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Displaying results 1 to 18 of 18.

  1. Why Do Low-Educated Workers Invest Less in Further Training?
    Author: Fouarge, Didier; Schils, Trudie; Grip, Andries de
    Published: 2010
    Publisher:  Forschungsinstitut zur Zukunft der Arbeit GmbH, Bonn

  2. De langetermijneffecten van plusklassen
    Author: Graaf, Djoerd de; Schils, Trudie; Houkema, Desirée; Bussink, Henri
    Published: december 2019
    Publisher:  SEO Economisch Onderzoek, Amsterdam

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    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Source: Union catalogues
    Language: Dutch
    Media type: Ebook
    Format: Online
    ISBN: 9789052200361
    Series: SEO-rapport ; nr. 2019, 104
    Subjects: Schulpolitik; Lehrplan; Längsschnittanalyse; Niederlande
    Scope: 1 Online-Ressource (circa 52 Seiten), Illustrationen
  3. Onderwijsaanpassingen voor begaafden
    een analyse van de langetermijneffecten : rapport
    Author: Graaf, Djoerd de; Bussink, Henri; Pritsch, Daniel; Schils, Trudie; Houkema, Desirée
    Published: [2023]
    Publisher:  SEO Economisch Onderzoek, Amsterdam

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Source: Union catalogues
    Language: Dutch
    Media type: Ebook
    Format: Online
    ISBN: 9789052202853
    Series: SEO-rapport ; 2023, 52
    Subjects: Bildungsniveau; Bildungsinvestition; Schulpolitik; Humankapital; Niederlande
    Scope: 1 Online-Ressource (circa 64 Seiten), Illustrationen
  4. Training older workers
    does it help make them work longer?
    Author: Fouarge, Didier; Schils, Trudie
    Published: 2008

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    B 356575
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9789065661838
    Series: Array ; 230
    Subjects: Ältere Arbeitskräfte; Weiterbildung; Arbeitsmarktpolitik; EU-Staaten
    Scope: 59 S., graph. Darst.
    Notes:

    Zsfassung in niederl. Sprache
  5. Why do low-educated workers invest less in further training?
    Author: Fouarge, Didier; Schils, Trudie; Grip, Andries de
    Published: 2010
    Publisher:  Maastricht Research School of Economics of Technology and Organizations, Maastricht

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    VS 174 (2010,58)
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: METEOR / Maastricht research school of Economics of Technology and Organizations ; 10/058
    Subjects: Bildungsertrag; Ungelernte Arbeitskräfte; Weiterbildung; Intelligenz; Niederlande
    Scope: Online-Ressource (PDF-Datei: 29 S., 344,31 KB), graph. Darst.
  6. Why do low-educated workers invest less in further training?
    Author: Fouarge, Didier; Schils, Trudie; Grip, Andries de
    Published: 2010

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    VS 158 (2010,10)
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: Research memorandum / Researchcentrum voor Onderwijs en Arbeidsmarkt, ROA-RM ; 2010,10
    Subjects: Bildungsertrag; Ungelernte Arbeitskräfte; Weiterbildung; Intelligenz; Niederlande
    Scope: Online-Ressource (29 S.), graph. Darst.
  7. Why do low-educated workers invest less in further training? /Didier Fouarge; Trudie Schils; Andries de Grip
    Author: Fouarge, Didier; Schils, Trudie; Grip, Andries de
    Published: 2010
    Publisher:  IZA, Bonn

    Several studies document the fact that low-educated workers participate less often in further training than high-educated workers. The economic literature suggests that there is no significant difference in employer willingness to train low-educated... more

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 4 (5180)
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    Several studies document the fact that low-educated workers participate less often in further training than high-educated workers. The economic literature suggests that there is no significant difference in employer willingness to train low-educated workers, which leaves the question of why the low educated invest less in training unanswered. This paper investigates two possible explanations: Low-educated workers invest less in training because of 1) the lower economic returns to these investments or 2) their lower willingness to participate in training. Controlling for unobserved heterogeneity that can affect the probability of enrolling into training, we find that the economic returns to training for low-educated workers are positive and not significantly different from those for high-educated workers. However, loweducated workers are significantly less willing to participate in training. This lesser willingness to participate in training is driven by economic preferences (future orientation, preference for leisure), as well as personality traits (locus of control, exam anxiety, and openness to experience). -- returns to training ; preferences ; non-cognitive skills

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/46030
    Series: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 5180
    Subjects: Bildungsertrag; Ungelernte Arbeitskräfte; Weiterbildung; Intelligenz; Niederlande
    Scope: Online-Ressource (PDF-Datei: 30 S., 185 KB), graph. Darst.
  8. Gender gaps in primary school achievement
    a decomposition into endowments and returns to IQ and non-cognitive factors
    Author: Golsteyn, Bart H. H.; Schils, Trudie
    Published: 2014

