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Labour Market Policies and
University Lifelong Learning
for people in mid-life
Lorenz Lassnigg
([email protected] ; www.equi.at)
Keynote to final conference of the EU Lifelong learning programme project
“THEMP. Tertiary Education for people in midlife” Barcelona, 14th November 2013
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Agenda
Two still separate things…
…should be brought together…
…by focusing on…
…and considering
2
University Lifelong
Learning Employment & Labour market
Social risks management
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Agenda
(How) might this be achieved by Tertiary/University Lifelong
Learning (T/ULLL)?
– understanding and some reflexions on the material from the THEMP project
– ‚Transitional labour markets‘ as a rationale of social risks management
Which problems arise in this untertaking of T/ULLL?
– some thoughts about the development of universities and tertiary education
– some reflexions about policy experience in my country (Austria)
3
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Reflexions on TLM:
Transitional labour markets
4
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TLM
complex concept, normative and analytical
Complexity of concept: main meaning/message not so easy to
grasp…
…a broader combination of security and flexibility (‚secu-bility‘)…
– (a) ‚modernization‘ of full-employment and (b) ‚fundamental‘ reconciliation of
efficiency and equity through a socio-economic perspective
(a) flexibility: from static to dynamic view, focus from ‚states‘ to ‚transitions‘ > allowing
transitions
(b) security: ‚making transitions pay‘ by a broad set of financing and governing ideas and
proposals > securing transitions
…based on arrangements of ‚social insurance‘ (risk+solidarity) and
‚reflexive governance‘ (goals+evaluation)
Problems, issues
– some oscillation of normative/political and theoretical/analytical aspects
strength or weakness?
– very demanding in realization for the political process
‚neoliberal environment‘, clear preference for flexibility over security
competition with ‚flexicurity‘-concept, more simple at first sight
Conclusion: rather illuminating/generative than operative concept
5
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TLM, illustration of the basic framework,
based on Ralf Rogowski 2008, p.11
6
accepting transitions
securing transitions
Source: Rogowski, Ralf, ed. (2008) The European Social Model and Transitional Labour Markets. Law
and Policy. Surrey: Ashgate.
Income
support
Income
security
Income
capacity
Income
replacement
Income
maintenance
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TLM, extended inclusive illustration
based on writings by Günther Schmid
C o m b i n.
e m p l o y m .
& o the r
a c tiv itie s
F is c a l
inc e nti v e s
fa v o u r
e m p l o y m .
V a lid
e ntit le m .
to w a rd s
c ho ic e s
C o m b i n.
o f
inc o m e
s o u rc e s
S o lid a ri ty
L M -E M P L O Y M E N T
P O L IC Y
In d iv id u a l
a u to no m y
E ff ic a c y
W E L F A R E
P O L IC Y
E ff ic ie nc y
E m p o w e r m e nt
o f ind iv i d u a ls
C o o rd i na tio n o f
d e c is io n m a k i n g
S u s ta ina b ilty o f
fi na nc i n g
C o o p e ra tio n
in ne t w o rk s
IN S T IT U T IO N A L D IV E R S IT Y
IN S T . C O M P L E M E N T A R IT Y
IN S T IT U T . C O N G R U E N C Y
http://www.equi.at/dateien/TLM-LLL-lifecourse.pdf
7
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TLM, extended inclusive illustration
C o m b i n.
e m p l o y m .
& o the r
a c tiv itie s
F is c a l
inc e nti v e s
fa v o u r
e m p l o y m .
V a lid
e ntit le m .
to w a rd s
c ho ic e s
C o m b i n.
