choice talk.
The report presents a study on the development of an evaluation framework on the labour market relevance of intermediate vocational education. Labour market relevance is one dimension of ‘macro-efficiency’ of educational programmes, in addition to two other dimensions of macro-efficiency, namely, cost efficiency and accessibility for young people. The present research on labour market relevance of vocational training is carried out within new legislation by the Ministry of Education on the responsibility of educational institutions (the so-called ROC’s) for the labour market perspectives of their graduates (‘zorgplicht arbeidsmarktperspectief’). Both the share of graduates from a specific vocational educational programme that has found a job and the share of underutilized (i.e. overeducated) graduates turn out to be key indicators for measuring labour market relevance.
In elementary school, girls typically outperform boys in languages and boys typically outperform girls in math. The determinants of these differences have remained largely unexplored. Using rich data from Dutch elementary schools, we decompose the differences in achievement into gender differences in endowments and returns to IQ and non-cognitive factors. This descriptive analysis is a thought experiment in which we show the consequences for school performance if girls and boys would have similar resources and take similar advantage of these resources. Our findings indicate that gender differences in resources with respect to social and instrumental skills and need for achievement can explain part of the differences in performance. Boys seem to be better equipped with these resources. Additionally, boys and girls employ their skills differently. Girls take more advantage of their IQ than boys. Yet, the largest part of this parameter effect is left unexplained by IQ and non-cognitive factors.
This paper analyses the relationship between a university’s expenditure per student and its position in international university rankings. We take into account other factors that are expected to play a role, such as university mission, size, and productive inefficiency. We formalise these concepts in our theoretical model of rankings and universities, and estimate this model with data on universities classified in the top 200 by the Times Higher Education Supplement ranking of 2007. We find that the elasticity of a university’s ranking score for the expenditure per student is equal to 8.9%, and that there are no clear signs of inefficiency in production among these universities. University mission and size are also significant predictors of ranking score. These results are important in view of the relevance attributed to rankings by government officials, university directors and students.