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...roductivity signals other than their education (Gangls2003a). Education, indeed, provides individuals with productive capacities and potential employers withssignals of those capacities (Spence 1973; =-=Becker 1993-=-; Polachek and Siebert 1993; Breen et al 1995).s11 1.2. THE ROLE OF INSTITUTIONS IN SCHOOL-TO-WORK TRANSITIONSsIn more recent years, research on the transition from school to work has reflected and pa...

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...viduals whom theysexpect to fulfill the tasks best and at the lowest cost. Costs include not only salary, but also expectedstraining costs and costs associated with the risk of selection (Arrow 1973; =-=Spence 1973-=-). Educational credentials play a particularly important role during the screening process of recent school leavers, who unlikesmore experienced workers normally do not possess productivity signals ot...

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...on LFS 1998-2004 A set of auxiliary logistic regressionssfitted for each of the 71 country-yearscases, the cluster analysis using assquared Euclidean distance matrixs(Aldenderfer and Blashfield 1984;s=-=Everitt 1993-=-)s4. Saar, Unt andsKogan (forthcoming)sEuropean Union LFS 2004, UnitedsKingdom LFS 2000sThe cluster analysis using a squaredsEuclidean distance matrixs5. Unt, Saars(2007)sEuropean Union LFS 2004, Esto...

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...al backgroundsand networks connected to it. Counter facts, however, show that social background, being mediated throughseducation, still plays an important role in individuals’ occupational outcomes (=-=Blau and Duncan 1967-=-;sMarshall et al. 1997; Lambert et al. 2007)sAfter World War II, economists developed the theory of human capital, which assumes that formal educationsincreases individual productivity by providing th...

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...andsUnt, Saars(2007)sEuropean Union LFS 1998-2004 A set of auxiliary logistic regressionssfitted for each of the 71 country-yearscases, the cluster analysis using assquared Euclidean distance matrixs(=-=Aldenderfer and Blashfield 1984-=-;sEveritt 1993)s4. Saar, Unt andsKogan (forthcoming)sEuropean Union LFS 2004, UnitedsKingdom LFS 2000sThe cluster analysis using a squaredsEuclidean distance matrixs5. Unt, Saars(2007)sEuropean Union ...

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...t those individuals whom theysexpect to fulfill the tasks best and at the lowest cost. Costs include not only salary, but also expectedstraining costs and costs associated with the risk of selection (=-=Arrow 1973-=-; Spence 1973). Educational credentials play a particularly important role during the screening process of recent school leavers, who unlikesmore experienced workers normally do not possess productivi...

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...abour Force Study (LFS)s2000 ad hoc module, Estonian LFS 2002 adshoc module, Estonian LFS 1995, 1999,sLuxembourg Employment SurveysEvent history methods, multi-nominalslogistic regression techniquess(=-=Blossfeld and Rohwer 1995-=-)s2. Kogan andsUnt (forthcoming)sEuropean Union Labour Force Study (LFS)s2000 ad hoc module, Estonian LFS 2002 adshoc modulesEvent history methods (Blossfeld andsRohwer 1995)s3. Kogan andsUnt, Saars(2...

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...ity structures determined by employers’spreferences and job resources on the one side and job seekers’ preferences and personal resources, whichsdetermine their choice of opportunities, on the other (=-=Mortensen 1977-=-; Kalleberg and Søresen 1979; Søresen andsKalleberg 1981; Logan 1996). While the general mechanism of matching individuals to jobs could besassumed to be basically the same in any market economy, the ...

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...ective bargaining or co-operative relationships between corporate partners, can also generate economically viable institutional structures which promote youth labour marketsintegration (Soskice 1994; =-=Estevez-Abe et al. 2001-=-). Still, empirical evidence regarding the effect of laboursmarket regulation on school-leavers' labour market outcomes is still full of open questions (see Bertola etsal..2001; Van der Velden and Wol...

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...system of collective bargaining or co-operative relationships between corporate partners, can also generate economically viable institutional structures which promote youth labour marketsintegration (=-=Soskice 1994-=-; Estevez-Abe et al. 2001). Still, empirical evidence regarding the effect of laboursmarket regulation on school-leavers' labour market outcomes is still full of open questions (see Bertola etsal..200...