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    VS 158 (2014,7)
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: Research memorandum / Researchcentrum voor Onderwijs en Arbeidsmarkt, ROA-RM ; 2014,7
    Scope: Online-Ressource (27 S.), graph. Darst.
  9. Does the teacher beat the test?
    the additional value of teacher assessment in predicting student ability
    Author: Feron, Eva; Schils, Trudie; Weel, Bas ter
    Published: 2015
    Publisher:  IZA, Bonn

    This research investigates to what extent subjective teacher assessment of children's ability adds to the use of test scores in the explanation of children's outcomes in the transition from elementary to secondary school in terms of initial track... more

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    This research investigates to what extent subjective teacher assessment of children's ability adds to the use of test scores in the explanation of children's outcomes in the transition from elementary to secondary school in terms of initial track allocation, track switching in the first three years of secondary education and subsequent test scores. We apply micro-data from the Netherlands about cognitive test scores and teacher assessment in elementary schools and about track placement, track switching and test scores in secondary schools. Our estimates suggest that subjective teacher assessment is about twice as important as the elementary school cognitive test scores for initial track placement in secondary school. In addition, teacher assessment is more predictive of track allocation in 9th grade compared to cognitive test scores. Next, children who switch tracks are more likely to be placed in tracks based on test scores. Also, test scores in 9th grade are predicted by subjective teacher assessment, not by test scores in 6th grade. Finally, a back-of-the-envelope calculation shows that switching could be reduced by at least ten percent if children would have been allocated according to the teacher's assessment.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/107550
    Series: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 8768
    Scope: Online-Ressource (56 S.), graph. Darst.
  10. Does the teacher beat the test?
    the additional value of teacher assessment in predicting student ability
    Author: Feron, Eva; Schils, Trudie; Weel, Bas ter
    Published: 2015
    Publisher:  CPB Netherlands Bureau for Economic Policy Analysis, The Hague

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789058336767
    Series: CPB discussion paper ; 300
    Subjects: Lehrkräfte; Leistungsbeurteilung; Schüler; Schulauswahl; Weiterführende Schule; Niederlande
    Scope: Online-Ressource (57 S.), graph. Darst.
  11. Non-standard employment patterns in the Netherlands
    Author: Gielen, Anne C.; Schils, Trudie
    Published: 2014
    Publisher:  IZA, Bonn

    The Dutch labour market is the European leader in part-time employment. Both for men and women the incidence of part-time work is higher than in most other European countries. However, this does not imply that traditional employment i.e. full-time... more

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    The Dutch labour market is the European leader in part-time employment. Both for men and women the incidence of part-time work is higher than in most other European countries. However, this does not imply that traditional employment i.e. full-time jobs have disappeared in the Netherlands. In fact, looking at aggregate figures masks the enormous heterogeneity in the incidence of atypical work across different occupations. This paper investigates trends in atypical work in the Netherlands in the period 1994-2008, where specific attention has been paid to differential trends across different occupations over time. We find that there is a huge amount of variety in atypical work across Dutch occupations. To a certain extent this matches the preferences of employees and employers in the Dutch labour market. However, some workers in particular low-skilled workers suffer from job insecurity and a lack of career prospects due to their limited possibilities to move to better jobs. The current economic crisis and the rising unemployment rate make their situation even more uncertain.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/91790
    Series: IZA policy paper ; 77
    Scope: Online-Ressource (28 S.), graph. Darst.
  12. Gender gaps in primary school achievement
    a decomposition into endowments and returns to IQ and non-cognitive factors
    Author: Golsteyn, Bart H. H.; Schils, Trudie
    Published: 2014
    Publisher:  IZA, Bonn

    In elementary school, girls typically outperform boys in languages and boys typically outperform girls in math. The determinants of these differences have remained largely unexplored. Using rich data from Dutch elementary schools, we decompose the... more

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 4 (8201)
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    In elementary school, girls typically outperform boys in languages and boys typically outperform girls in math. The determinants of these differences have remained largely unexplored. Using rich data from Dutch elementary schools, we decompose the differences in achievement into gender differences in endowments and returns to IQ and non-cognitive factors. This descriptive analysis is a thought experiment in which we show the consequences for school performance if girls and boys would have similar resources and take similar advantage of these resources. Our findings indicate that gender differences in resources with respect to social and instrumental skills and need for achievement can explain part of the differences in performance. Boys seem to be better equipped with these resources. Additionally, boys and girls employ their skills differently. Girls take more advantage of their IQ than boys. Yet, the largest part of this parameter effect is left unexplained by IQ and non-cognitive factors.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/98968
    Series: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 8201
    Scope: Online-Ressource (28 S.), graph. Darst.
  13. Gender gaps in primary school achievement
    a decomposition into endowments and returns to IQ and non-cognitive factors
    Author: Golsteyn, Bart H. H.; Schils, Trudie
    Published: 2014
    Publisher:  Graduate School of Business and Economics, Maastricht