o f
inc o m e
s o u rc e s
S o lid a ri ty
L M -E M P L O Y M E N T
P O L IC Y
In d iv id u a l
a u to no m y
E ff ic a c y
W E L F A R E
P O L IC Y
E ff ic ie nc y
E m p o w e r m e nt
o f ind iv i d u a ls
C o o rd i na tio n o f
d e c is io n m a k i n g
S u s ta ina b ilty o f
fi na nc i n g
C o o p e ra tio n
in ne t w o rk s
IN S T IT U T IO N A L D IV E R S IT Y
IN S T . C O M P L E M E N T A R IT Y
IN S T IT U T . C O N G R U E N C Y
http://www.equi.at/dateien/TLM-LLL-lifecourse.pdf
8
prescriptive principles
of TLM arrangements
basic criteria for labour market and employment policy
generic principles for welfare policy, applied to LMEP
generalised strategies
essential for risk
management
APPRENTICESHIP
as a paradigm case of
a transitional labour
market
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Understanding and embedding TLM
by the THEMP project…
…very creative and inclusive theoretical approach…
…combining TLM with capability and extended capital approaches
…and considering the dimension of quality of work/life
Consequences:
– extending risk management by conversion of learning outcomes into forms of
capital that can be used in employment and the labour market
9
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Understanding the THEMP project, and points
for discussion
Source: Materials from THEMP Project
http://themp.eu/
10
Theory very broad and inclusive
understanding of the
relationship between LLL
(T/ULLL) and
employment and the LM
- TLM
- Capability
- Capital
- Employability and
quality of life/work
Basic mechanism
conversion of learning
outcomes into capital
Priorities
Mid-life learners in university as tertiary environments
Focus on the relationship between T/LLL and employment and
the LM (as mediators for quality of life)
Policy/Practice of T/ULLL (inclusive checklist for
structuring policy and practice at four dimensions)
LEARNERS -LM-transitions
-capital
-access
STRUCTURES -mission
-organisation/gov.
-management/tasks
-networking
TEACHING/
PROVISION -certificates
-access
-RPL
-teachers
-ped.methods
RISK -consultancy
-funding
-evaluation
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Some reflexions about basic issues of
University Lifelong Learning
11
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Some reflexions about basic issues of
University Lifelong Learning
How is university/H.E. considered in LLL in Austria? We see the
separation
some more specific points
– status of TLLL within ET and LLL: aggravating the ‘Matthew Principle‘?
– differentiation of HE and labour market: conflicts between priorities in h.e.?
– explorations of the ‚3rd mission‘: basis for the social role of the university?
– research results about an educational leave programme: ‚Mattew‘ and weak
economic outcomes – is employment and the labour market a good rationale for
the support of adult education?
12
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Policy experience in Austria
about LLL and university
Background: broad government LLL strategy, developed since 10-
15years, published 2011, partly implemented until now
– Four ministries responsible (education, science, labour, economy)…
– …going through the ET-cycle from pre-primary to adult education…
– …10 ‚action lines‘, broken down by measures are key strategic elements…
preprimary, compulsory, 2nd chance, youth transition, new orientation and WLB,
community education, work environment, adult training, retired people, NQF
– …basically cooperative bottom-up strategy (platform of players, task force from
ministries, no money in advance)
– …focus on improvement/support for disadvantaged groups/positions
University/H.E. LLL only marginally included in original structure;
because of one responsible actor, proposals/measures being
developed:
– development/extension/creation of regular study programmes for employed
people
exist formally in polytechnics; informally majority of university students are working
– open access possible but not taken, development of recognition under way
– autonomous universities are developing institutional LLL-strategies (3rd mission)
13
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Comment on the project from the point of view
of Austrian policy experience
Some Action lines related to T/ULLL, but university not considered:
– 2nd chance x
– New orientation > taken up in limited way
– Working environment x
– Older people x
Overall policy under big resource constraints (mainly PES invests
considerably) > focus on the more severely disadvantaged…
– Youth transitions, training guarantee, permeability for apprentices
– People without or with low qualifications (literacy, vocational qualifications)
– Immigrants, recognition, language
…upward mobility from mid-level positions mainly not sponsored
and/or need substantial private contributions
– ‚Maturity examination‘ for university H.E. access
– ‚Professional‘ programmes, kinds of non academic professional grades
mostly very expensive, ‚positional goods‘ for status competition
Source: http://www.bmwf.gv.at/fileadmin/user_upload/aussendung/Strategie_zum_lebensbegleitenden_Lernen_in_OEstereich.pdf
(in German)
14
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Reflexions on TLLL 1:
status of TLLL within ET and LLL
basic propositions of TLLL
– ageing populations, demand for lifelong learning, and tensions in employment
and labour market for older people (45+, and preparation 40+)
– support of employablity and quality of work/life for mid-aged groups
– social functions of universities
essential points of the approach
– going beyond a simplistic economic rationale in devising policies
– developing measures for success
– developing organisational/institutional models
Questions concerning the status of TLL within overall education and
training and lifelong learning
– participation gaps in employment and et for older and lower educated people
‚Matthew Principle‘, aggraveated by support of TLLL?
