Gender Differences in Educational Attainment: Evidence on the Role of Tracking from a Finnish Quasi‐experiment

In this paper we study the relationship between the timing of tracking of pupils into vocational and academic secondary education and gender differences in educational attainment and income. It is argued that in a comprehensive system, where students are tracked into vocational and academic schools relatively late (age 15–16), girls are more likely to choose the academic track than boys. We exploit the Finnish comprehensive school reform of the 1970s to analyse this hypothesis. This changed the Finnish school system from a selective to a comprehensive structure and postponed tracking from the age of 10–11 to 15–16. Since the reform was not implemented at the same time throughout the country, we can observe members of the same cohorts under both systems. The shift to a comprehensive system was found to increase gender differences in the probability of choosing an academic secondary education and of continuing onto academic tertiary education. Moreover, the reform decreased the gender wage gap in adult income by four percentage points.     

Returns to Education and Skills in the Labor Market: Evidence from Japan and Korea

This study investigates the determinants of skill proficiency, and the impact of adult skills on earnings, in Japan and Korea. Using the Program for the International Assessment of Adult Competencies survey data, it shows that Japanese adults perform better than Korean respondents, on average, on skill proficiency tests. A decomposition analysis shows that the score gap in literacy, numeracy, and problem solving skills between the two countries is mostly due to different returns to individual characteristics such as upper‐secondary and tertiary education. Adult skills have a positive and significant impact on individual earnings and employment probability, in both countries. In Japan, the returns to literacy, numeracy, and problem‐solving skills increase significantly with experience, and tend to fall with formal education, suggesting employer learning or human capital accumulation through career progression. In contrast, in Korea, the returns to literacy and numeracy skills do not seem to increase with experience.     

The “Make‐up” of a Regression Coefficient: Gender Gaps in the European Labor Market

We provide a comprehensive picture of the relationship between labor market outcomes and age by gender in the 28 European countries covered by the European Statistics on Income and Living Conditions. The analysis is based on a somewhat unconventional approach that refers to concentration curves in the Gini regression framework. It allows identification of ranges in the explanatory variables where local slopes change sign and/or size, i.e. the components that “make up” a regression coefficient. Gender is a crucial factor differentiating participation among workers, although employment–age profiles do not substantially differ. Relevant differences in age profiles concern working‐hours patterns: some countries are characterized by an almost specular behavior in men and women; other countries instead show similar patterns. Generally, earnings increase with age for both men and women. However, local regression coefficients are not monotonic over the entire age range and can even be locally negative in some countries.