In this way, the research analyses the extent to which the characteristics and descriptive dimensions explicated in the ideal type can be asserted and identified with regard to Ukraine and what conclusions can be drawn from this for vocational education and training in Ukraine. It serves as a benchmark against which the reality of Ukraine is mirrored. The results form the foundation for the construction of an ideal type of the connection between education-based meritocracy and vocational education. To this end, Japan and France are explored as examples of meritocratic countries. The analysis carried out systematically looks at the processes at work here and their structural phenomena on the basis of their value logic. Consequently, the focus is explicitly not on the reproduction of social inequality, which sociologists use to discuss in connection with meritocracy.īusiness and Economics Education links the orientation towards meritocratic logic to a disregard for vocational education and training, which can be synonymous with a marginalisation of vocational education and training. Here, the interest in knowledge is vocational education and training and its structures, its systemic embedding and its appreciation in an education-based meritocracy. The focus of the analyses is the connection between education-based meritocracy and vocational education. While the first part examines the topic theoretically on a general level, the second establishes a reference to Ukraine. This dissertation is a contribution to International Comparative Educational Science in Business and Economics Education. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment. Finally, comparing results for college‐educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Study findings also emphasize the influence of economic and geographic differences (country‐level for OECD and county‐level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country‐level family leave policies on the odds of being NEET across the OECD. Results highlight that college‐educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college‐educated individuals whose parents are more highly educated. The authors used 20 Organisation for Economic Co‐operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). We also explored the extent to which disconnection influences civic participation and well‐being among NEETs with and without college degrees. You are only charged on usage past this no-cost allotment.In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2‐year college degree. The first 10K verifications for both instances (USA, Canada, and India and All other countries) are provided at no cost each month. On the Blaze plan, Phone Authentication provides a no-cost tier.
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