Üldise elujärje paranedes jääb mulje, et kõrgharidusega inimeste osakaal ühiskonnas suureneb. Kuivõrd see tunne tõele vastab, saab igaüks Eesti kohta uurida näiteks Statistikaameti andmestikust või täpsustada Haridusstatistika käsiraamatust. Siinviidatud artikkel tegeleb aga küsimusega kõrghariduse kasulikkusest.
Proponents of the relative education hypothesis argue that the changing educational composition of the labor market is critical to understanding returns to education. […] If returns to a college degree depend on their rarity, researchers and policymakers alike must consider how effectively “college for all” programs will shape inequality and well-being. […] Researchers often measure educational attainment categorically to describe relationships between education and social outcomes.
I show that estimates of college graduates’ skill usage and relative advantages vary substantially when using different education coding schemes.
Üks vaade hariduse kasulikkusele:
Individuals without a postsecondary degree have diverse labor market experiences, which may further justify using the “disaggregated” coding scheme. Compared to high school graduates, individuals without a high school diploma earn lower wages and experience more unemployment (Campolieti, Fang, and Gunderson 2010; Rouse 2007). Individuals who attend college without completing a degree have higher incomes than do nonattendees (Giani, Attewell, and Walling 2020; Zeidenberg, Scott, and Belfield 2015); their earnings trajectory is quite similar to the trajectory of people who earn an associate’s degree (Kim and Tamborini 2019).
Miks seda artiklit tasub lugeda? Siit üks vihje:
I have shown that minor changes to the coding of an education variable have major consequences. […] My results show that estimates of college graduates’ absolute and relative advantages in skill usage depend substantially on how we measure education. […] From a policy perspective, my findings motivate increased investment in higher education. The persistent advantage of college graduates compared to people with some college but no bachelor’s degree suggests policies should encourage college persistence and completion.
Furey, J. (2021). Relative to Whom? Comment on “Relative Education and the Advantage of a College Degree.” American Sociological Review, 86(5), 1000–1010. https://doi.org/10.1177/00031224211042326