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...ignals other than their education (Gangls2003a). Education, indeed, provides individuals with productive capacities and potential employers withssignals of those capacities (Spence 1973; Becker 1993; =-=Polachek and Siebert 1993-=-; Breen et al 1995).s11 1.2. THE ROLE OF INSTITUTIONS IN SCHOOL-TO-WORK TRANSITIONSsIn more recent years, research on the transition from school to work has reflected and partly fostered asprogressive...

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...stering algorithms and has been selectedsdue to its property of producing a small number of rather homogeneous clusters, which is achieved via assequential fusion of least-deviant cases (Bacher 1996; =-=Gordon 1999-=-).sTable 2. Data and MethodssArticle Data Methodss1. Kogan andsUnt (2005)sEuropean Union Labour Force Study (LFS)s2000 ad hoc module, Estonian LFS 2002 adshoc module, Estonian LFS 1995, 1999,sLuxembou...

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...types of systems in the European labour market: the occupational labour market system (OLM) with internal labour market systemss(ILM) (Marsden 1990), or “organizational” and “qualificational” spaces (=-=Maurice et al 1986-=-; Müller and Shavits12 1998). In the so-called qualificational spaces (or OLM), operating in countries with strongly vocationallysoriented training as in Germany, and in organizational spaces (or ILM)...

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.... In this context, the expansion of education and its growing role in determining one’s occupational outcome and economic status was regarded as a sign of growing meritocracy.sModernization theories (=-=Treiman 1970-=-; Parsons 1994) argue that in industrial economies individuals aresallocated to occupations according to their merit, i.e. educational credentials, and not via social backgroundsand networks connected...

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...) in the CEE countriesswas found to be similar to the EU-15 average, meaning that the majority of transition countries settle in thesmiddle of the labour market flexibility scale (Riboud et al. 2002; =-=Cazes and Nesporova 2003-=-; Wallaces2003). Nevertheless, as in the old EU countries, there is variation within the CEE states in respect of employment protection. Hungary has the most flexible labour legislation, with an EPL i...

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...ket themselves. Scholars have traditionally contrasted two polar types of systems in the European labour market: the occupational labour market system (OLM) with internal labour market systemss(ILM) (=-=Marsden 1990-=-), or “organizational” and “qualificational” spaces (Maurice et al 1986; Müller and Shavits12 1998). In the so-called qualificational spaces (or OLM), operating in countries with strongly vocationally...

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...mpirical evidence regarding the effect of laboursmarket regulation on school-leavers' labour market outcomes is still full of open questions (see Bertola etsal..2001; Van der Velden and Wolbers 2003; =-=Breen 2005-=-).sWe have proposed an additional dimension alongside employment protection, provision of unemploymentsbenefits which has its impact on labour market dynamics and therefore also on youth labour market...

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...ion legislation (EPL) in the CEE countriesswas found to be similar to the EU-15 average, meaning that the majority of transition countries settle in thesmiddle of the labour market flexibility scale (=-=Riboud et al. 2002-=-; Cazes and Nesporova 2003; Wallaces2003). Nevertheless, as in the old EU countries, there is variation within the CEE states in respect of employment protection. Hungary has the most flexible labour ...

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... the one side and job seekers’ preferences and personal resources, whichsdetermine their choice of opportunities, on the other (Mortensen 1977; Kalleberg and Søresen 1979; Søresen andsKalleberg 1981; =-=Logan 1996-=-). While the general mechanism of matching individuals to jobs could besassumed to be basically the same in any market economy, the decision-making for both types of participantssis without doubt rest...

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...etermined by employers’spreferences and job resources on the one side and job seekers’ preferences and personal resources, whichsdetermine their choice of opportunities, on the other (Mortensen 1977; =-=Kalleberg and Søresen 1979-=-; Søresen andsKalleberg 1981; Logan 1996). While the general mechanism of matching individuals to jobs could besassumed to be basically the same in any market economy, the decision-making for both typ...

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... the legal regulation of labour market activity in the CEE countries is that employers do notsalways adhere to rules; in the private sector and in small firms, violations are particularly common (sees=-=Eamets and Masso 2004-=-, for the Baltic countries). The low coverage of trade unions means that violationssare often not investigated and workers’ representatives cannot protect workers. In addition, in a climate of highsun...

