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| Method |
Comparison:
Identifying the 'coupling coefficient' between two subsystems (TRANSLAM) |
| Description |
"In
the field of education and labour market transitions, it is common practice
to study just the initial transition from school to work, as if the link
between the two subsystems were broken thereafter. In comparative work
on the school-to-work transition, the identification of the strength, rigidity
or flexibility of the link between the two subsystems becomes an important
issue in its own right, since it critically determines the probability
of successful transitions to the labour market and later success or integration
into the labour market. Since public policies, and specifically labour
market policies directed towards young labour market entrants, seek to
influence this link, it is surprising that little effort has been devoted
to testing hypotheses about the link between the two subsystems on the
institutional level.
Comparative studies need to identify the 'coupling coefficient' of the
two subsystems for each country separately. They also need to ascertain
whether this school-to-work transition is a once-in-a-lifetime event or
whether multiple transitions are possible and do actually occur. In the
'coupled oscillator' model, the two subsystems exchange energy continuously,
so that in a system with close to equal mass one subsystem reaches a point
of apparent standstill while the other is at its maximum potential. If
this is taken to represent the conversion of the impetus from initial education
into labour market potential, it becomes clear that experience in the labour
market will also stimulate investment in further training. If further training
gives additional impetus to the entire system, and carries sufficient weight
at a later point in time, then it will further stimulate labour market
potential. Allowing for a country-specific time-lag structure, which is
determined largely by the 'coupling coefficient' between the two subsystems,
any positive impact on labour market transitions of a trend towards modularisation
in the education and training subsystem should be measurable." (Schömann
et al., 2002, p. 22) |
| Discussion |
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