000
| 02902nam##2200325za#4500 |
---|
001 | 9.615368 |
---|
003 | CaOODSP |
---|
005 | 20200706133945 |
---|
007 | ta |
---|
008 | 150406|2000||||xxc||||| f|0| 0 eng|d |
---|
020 | |a0-660-18313-7 |
---|
022 | |a1200-5223 |
---|
040 | |aCaOODSP|beng |
---|
043 | |an-cn--- |
---|
086 | 1 |aCS11-0019/141E |
---|
245 | 04|aThe transition to work for Canadian university graduates : |btime to first job 1982-1990 / |cby Julian Betts, Christopher Ferrall and Ross Finnie. |
---|
260 | |aOttawa - Ontario : |bStatistics Canada. |c2000. |
---|
300 | |a21p. : |bfigs., references, tables ; |c28 cm. |
---|
490 | 1 |aResearch paper series|x1200-5223|vNo. 141 |
---|
500 | |a"Understanding this phase of labour market careers is important for several reasons. First, university education is a long and costly investment. Changes in the time it takes to gain steady employment afterwards have immediate effects on the returns to education and may therefore have long-term consequences for skill accumulation. Second, since young people have more fluid employment statuses, their experiences can also amplify larger trends affecting all workers... Finally, since completion of a university degree appears to fundamentally alter a person's labour market opportunities, unemployment rates and other aggregate statistics that average over new and older graduates do not adequately convey the post-graduation experience. Duration analysis is therefore particularly useful for understanding the school-to-work transition."--Introduction. |
---|
520 | 3 |aUnderstanding this phase of labour market careers is important for several reasons. First, university education is a long and costly investment. Changes in the time it takes to gain steady employment afterwards have immediate effects on the returns to education and may therefore have long-term consequences for skill accumulation. Second, since young people have more fluid employment statuses, their experiences can also amplify larger trends affecting all workers... Finally, since completion of a university degree appears to fundamentally alter a person's labour market opportunities, unemployment rates and other aggregate statistics that average over new and older graduates do not adequately convey the post-graduation experience. Duration analysis is therefore particularly useful for understanding the school-to-work transition.--Introduction |
---|
563 | |aSoftcover |
---|
590 | |a01-01|b2001-01-05 |
---|
710 | 2 |aStatistics Canada. |bAnalytical Studies Branch. |
---|
720 | 1 |aFinnie, Ross |
---|
720 | 1 |aBetts, Julian |
---|
720 | 1 |aFerrall, Christopher |
---|
775 | 08|tPassage des études au travail chez les diplômés des universités canadiennes : |w(CaOODSP)9.625465 |
---|
776 | 0#|tThe transition to work for Canadian university graduates : |w(CaOODSP)9.574657 |
---|
830 | #0|aResearch paper series,|x1200-5223|vNo. 141|w(CaOODSP)9.514463 |
---|