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Recent comparative studies of labour market entries and transitions from education to employment assert that in industrial countries individual resources play a significant role in the processes of allocation to jobs and labour market positions. However, differences exist among countries as to how this role is displayed. These differences and commonalities indicate that transitions from education to work and their outcomes in the labour market are embedded within specific institutional contexts and hence there is a need for institutional explanations to be taken into account in their research. The characteristics of education systems and the links between jobs and educational qualifications in conjunction with labour force protection and social welfare systems are considered by various scholars as the most clearly visible institutional factors affecting differences among countries in the links between education and employment and, above all, in patterns of transitions from schooling to employment. Given certain research findings the following dimensions are the most important in this respect: the scope of opportunities provided on different levels of education systems; the relative advantages of education systems mainly providing general qualifications over those delivering occupation-specific skills; the mode of organisation of the vocational education (the school form, vs. the dual form); the sorting of students in their early educational career on different tracks of curricula and with different educational requirements; the extent to which students encounter various obstacles in their progress up to the highest levels of education; the flexibility of educational links and the level of standardisation of educational programmes. Novejša komparativna preučevanja vstopov na trg delovne sile in prehodov iz izobraževanja v zaposlitev privzemajo, da so pri razmeščanju na delovna mesta v industrijskih državah nedvomno pomembni individualni resursi, vendar prihaja med državami do razlik v izražanju njihovega pomena. Te razlike in podobnosti kažejo na vtkanost prehodov iz izobraževanja v zaposlitev in njihovih izidov na trgu delovne sile v specifične institucionalne kontekste in s tem na potrebo po vključevanju institucionalnih razlag v njihovo preučevanje. Po mnenju avtorjev so značilnosti izobraževalnih sistemov ter povezanost izobrazbenih kvalifikacij in delovnih mest skupaj z zaščito delovne sile in sistemi socialne varnosti najbolj vidni institucionalni dejavniki, ki vplivajo na razlike med državami v povezavah med izobraževanjem in delom in še posebej v vzorcih prehodov iz izobraževanja v zaposlitev. Glede na dosedanja preučevanja se kažejo kot posebej pomembni: obseg priložnosti, ki so na razpolago vzdolž različnih ravni izobraževalnega sistema; relativne prednosti izobraževalnih sistemov, ki zagotavljajo pretežno splošno izobraževanje v primerjavi s tistimi, ki razvijajo poklicno specifične spretnosti; način organiziranosti poklicnega izobraževanja (šolski vs. dualni tip); razvrščanje mladih v zgodnji izobraževalni karieri na različne tire izobraževalnih kurikulov in različnih šolskih zahtev; ovire pri napredovanju do najvišjih ravni izobraževanja; fleksibilnost izobraževalnih povezav; stopnja standardizacije izobraževalnih programov. |
