A comparative analysis of school-to-work transitions in the European Union

The present paper describes some aspects of ‘school-to-work’ transition by analyzing the employment situation of individuals as a function of the time elapsed since the completion of education or training. Our perspective is interdisciplinary, comparative and dynamic, with special focus on the patterns in southern European countries. In the literature, most of the studies have had the basic approach of constructing indicators based on retrospective information on the time of first leaving continuous education, and current information on status and characteristics of the person's economic activity – expressing the status of activity as a function of the time elapsed since leaving continuous education. In this approach, essentially cross-sectional (though in part retrospective) information is interpreted as if it pertains to real cohorts. Much of this comparative analysis of school-to-work transitions in EU countries has been based on the EU Labour Force Survey, the 2000 round of which incorporated a special module to collect information on the subject. Our basic approach is to use the longitudinal data from the European Community Household Panel to identify, at the time of each wave, the person's most recently completed education and training, and study this in relation to the person's current employment situation and other characteristics as a function of the time elapsed since that completion. Hence, in form at least, our approach is similar to that of earlier studies based on the LFS, though there are considerable differences in substantive content and statistical methodology resulting from the use of different types of data. We also demonstrate how data from a panel survey may be cumulated over time to obtain a more adequate sample size