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...s and policy makers in manysCEE countries. Most existing studies remain, however, single-case analyses or comparisons of only a smallsnumber of countries (e.g. Cedefop 2001; Gerber 2003; Toomse 2003; =-=Róbert and Bukodi 2005-=-; Saar 2005).sDespite their importance, educational and labour market stratification and school-to-work transitions in thesCEE countries have not yet been studied systematically and holistically, as h...

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... competitive regulation. Regulatedsinclusion is operating in the context of dominating occupational labour markets. Initial training is acquiredsthrough alternate training, usually in apprenticeship (=-=Marsden and Ryan 1991-=-). Selective exclusion operatessin a context of dominating internal labour markets. The selective exclusion model empirically tends to bescomprised of countries with high employment protection and lit...

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...utional context in which the school-to-work transition is embedded.sTwo institutions are of central importance in influencing school-to-work transitions: the educational systemsand the labour market (=-=Müller 2005-=-). Expanded discussions on institutions depending on the specific aspectssof each article can be found in the theoretical sections of corresponding studies.s1.2.1. Education and training systemssAt th...

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...ng agenda for debate for both researchers and policy makers in manysCEE countries. Most existing studies remain, however, single-case analyses or comparisons of only a smallsnumber of countries (e.g. =-=Cedefop 2001-=-; Gerber 2003; Toomse 2003; Róbert and Bukodi 2005; Saar 2005).sDespite their importance, educational and labour market stratification and school-to-work transitions in thesCEE countries have not yet ...

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...ification and school-to-work transitions in thesCEE countries have not yet been studied systematically and holistically, as has been done for westernsindustrialized countries (e.g. Allmendinger 1989; =-=Garonna and Ryan 1991-=-; Kerckhoff 1995, 2000; Shavit andsMüller 1998; Müller and Gangl 2003a).sMoreover, hardly any comparative research, able to elaborate an integrated picture of the structural and regional inequalities ...

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...ext, the expansion of education and its growing role in determining one’s occupational outcome and economic status was regarded as a sign of growing meritocracy.sModernization theories (Treiman 1970; =-=Parsons 1994-=-) argue that in industrial economies individuals aresallocated to occupations according to their merit, i.e. educational credentials, and not via social backgroundsand networks connected to it. Counte...

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...anysCEE countries. Most existing studies remain, however, single-case analyses or comparisons of only a smallsnumber of countries (e.g. Cedefop 2001; Gerber 2003; Toomse 2003; Róbert and Bukodi 2005; =-=Saar 2005-=-).sDespite their importance, educational and labour market stratification and school-to-work transitions in thesCEE countries have not yet been studied systematically and holistically, as has been don...

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... forthcoming: Appendix 1). Previous analysis has shown that macro-institutional differences play a much more limited role in respect of employment outcomes than of unemployment risks (see for example =-=Gangl et al., 2003-=-). Therefore we decided to pay special attention to unemployment features and include the ratio of unemployment rates as well as three measures of unemployment ratesat different levels of education in...

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...debate for both researchers and policy makers in manysCEE countries. Most existing studies remain, however, single-case analyses or comparisons of only a smallsnumber of countries (e.g. Cedefop 2001; =-=Gerber 2003-=-; Toomse 2003; Róbert and Bukodi 2005; Saar 2005).sDespite their importance, educational and labour market stratification and school-to-work transitions in thesCEE countries have not yet been studied ...

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...th researchers and policy makers in manysCEE countries. Most existing studies remain, however, single-case analyses or comparisons of only a smallsnumber of countries (e.g. Cedefop 2001; Gerber 2003; =-=Toomse 2003-=-; Róbert and Bukodi 2005; Saar 2005).sDespite their importance, educational and labour market stratification and school-to-work transitions in thesCEE countries have not yet been studied systematicall...

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...outhern European countries. Not only Spain, but also Portugal cluster together with thesNorthern ILM countries, having considerably more flexible labour markets compared to Greece and Italys(see also =-=Polavieja 2006-=-). Secondly, if we also included exit rates and labour market mobility as proxies forsflexibility in cluster solution 2, youth transition pattern in an OLM country, Denmark, resembles the moresflexibl...

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...tries has often been characterised as an ideological confrontation between a continental European conservative approach and a liberalsresidual welfare regime as is found in the Anglo-Saxon countries (=-=Brusis 1998-=-). All in all, the CEE welfaressystems could be classified as mixed traditional characteristics of the different European models.s1.5. THE LABOUR MARKET ENTRY PATTERNS IN THE NEW MEMBER STATESsSome at...

