1. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Education attainment and labor market entry of highly educated in Central- and Eastern Europe Irena Kogan, University of Bamberg Michael Gebel, MZES, University of Mannheim Clemens Noelke, MZES, University of Mannheim and Harvard University DECOWE Conference, 24-26 September, Ljubljana, Slovenia

2. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Project “Education Systems and Labour Markets in Central and Eastern Europe“ Ukraine Estonia Poland Czech Rep. Slovenia CroatiaSerbia Eastern Germany Hungary Russia Transition from socalism to capitalism Education system Labor market entry

3. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Our contribution to the existing literature on transformation processes  Research on the consequences of transformation process on social inequality, labor markets and life courses in CEE (e.g. Nee 1989; Heyns 2005; Diewald et al 2006)  Our study complements the existing research on the transformation in CEE by analyzing comparatively education systems (their diversity and dynamics) in the transformation process  Focus on the consequences of system transformation on young people’s labor market integration

4. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Our contribution to the existing literature on school-to-work transitions  Comparative studies have shown the central role of the education systems in structuring the labour market entry (Müller/Shavit 1998; Müller/Gangl 2003; Müller/Kogan 2003)  Geographical extension of exiting comparative studies on the school-to-work transition  More detailed analysis of the structuring effect of education: measuring institutional set-up of the education system at the individual level  Use of high quality, longitudinal data in order to study the dynamics of school-to-work transition

5. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Expansion of tertiary education in CEE: Distribution of educational degrees among recent (2000-2005) school leavers

6. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Diversification of tertiary education: Distribution of educational degrees among recent school leavers with a post-secondary or tertiary degree

7. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Development of educational degrees in a cohort perspective

8. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Main research questions at the post- secondary/tertiary level  Do tertiary graduates possess labor market advantage despite expansion?  Does the increasing tertiary institution heterogeneity bring diversity in rewards between graduates from different tertiary education institutions?  Does the performance of tertiary education graduates vary with the national institutional settings?

9. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Research Design

10. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe General research design  10 country studies written by national experts  Drawing on high quality longitudinal data  Use of state-of-the-art quantitative modeling techniques  Selection of countries in order to provide substantial variation in terms of education institutions  Standardized definitions of sample and variables  But use of detailed national education classifications and additional information about education characteristics in order to capture the institutional specificities of each country

11. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Comparative framework: across time and countries  School-to-work transitions during the transition from socialism to capitalism in lenses of the cohort change (Russia, Czech republic, Estonia)  School-to-work transitions since the start of reforms (Slovenia, Hungary, East Germany)  Detailed account of school-to-work transitions for a recent cohort of school leavers (Poland, Serbia, Croatia, Ukraine)  Education effects are theoretically derived + explained at the micro-level  In selected countries measurement of specific single institutions of the education system at the individual level, e.g. firm-based vs. school-based training; tuition vs. tuition-free tertiary education

12. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Data sources an definitions

13. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Analytic steps in country chapters  Social selectivity of educational attainment (multinomial logistic regression)  Time until first job (duration model)  First job quality (ISEI of the first job)  First job duration with exits to another employment and non-employment (competing destination piecewise constant exponential duration model)

14. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Results

15. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Effects of education on hazard rates of the 1st job entry by country

16. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Effect of education on the 1st job status (ISEI) by country

17. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Hypotheses A stronger selection of students from non-academic family backgrounds into post-secondary vocational and lower tertiary tracks, while long-term university programs should be more dominated by students whose parents have an academic background Post-secondary vocational and lower tertiary graduates start in lower status positions but there should be no differences in terms of entry speed into the first job and its stability compared to their counterparts from long- term university-type programs Higher tertiary graduates secure strong labor market advantages compared to their counterparts from lower tertiary and post-secondary vocational institutions if the higher tertiary education sector remains relatively small whereas second-tier institutions dominate

18. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Higher tertiary vs. lower tertiary and post- secondary non-tertiary Note: > pertains to a larger and < to a smaller effect for higher tertiary tracks as compared to lower tertiary, whereas ≈ signifies no difference between the tracks

19. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Higher tertiary vs. lower tertiary and post- secondary non-tertiary  With regard to the social selectivity of access to post- secondary education a uniform finding is that low-level tertiary education is a very open track of post- secondary education  Graduating from longer university programs ensures higher status employment in all countries analyzed, except for Eastern Germany, and quicker labor market entry is guaranteed for the university graduates in the majority of countries covered by our analysis  Hardly any difference between graduates from lower- and higher-level tertiary education with regard to the stability of first employment

20. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Relative performance of higher tertiary educated school leavers compared to graduates of post-secondary and lower tertiary education with regard to the speed of the first job entry and ist quality depending on the size of higher tertiary sector Speed of the first job entry Status of the first job

21. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Relative performance of higher tertiary educated school leavers compared to graduates of post- secondary and lower tertiary education with regard to the speed of the first job entry and its quality depending on the GDP growth in the service sector Speed of the first job entry Status of the first job

22. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Tuition vs. non-tuition / private vs. public  Admission of state-financed regular students, tuition- paying regular as well as tuition-paying part-time/per correspondence (i.e. so-called irregular) students  Analyzed for Poland, Serbia, and Ukraine  No indication that the type of the program, budget- or tuition-financed, is of any importance  Academic achievements of fee-paying and fee- waved students might not systematically differ, as both groups undergo the very same education process (i.e. same courses, same lecturers, and same peers).

23. Making the Transition: Education and Labor Market Entry in Central- and Eastern Europe Part-time vs. full-time students  Part-time education is a path left open for the youth least inclined towards time-consuming academic studies and/or for those who are already employed and are thus have less time to complete education  Analyzed for Poland, Serbia, and Ukraine  Significant differences are observed between graduates from full-time programs and those studying part-time in the countries: as a rule part- time students are quicker in entering employment but attain lower-status jobs