Unemployment Durations of French Young People

Using the 1990-1992 wave of the French Labour Force Survey this paper analyzes the effects of different factors on the probability of leaving unemployment of French young people. It also studies duration dependence of the hazard rate while controlling for unobserved heterogeneity separately for men and women. A semi-parametric and two parametric hazard functions have been estimated using grouped duration data. A gamma mixing distribution is used to capture individual unobserved heterogeneity. When the correction for unobserved heterogeneity is not incorporated the model chosen is (for both groups) the Weibull that shows modelled the exponential hazard function (no duration dependence) id retained and again foe both population analysed. This result seems to suggest that observed true negative duration dependence should be explained more trough unobserved heterogeneity than trough structural factors, a conclusion to be thought in terms of the mover-stayer paradigm.proportional hazard models; grouped duration data; discrete-time data; unobserved heterogeneity

An Analysis of the Determinants of Job Satisfaction when Individuals’ Baseline Satisfaction Levels May Differ

A growing literature seeks to explain differences in individuals’ self-reported satisfaction with their jobs. Most of the accumulated evidence so far has, however, been based on cross-sectional data and when panel data have been used, individual unobserved heterogeneity has been modelled following the random effects approach, namely using the ordered probit model with random effects. This paper makes use of longitudinal data for Denmark, taken from the waves 1995-1999 of the European Community Household Panel, and estimates fixed effects ordered logit models using the estimation methods proposed by Ferrer-i-Carbonel and Frijters (2004) and Das and Van Soest (1999). For comparison and testing purposes a random effects ordered probit is also estimated. Estimations are carried out separately on the samples of men and women for individuals’ overall satisfaction with the jobs they hold. We find that using the fixed effects approach (that clearly rejects the random effects specification), considerably reduces the number of key explanatory variables. In addition to wages, good health and being a public sector employee are particularly important in explaining individual differences in job satisfaction. Moreover, the impact of being employed on a temporary contracts or working in the public sector differs between the genders.job satisfaction; fixed effects ordered logit model; random effects

Targeting Teacher Education and Professional Development for Inclusion

Teachers around the world are likely to encounter students with varied backgrounds and experiences, strengths and weaknesses in their classrooms. The paper reviews the literature and available data on how teachers can be agents of inclusion in education. It focuses particularly on how teacher education and professional development systems can assist in this task. It then describes the challenges present in the existing design of systems and offers recommendations for ways forward. The article is based on the research conducted for the 2020 Global Education Monitoring (GEM) Report (UNESCO, 2020). Hence, it takes a broad view of inclusion in education, not limited to any groups, but rather focused on learning for all learners. The paper emphasises the central role teachers can play in accommodating students of all abilities and backgrounds. It also highlights the importance of relevant internationally comparable data on teacher training, as part of Sustainable Development Goal 4 (SDG4) and particularly its target 4.c. Finally, the paper discusses the challenges and ways forward in supporting and strengthening teachers’ role in building inclusion in education

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms?

The adoption of digital technology has resulted in many changes in education and learning, yet it is debatable whether technology has transformed education as many claim. The application of digital technology varies by community and socioeconomic level, by teacher willingness and preparedness, by education level and by country income. Except in the most technologically advanced countries, computers and devices are not used in classrooms on a large scale. Moreover, evidence is mixed on its impact. The short- and long-term costs of using digital technology appear to be significantly underestimated. The most disadvantaged are typically denied the opportunity to benefit. In asking ‘A tool on whose terms?’, the Report shows that regulations for technology set outside of the education sector will not necessarily address education’s needs. It is released along with a #TechOnOurTerms campaign, calling for decisions about technology in education to prioritize learner needs after assessment of whether its application would be appropriate, equitable, evidence-based and sustainable. It provides a compass for policy makers to use when making these decisions. Those in decision-making positions are asked to look down at where they are, to see if technology is appropriate for their context, and learning needs. They are asked to look back at those left behind, to make sure they are focusing on the marginalized. They are reminded to look up at whether they have evidence on impact and enough information on the full cost needed to make informed decisions. And, finally they are asked to look forwards, to make sure their plans fit their vision for sustainable development. The report underscores the importance of learning to live both with and without digital technology; to take what is needed from an abundance of information but ignore what is not necessary; to let technology support, but never supplant, the human connection on which teaching and learning are based. The focus should be on learning outcomes, not digital inputs. To help improve learning, digital technology should be not a substitute for but a complement to face-to-face interaction with teachers. Supporting the sixth Global Education Monitoring Report is a new series of country profiles on PEER, a policy dialogue resource describing policies and regulations related to technology in the world’s education systems