– big neglected issue: demand for career changes and/or new orientations in mid-
life
Data-Source: own calculations from OECD Education at a Glance
15
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16
8179
74
61
56
72
90
73
50
44
40
27
21
39
61
4148
42
37
2320
38
59
38
16
11
7
2 3
9
19
9
0
10
20
30
40
50
60
70
80
90
100
25-34y 35-44y 45-54y 55-64y . <up.sec. up+post.sec Tert. . 25-64y
All levels of education . 25-64y . Total
Sweden
New Zealand
United States
Canada
OECD average
EU19 average
Australia
Korea
Hungary
Participation gaps in adult education
by age, education (non EU)
age education
EU-Max
EU-Min
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17
0
10
20
30
40
50
60
70
80
90
100
25-34y 35-44y 45-54y 55-64y . <up.sec. up+post.sec Tert. . 25-64y
All levels of education . 25-64y . Total
Sweden
New Zealand
Switzerland
Finland
Norway
United Kingdom
United States
Germany
Netherlands
Slovak Republic
Denmark
Estonia
Canada
Austria
Slovenia
OECD average
Belgium
EU19 average
Australia
Czech Republic
France
Spain
Korea
Portugal
Italy
Poland
Greece
Hungary
Participation gaps in adult education
by age, education (EU)
age education
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18
0
20
40
60
80
100
120
25-34 35-44 45-54 55-64 25-34 35-44 45-54 55-64 25-34 35-44 45-54 55-64
<up.sec. up.Sec.+post.nt Tert.
Sweden
New Zealand
Switzerland
Finland
Norway
Austria
Belgium
Czech Republic
Denmark
Estonia
Germany
Netherlands
Portugal
Slovak Republic
Slovenia
United Kingdom
United States
France
Canada
Australia
Italy
Spain
Poland
Korea
Greece
Hungary
OECD average
EU19 average
Participation gaps (EAG 2012)
adult education by age and education
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19
2925
22
14
46
4139
28
6563
61
47
2724
20
12
4641
37
25
65 6360
43
7
3 31
15
10
6
2
23 2320
9
67
64
54
49
7578
74
61
96
9092
79
0
20
40
60
80
100
120
25-34 35-44 45-54 55-64 25-34 35-44 45-54 55-64 25-34 35-44 45-54 55-64
<up.sec. up.Sec.+post.nt Tert.
OECD average
EU19 average
Hungary
Sweden
Participation gaps (OECD, EU19)
adult education by age and education
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20
0
20
40
60
80
100
120
25-34 35-44 45-54 55-64 25-34 35-44 45-54 55-64 25-34 35-44 45-54 55-64
<up.sec. up.Sec.+post.nt Tert.
New Zealand
United States
Canada
Australia
Korea
OECD average
EU19 average
Hungary
Sweden
Participation gaps (non EU)
adult education by age and education
Page 21
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21
0
20
40
60
80
100
120
25-34 35-44 45-54 55-64 25-34 35-44 45-54 55-64 25-34 35-44 45-54 55-64
<up.sec. up.Sec.+post.nt Tert.
Sweden
Switzerland
Finland
Norway
Austria
Belgium
Czech Republic
Denmark
Estonia
Germany
Netherlands
Portugal
Slovak Republic
Slovenia
United Kingdom
France
Italy
Spain
Poland
Greece
Hungary
OECD average
EU19 average
Participation gaps (EU19)
adult education by age and education
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Reflexions on TLLL 2:
Differentiation of HE and labour market
‚Theorem‘ of Elite>mass>universal higher education: organisational
change vs. differentiation
– [Europe] change of established institutions: ‚elite university‘ > ‚mass university‘
– [US] different kinds of institutions evolving, change of system,
elite+mass+universal h.e.institutions
research university, (4y) state university, (2y) community colleges
Question: what does this theorem mean for TLLL?
– is differentiation of h.e. towards different types of institutions necessary?
Rankings and ‚global research universities‘ and innovation in the the ‚knowledge economy‘
How does Bologna relate to this theorem? (1st-2nd-3rd cycle)
– what does it mean for different functions of the h.e.system?
differentiation of research and teaching?
different forms of teaching? graduate programmes; further education programmes
– What does this mean for the social dimension of h.e.?
different degrees of selectivity in different kinds of institutions?
Source: http://www.equi.at/dateien/3FFF-Endb.pdf (in German)
22
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is this
paradigmatic
in the long run?
what does it
mean for TLLL?
– counter-
movement?
– too weak?
