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Technical/Professional versus General Education, Labor Market Networks and Labor Market Outcomes

Author

Listed:
  • David Margolis

    (CREST - Centre de Recherche en Économie et Statistique - ENSAI - Ecole Nationale de la Statistique et de l'Analyse de l'Information [Bruz] - X - École polytechnique - IP Paris - Institut Polytechnique de Paris - ENSAE Paris - École Nationale de la Statistique et de l'Administration Économique - CNRS - Centre National de la Recherche Scientifique, IZA - Institute for the Study of Labor, TEAM - Théories et Applications en Microéconomie et Macroéconomie - UP1 - Université Paris 1 Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique)

  • Véronique Simonnet

    (TEAM - Théories et Applications en Microéconomie et Macroéconomie - UP1 - Université Paris 1 Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique)

Abstract

Does the choice between a general and a technical/professional education determine the quality of the labor market network that an individual will be able to exploit throughout his or her professional life? This paper examines the hypothesis that technical and professional tracks, because they involve fewer students who are in more regular contact with each other and focus on a common, relatively narrow subject, allow students to establish more effective networks to support them in their careers. We test whether the choice of educational track has an impact on the means by which jobs are obtained and on the time to the first job of at least 6 months, the percentage of time spent in employment later in the career and the earnings when employed later in the career in France. Our results suggest that the educational track determines the means of obtaining a job, but conditional on the manner on which the job was obtained, the track has no additional impact on the outcome variables for the first or later jobs. However, the link between technical/professional education and job obtainment via professional networks does not hold independent of the level of education. In particular, this effect seems pertinent only for students having obtained a professional or technical baccalauréat (relative to a general baccalauréat) or for students having obtained a degree from a "grande école" or engineering school (relative to graduate-level university studies).

Suggested Citation

  • David Margolis & Véronique Simonnet, 2002. "Technical/Professional versus General Education, Labor Market Networks and Labor Market Outcomes," Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) halshs-00367281, HAL.
    • Handle: RePEc:hal:cesptp:halshs-00367281
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    Cited by:

    1. David Margolis, 2006. "Should employment authorities worry about mergers and acquisitions?," Portuguese Economic Journal, Springer;Instituto Superior de Economia e Gestao, vol. 5(2), pages 167-194, August.
    2. Kathrin Bertschy & M. Alejandra Cattaneo & Stefan C. Wolter, 2009. "PISA and the Transition into the Labour Market," LABOUR, CEIS, vol. 23(s1), pages 111-137, March.
    3. Kathrin Bertschy & Alejandra Cattaneo & Stefan C. Wolter, 2008. "What happened to the PISA 2000 participants five years later?," Economics of Education Working Paper Series 0013, University of Zurich, Department of Business Administration (IBW).

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