education

Education and Social Stratification

The role of the school curriculum in social mobility

This paper focuses on the role of curricular content on social mobility, an issue largely neglected by social mobility studies. Using data from the National Child Development Study, the paper investigates the extent to which secondary school curricula account for social class differences in the chances of entering into the service class and avoiding a low-skilled occupation.

Education systems and labour market pathways

This project focuses on the link between different education systems and labour market pathways, and accounts for historic trends and recent development.

Social inequalities in higher education retention

This project aims to assess whether there is an association between social class and retention, and, if so, whether this effect can be explained by the choice of field of study or choice of institution. Does the attendance at different higher education institutions and the study of different curricula affect the progression of people from different social groups? Is the degree of social inequalities in student retention associated to national institutional factors such HE recruitment policies and widening participation policies?

Transitions from atypical forms of employment to permanent positions

A temporary job might be a stepping stone leading to a permanent position, helping gaining work experience and allowing the employers to scan their employees, or it might be a trap of repeated unemployment or temporary spells which do not lead to better occupational conditions. This study will analyse the transitions from temporary jobs into permanent positions in different European countries and explore how they are affected by individual characteristics and institutional characteristics.

Education, social attitudes and social participation among adults in Britain

A stable finding of research on civic participation is the correlation between overall educational attainment and various attributes that are relevant to democracy, such as propensity to be active, to vote, and to hold views on important public issues. But research since the 1990s has suggested that we should be cautious about this inference. The most important difficulty is that rising overall levels of education, while probably making populations more liberal, have not make them more likely to vote.

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