23
Elite Mass
Uni-
versal
US Higher education, stylized view
Page 24
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Reflexions on TLLL 3:
Results about the ‚third mission‘ of university
Two understandings of differentiation: institutions change (Europe)
or differentiate (US)
Globalisation of science and research: global research university,
what are the consequences? contribution to the global research enterprise?
What does the 3rd Mission mean? Where is it situated? Mode 2 of knowledge production, transdisciplinarity
24
DIFFERENTIATION Functional Research Teaching 3rd Mission
Institutional
Research university, graduate school
Elite main main
State university 4 yr.univ
Mass some main
Community college 2 yr univ
Universal only
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„global research universities“
beyond national scale?
„[…] the great research universities. These are genuinely
international institutions, educating students from around the world,
contributing to the international research literature, interacting with
firms and governments from many countries, and employing on their
faculties internationally recognized intellectual leaders from around
the world.” (Lester 2007, S. 20)
„5* (five star) Quality that equates to attainable levels of
international excellence in more than half of the research activity
submitted and attainable levels of national excellence in the
remainder.” (Day 2004, S. 7)
„Cambridge has the highest proportion of outstanding research in
the UK. The university submitted 2,040 staff, 71% of whose work
was deemed to be world-leading or internationally excellent,
compared with 70% of 2,246 Oxford staff's research. Both
universities submitted work in 48 disciplines.“
25
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Reflexions on TLLL 4:
Results from an educational leave evaluation
In Austria a educational leave programme (‚Bildungskarenz‘) has
been created and evaluated that is quite instructive for TLLL
For employed people, up to one year, subsidy for living expenses,
training mandatory
Originally developed for older people, and main purpose was to
support low qualified employees…
…turned out as an important support for TLLL…
…however, ‚objective‘ economic results disappointing, but subjective
assessment very positive…
..conclusion: LMP-measure used as a kind of ‚study grant‘
Source: presentation Engl. http://www.equi.at/dateien/ecer-cadiz12.pdf; report in
German: http://www.equi.at/dateien/evaluierung_der_bildungskare.pdf
26
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Heterogenity: Typology of participation
90% classified
27
Typ (in %)
nicht zugeordnet 9
Überberuflich 4
Beruf Wirtschaft, Recht 4
Beruf: Ingenieur, Herstellung, Bau 2
Beruf: Gesundheit, soziale Dienste 10
Formal: Meisterprüfung 9
Formal: Studienberechtigung 13
Formal: Hochschulstudium 28
Initiative vom AG 21
Initiative Arbeitgeber
FORMAL: Hochschule
FORMAL: Studienberechtigung
FORMAL: Meister
NON-FORMALBerufliche Weitberbildung
Wirtsch.Recht
Ing.Herst.Bau
Gesundh.Sozial
überberufliche WBnicht zugeordnet
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Bildungskarenz - Typologie
not classified
NF-cVET: busin.law;
tech; health
FORMAL: appr.mast
HE-access exam
HE
Employer‘s initiaitve
Soft skills, IT, language
Page 28
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Employers' initiative
28
Typ (in %)
nicht zugeordnet 9
Überberuflich 4
Beruf Wirtschaft, Recht 4
Beruf: Ingenieur, Herstellung, Bau 2
Beruf: Gesundheit, soziale Dienste 10
Formal: Meisterprüfung 9
Formal: Studienberechtigung 13
Formal: Hochschulstudium 28
Initiative vom AG 21
Initiative Arbeitgeber
FORMAL: Hochschule
FORMAL: Studienberechtigung
FORMAL: Meister
NON-FORMALBerufliche Weitberbildung
Wirtsch.Recht
Ing.Herst.Bau
Gesundh.Sozial
überberufliche WBnicht zugeordnet
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Bildungskarenz - Typologie
Sub-Typen IAG (in % v.total)
nicht zugeordnet 2%
Überberuflich 4%
BERUFLICH Hauptbereiche 10%
FORMAL 6%
FORMALzusammen
BERUFLICHHauptbereiche
überberuflich
nicht zugeordnet
0%
5%
10%
15%
20%
25%Bildungskarenz -Sub-Typologie bei Initiative derArbeitgeber
not classified
NF-cVET: busin.law;
tech; health
FORMAL: appr.mast
HE-access exam
HE
Employers‘ initiaitve
Soft skills, IT, language
Page 29
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Employment participants & comparisons 00-09
29
80,7%82,9%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b02-04b07-09
Befr.TN Vgl.Gr.
