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2. Why too few students do maths and science
- Author:
- Ilaria Maselli and Miroslav Beblavý
- Publication Date:
- 01-2014
- Content Type:
- Policy Brief
- Institution:
- Centre for European Policy Studies (CEPS)
- Abstract:
- Tackling the high and increasing unemployment rate ranks at the top of the EU policy agenda, especially with regard to young people. There is a general consensus that to achieve employment growth, especially for vulnerable groups, it is not enough to kick-start economic growth - skills among both the high-and low-skilled population also need to be improved. However, we need to move beyond simplified narratives and generic policies in order to better understand a much-debated and lamented phenomenon : the lack of graduates in subjects related to science, technology, engineering and mathematics (STEM).
- Topic:
- Education, Science and Technology, and Labor Issues
- Political Geography:
- Europe
3. Future of Skills in Europe: Convergence or polarisation?
- Author:
- Miroslav Beblavý and Marcela Veselkova
- Publication Date:
- 02-2014
- Content Type:
- Working Paper
- Institution:
- Centre for European Policy Studies (CEPS)
- Abstract:
- In this Working Paper, based on nearly 20 papers produced by the Centre for European Policy Studies, Slovak Governance Institute and the Conference Board Europe, we examine whether the current trends in the areas of education and skills are pushing the European Union, towards convergence or polarisation. We cover a wide range of questions related to this main issue. No easy answers, but several cross-cutting messages emerged from the research. We demonstrated that there is increasing complexity in what a 'low-skilled' person is and how well (or poorly) s/he fares in the labour market. There are undoubtedly powerful forces pushing for more polarisation, particularly in the labour market. Our research confirmed that early childhood education plays an important role, and it also appears to be increasingly uncontested as a policy prescription. However, the other frequently emphasised remedy to inequality - less selection in secondary education, particularly later division of children into separate tracks - is more problematic. Its effectiveness depends on the country in question and the target group, while education systems are extremely difficult to shift even on a long-term basis. A different, more-nuanced type of warning to policy-makers is delivered in our research on returns to higher education by field of study, which showed hidden rationality in how students choose their major.
- Topic:
- Economics, Education, and Labor Issues
- Political Geography:
- Europe
4. When do adults learn? A cohort analysis of adult education in Europe
- Author:
- Anna-Elisabeth Thum, Miroslav Beblavý, and Galina Potjagailo
- Publication Date:
- 05-2013
- Content Type:
- Working Paper
- Institution:
- Centre for European Policy Studies (CEPS)
- Abstract:
- Adult learning is seen as a key factor for enhancing employment, innovation and growth, and it should concern all age cohorts. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment. To this end we perform a synthetic panel analysis of adult learning for cohorts aged 25 to 64 in 27 European countries using the European Labour Force Survey. We find, as previous results suggest, that a rise in educational attainment as well as participation in education and training happens mostly at the age range of 25-29. However, investment across the life cycle by cohorts older than 25 still occurs: in most countries in our sample, participation in education and training as well as educational attainment increases observably across all cohorts. We also find that the decline with age slows down or is even reversed for older cohorts, for both participation in education and educational attainment. Finally, we can identify a Nordic model in which adult learning is achieved through participation in education and training, a Central European model in which adult learning occurs in the form of increasing educational attainment and a liberal model in which both approaches to adult learning are observable.
- Topic:
- Economics, Education, Markets, and Labor Issues
- Political Geography:
- Europe
5. Why has the crisis been bad for private pensions, but good for the flat tax? The sustainability of 'neoliberal' reforms in the new EU member states
- Author:
- Miroslav Beblavý
- Publication Date:
- 10-2011
- Content Type:
- Working Paper
- Institution:
- Centre for European Policy Studies (CEPS)
- Abstract:
- In this paper, we examine two questions related to the sustainability of the major, neoliberal, economic and social reforms in the new EU member states, namely the flat income tax and private pension pillars. First, we look at the relationship between the political consensus/controversy at the time major policy reforms were passed and the future sustainability of these reforms after a change of government. Second, we explore what we call a paradox of reverse sustainability, whereby the flat income tax has been more politically resilient during the global financial and economic crisis than private pensions, even though ex ante expectations and the literature would lead us to expect the opposite.
- Topic:
- Economics and Labor Issues
- Political Geography:
- Europe