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...our market. Whereas mid-career men who are typically the ‘insiders’ aresstill relatively well sheltered in most countries, the groups that are outsiders of the labour market are much moresendangered (=-=OECD, 1998-=-; Blossfeld et al., 2005; Blossfeld et al.,s2006).sFinally, based on the macro-level data the analysis of both studies then attempts to identify empiricallysdistinct country clusters. The cluster anal...

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...CEEscountries inherited a highly centralised and state-controlled education system with pronounced tracking andssmooth school-to-work transitions (e.g. Roberts and Szumlicz 1995; Titma and Saar 1995; =-=Saar 1997-=-;sHelemäe and Saar 2000; Gerber 2003; Róbert and Bukodi 2005). The transformation years brought aboutsthe restructuring of education and training systems, as well as the dismantling of established lin...

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...employed. Unemployment benefits are very low, highly conditional and of shorts14 duration (Riboud et al., 2002: 251). Only in the Czech Republic are the maximum benefits above the minimum wage level (=-=Tonin, 2006-=-: 35). In this regard, unemployment insurance policies in the CEE countriessare closer to those of the United Kingdom and Southern Europe than to those of the countries in Central andsNorthern Europe....

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...Counter facts, however, show that social background, being mediated throughseducation, still plays an important role in individuals’ occupational outcomes (Blau and Duncan 1967;sMarshall et al. 1997; =-=Lambert et al. 2007-=-)sAfter World War II, economists developed the theory of human capital, which assumes that formal educationsincreases individual productivity by providing the skills and knowledge required for the mos...

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...exclusion mixed with competitive regulation,swhich takes place in the context of dominating internal labour markets, when deregulation and flexibilityspolicies are introduced under economic pressure (=-=Couppié and Mansuy 2001-=-).sUsing also the dimensions of educational signalling and labour market regulation as a theoretical startingspoint, Breen (2005) tests empirically the validity of such typology. Using macro-level dat...

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...ransitions differ between different European countries. The general aim of the thesis can be broken down into a number of more specific and concrete issues. At the microlevel, the two first articles (=-=Kogan and Unt 2005-=-; Kogan and Unt forthcoming) deal with the issues whichsare the main resources of individuals in transition from school to work? Evidently, education and trainingshas a decisive role in entry into wor...

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...er or not access to better jobs was increasingly dependent on achievedsfactors, such as education, and less and less dependent on ascribed factors such as the characteristics of thesfamily of origin (=-=Bernardi 2007-=-). In this context, the expansion of education and its growing role in determining one’s occupational outcome and economic status was regarded as a sign of growing meritocracy.sModernization theories ...

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...es inherited a highly centralised and state-controlled education system with pronounced tracking andssmooth school-to-work transitions (e.g. Roberts and Szumlicz 1995; Titma and Saar 1995; Saar 1997;s=-=Helemäe and Saar 2000-=-; Gerber 2003; Róbert and Bukodi 2005). The transformation years brought aboutsthe restructuring of education and training systems, as well as the dismantling of established links betweenseducation pr...

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...-work transitions in thesCEE countries have not yet been studied systematically and holistically, as has been done for westernsindustrialized countries (e.g. Allmendinger 1989; Garonna and Ryan 1991; =-=Kerckhoff 1995-=-, 2000; Shavit andsMüller 1998; Müller and Gangl 2003a).sMoreover, hardly any comparative research, able to elaborate an integrated picture of the structural and regional inequalities in enlarged Euro...

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... their socialist histories, practically all the CEEscountries inherited a highly centralised and state-controlled education system with pronounced tracking andssmooth school-to-work transitions (e.g. =-=Roberts and Szumlicz 1995-=-; Titma and Saar 1995; Saar 1997;sHelemäe and Saar 2000; Gerber 2003; Róbert and Bukodi 2005). The transformation years brought aboutsthe restructuring of education and training systems, as well as th...

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... the societies. Accordingly, comparative analysis embodies a natural context for more macro-level assessments ofstransition patterns. All articles presented in this volume, however, especially Kogan, =-=Unt and Saar 2007-=-, Saar,sUnt and Kogan forthcoming, start from the assumption that labour market institutions and educational systemsshave an impact on the labour market entry process which makes up the starting point...