83,4%
91,2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b02-04b07-09
Befr.TN männl Vgl.Gr. Männl
78,7%76,8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b02-04b07-09
Befr.TN weibl Vgl.Gr. Weibl
8993
50
60
70
80
90
100
110
120
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b04/02b09/07
Befr.TN Vgl.Gr.
88
99
50
60
70
80
90
100
110
120
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b04/02b09/07
Befr.TN männl Vgl.Gr. Männl
8988
50
60
70
80
90
100
110
120
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b04/02b09/07
Befr.TN weibl Vgl.Gr. Weibl
2009/04
2004=100
93
89
99
88
89
88
total
men
women
INDICATOR:
share of days in
employment p.yr. INDEX
Page 30
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Y.income participants & comparisons 00-09
30
80,7%82,9%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b02-04b07-09
Befr.TN Vgl.Gr.
83,4%
91,2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b02-04b07-09
Befr.TN männl Vgl.Gr. Männl
78,7%76,8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b02-04b07-09
Befr.TN weibl Vgl.Gr. Weibl
8993
50
60
70
80
90
100
110
120
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b04/02b09/07
Befr.TN Vgl.Gr.
88
99
50
60
70
80
90
100
110
120
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b04/02b09/07
Befr.TN männl Vgl.Gr. Männl
8988
50
60
70
80
90
100
110
120
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b04/02b09/07
Befr.TN weibl Vgl.Gr. Weibl
€ 28.074€ 28.348
€ 0
€ 5.000
€ 10.000
€ 15.000
€ 20.000
€ 25.000
€ 30.000
€ 35.000
JEk00
JEk01
JEk02
JEk03
JEk04
JEk05
JEk06
JEk07
JEk08
JEk09
JEk 02-04
JEk 07-09
Befr.TN Vgl.Gr. € 33.628€ 32.279
€ 0
€ 5.000
€ 10.000
€ 15.000
€ 20.000
€ 25.000
€ 30.000
€ 35.000
JEk 00
JEk 01
JEk 02
JEk 03
JEk 04
JEk 05
JEk 06
JEk 07
JEk 08
JEk 09
JEk 02-04
JEk 07-09
Befr.TN m Vgl.Gr. m
€ 24.351€ 24.171
€ 0
€ 5.000
€ 10.000
€ 15.000
€ 20.000
€ 25.000
€ 30.000
€ 35.000
JEk 00
JEk 01
JEk 02
JEk 03
JEk 04
JEk 05
JEk 06
JEk 07
JEk 08
JEk 09
JEk 02-04
JEk 07-09
Befr.TN w Vgl.Gr. w
123127
0
20
40
60
80
100
120
140
160
00 01 02 03 04 05 06 07 08 09 04/02 09/07
Befr.TN Vgl.Gr.
141135
0
20
40
60
80
100
120
140
160
00 01 02 03 04 05 06 07 08 09 04/02 09/07
Befr.TN m Vgl.Gr. m
112117
0
20
40
60
80
100
120
140
160
00 01 02 03 04 05 06 07 08 09 04/02 09/07
Befr.TN w Vgl.Gr. w
2009/04
2004=100
127
123
141
135
117
112
total
men
women
INDICATOR:
yearly income (€) INDEX
Page 31
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Typology: employment and income
31
40%
50%
60%
70%
80%
90%
100%
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b02-04b07-09
Initiative vom AG (N=12) Formal: Hochschulstudium (N=80)
Formal: Studienberechtigung (N=56) Formal: Meisterprüfung (N=34)
Beruf: Gesundheit, soziale Dienste (N=62) Beruf: Ingenieur, Herstellung, Bau (N=5)
Beruf: Wirtschaft, Recht (N=20) Überberuflich (N=20)
nicht zugeordnet (N=41) Total
€ 0
€ 5.000
€ 10.000
€ 15.000
€ 20.000
€ 25.000
€ 30.000
€ 35.000
€ 40.000
JEk 00
JEk 01
JEk 02
JEk 03
JEk 04
JEk 05
JEk 06
JEk 07
JEk 08
JEk 09
JEk 02-04
JEk 07-09
Initiative vom AG (N=12) Formal: Hochschulstudium (N=80) Formal: Studienberechtigung (N=56)
Formal: Meisterprüfung (N=34) Beruf: Gesundheit, soziale Dienste (N=62) Beruf: Ingenieur, Herstellung, Bau (N=5)
Beruf: Wirtschaft, Recht (N=20) Überberuflich (N=20) nicht zugeordnet (N=41)
Total
40
50
60
70
80
90
100
110
120
130
b00 b01 b02 b03 b04 b05 b06 b07 b08 b09 b 04/02
