| dc.contributor |
Rodríguez, Jorge (Rodríguez Menés) |
| dc.contributor.author |
Ortiz Gervasi, Luis |
| dc.date.accessioned |
2012-10-10T09:39:31Z |
| dc.date.available |
2012-10-10T09:39:31Z |
| dc.date.created |
2012-09 |
| dc.date.issued |
2012-10 |
| dc.identifier.uri |
http://hdl.handle.net/2072/202693 |
| dc.format.extent |
31 p. |
| dc.language.iso |
eng |
| dc.relation.ispartof |
DemoSoc Working Papers |
| dc.relation.ispartofseries |
DemoSoc working paper;48 |
| dc.rights |
info:eu-repo/semantics/openAccess |
| dc.rights |
|
| dc.source |
RECERCAT (Dipòsit de la Recerca de Catalunya) |
| dc.subject.other |
Educació -- Espanya |
| dc.subject.other |
Mercat de treball -- Efecte de l'educació sobre el |
| dc.subject.other |
Sociologia de l'educació -- Espanya |
| dc.title |
What lies behind the devaluation of educational credentials? |
| dc.type |
info:eu-repo/semantics/article |
| dc.subject.udc |
3 - Ciències socials |
| dc.embargo.terms |
cap |
| dc.description.abstract |
Applying fixed-effects models to EULFS data on Spain from 1998 to
2006, the paper explores the effects of educational expansion on the
occupational returns to education across different levels of education.
We build an indicator of the positional value of education, based on the
idea that the value of a given educational credential partly depends on
the percentage of labour market entrants who have reached that level at
the time when individuals enter the labour market -- it is higher when
fewer individuals have reached it, lower otherwise. Our analysis for the
Spanish case shows that the decrease in the occupational returns to
education goes in parallel with the decrease in the positional value of
education, but this devaluation of credentials has been stronger in
general education (e.g., in humanities or social sciences university
degrees, or in upper secondary general education) than in specialized
education (e.g., in technical fields in the university, or in upper
vocational training). We argue that the reason for this is most likely that
general education provides a more diffuse signal of candidates’ skills
than specialized education. We also find that this devaluation of
credentials has been stronger in fields accessed by women in larger
numbers in last decades. |