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    VS 285 (2014,17)
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: [Research memorandum] / Maastricht University, Graduate School of Business and Economics (GSBE) ; 14/017
    Scope: Online-Ressource (28 S.), graph. Darst.
  14. Personality and mental health
    the role and substitution effect of emotional stability and conscientiousness
    Author: Wehner, Caroline; Schils, Trudie; Borghans, Lex
    Published: October 2016
    Publisher:  IZA, Bonn, Germany

    A growing number of economic studies show that low emotional stability is typically negatively related to socioeconomic outcomes, while conscientiousness predicts desirable results. However, possible mechanisms behind these relations are far less... more

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    A growing number of economic studies show that low emotional stability is typically negatively related to socioeconomic outcomes, while conscientiousness predicts desirable results. However, possible mechanisms behind these relations are far less explored. Gaining insights into the mechanisms is important, because this knowledge is crucial to develop pre- and intervention programs. We address this research gap by analyzing the relation between low emotional stability and mental ill-health as well as the possible substitution effect of conscientiousness both theoretically and empirically. Using the British Cohort Study, we find that low emotional stability at ages 10 and 16 significantly predicts mental ill-health at ages 16, 26, 30, 34 and 42 and that more conscientiousness significantly mitigates the negative relation between low emotional stability and mental health. Our results suggest that particularly both low emotionally stable and low conscientious individuals are more likely to experience mental ill-health related to a reduced problem-solving ability.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/149196
    Series: Discussion paper / IZA ; no. 10337
    Scope: 1 Online-Ressource (circa 38 Seiten), Illustrationen
  15. Educational achievement and gender differences
    the role of the interaction between emotional stability and conscientiousness
    Author: Wehner, Caroline; Schils, Trudie
    Published: [2019]
    Publisher:  Research Centre for Education and the Labour Market, Maastricht

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    VS 158
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    Series: ROA research memorandum / Researchcentrum voor Onderwijs en Arbeidsmarkt ; ROA-RM-2019, 5 (July 2019)
    Subjects: human capital; educational economics; personality differences; gender heterogeneity
    Scope: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  16. Educational achievement and gender differences
    the role of the interaction between emotional stability and conscientiousness
    Author: Wehner, Caroline; Schils, Trudie
    Published: [2019]
    Publisher:  Graduate School of Business and Economics, Maastricht

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    VS 285
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: [Research memorandum] / Maastricht University, Graduate School of Business and Economics (GSBE) ; RM/19, 021
    Subjects: human capital; educational economics; personality differences; gender heterogeneity
    Scope: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  17. The heterogeneous effects of early track assignment on cognitive and non-cognitive skills
    Author: Cotofan, Maria; Diris, Ron; Schils, Trudie
    Published: [2019]
    Publisher:  Tinbergen Institute, Amsterdam, The Netherlands

    Previous findings on (fleeting) relative age effects in school suggest that, given innate ability, too few younger and too many older students attend academic tracks. Using a regression discontinuity design around school-specific admission... more

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    Previous findings on (fleeting) relative age effects in school suggest that, given innate ability, too few younger and too many older students attend academic tracks. Using a regression discontinuity design around school-specific admission thresholds, we estimate the cognitive and non-cognitive effects of track assignment at the achievement margin, across relative age. We find that attending the higher track does not affect cognitive outcomes at any relative age. For older students, attending the higher track increases perseverance, need for achievement, and emotional stability. The results suggest that older students compensate lower ability (given high track attendance) with higher effort.

     
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    Volltext (kostenfrei)
    Volltext (kostenfrei)
    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/205328
    Series: Array ; TI 2019, 038
    Scope: 1 Online-Ressource (circa 72 Seiten), Illustrationen
  18. From policy to practice
    assessing sectoral flexicurity in the Netherlands
    Author: Houwing, Hester; Schils, Trudie
    Published: 2008
    Publisher:  AIAS, Amsterdam

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    W 1427 (68)
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Print
    Series: Working paper / Amsterdam Institute for Advance Labour Studies ; 68
    Subjects: Flexicurity; Arbeitsbeziehungen; Niederlande
    Scope: 41 S., graph. Darst.