b 09/07
Initiative vom AG (N=12) Formal: Hochschulstudium (N=80)
Formal: Studienberechtigung (N=56) Formal: Meisterprüfung (N=34)
Beruf: Gesundheit, soziale Dienste (N=62) Beruf: Ingenieur, Herstellung, Bau (N=5)
Beruf: Wirtschaft, Recht (N=20) Überberuflich (N=20)
nicht zugeordnet (N=41) Total
30
40
50
60
70
80
90
100
110
120
130
140
150
160
JEk 00
JEk 01
JEk 02
JEk 03
JEk 04
JEk 05
JEk 06
JEk 07
JEk 08
JEk 09
JEk 04/02
JEk 09/07
Initiative vom AG (N=12) Formal: Hochschulstudium (N=80) Formal: Studienberechtigung (N=56)
Formal: Meisterprüfung (N=34) Beruf: Gesundheit, soziale Dienste (N=62) Beruf: Ingenieur, Herstellung, Bau (N=5)
Beruf: Wirtschaft, Recht (N=20) Überberuflich (N=20) nicht zugeordnet (N=41)
Total
2009/04
2004=100
Employment
Income
INDEX
Formal tert.ed.
Formal tert.ed.
Page 32
| Institute for Advanced Studies | Stumpergasse 56 | 1060 Vienna | Tel: +43 1 59991-0 | www.ihs.ac.at | www.equi.at |
Tentative conclusions
Within LLL demand for tertiary learning will probably increase…
…however, not clear, how urgently this demand should be supported
by public means
– equity issues
– how related to support of low educated people?
Some rather dampening arguments:
– Priorities high vs. low qualified: aggravation of ‚Matthew‘
– Priorities for development of h.e. towards research quality
global scale might push labour market beyond the national scale
– Social aspect of 3rd mission might concern rather the academic core than LLL
role of ‚mode2‘ of knowledge production
– Narrow economic rationale of LLL questionable
32
Page 33
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Source: THEMP 2nd draft
Core dimensions
33
Unemployment
higher education
Page 34
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Share of H.E. graduates among unemployed in
Austria 1987-2013 (Oct.)
34
0%
1%
2%
3%
4%
5%
6%
19
87
19
88
19
89
19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
20
10
20
11
20
12
20
13
AK-Al
>=45J AK-Al
Source: Austrian PES (AMS) Database, own calculations
Page 35
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Share of H.E. graduates among unemployed in
Austria 1987-2013 (Oct.)
35
0%
1%
2%
3%
4%
5%
6%
19
87
19
88
19
89
19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
20
10
20
11
20
12
20
13
AK-Al
>=45J AK-Al
0%
1%
2%
3%
4%
5%
6%
19
87
19
88
19
89
19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
20
10
20
11
20
12
20
13
AK-Al
>=45J AK-Al
AK-Al
Linear (AK-Al)
Linear (AK-Al)
Page 36
| Institute for Advanced Studies | Stumpergasse 56 | 1060 Vienna | Tel: +43 1 59991-0 | www.ihs.ac.at | www.equi.at |
Proportion of older (45+) unemployed among
ue h.e. graduates in Austria
Unemployed tertiary graduates /
all unemployed (same as
Slides 34-35)
Unemployed tertiary graduates
>=45 years / all unemployed
tertiary graduates
Source: Austrian PES (AMS)
Database, own calculations
36
0%
1%
2%
3%
4%
5%
6%
7%
2008 2009 2010 2011 2012 2013
AK-Al
>=45J AK-Al
Linear (AK-Al)
Linear (>=45J AK-Al)
25%
25%
26%
26%
27%
27%
28%
28%
2008 2009 2010 2011 2012 2013
%AK-Al >=45J
%AK-Al >=45J
Page 37
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www.equi.at
Material
37
www.equi.at
Page 38
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ANNEX: Age first tertiary entrants
OECD: 27,0
EU19: 25,0
Source: OECD, Education at a Glance
38
0,0
5,0
10,0
15,0
20,0
25,0
30,0
35,0
40,0
45,0
age 80%perc. (20% of first tertiary entrants above age...)