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Becker, R. (2003). Educational Expansion and Persistent Inequalities of Education: Utilizing Subjective Expected Utility Theory to Explain Increasing Participation Rates in Upper Secondary School in the Federal Republic of Germany. European Sociological Review, 19, 1-24.
https://doi.org/10.1093/esr/19.1.1

has been cited by the following article:

• TITLE: Europe’s Education-to-Work Transition Regimes in the Twenty-First Century

  AUTHORS: Ken Roberts

  KEYWORDS: Education, Employment, Labour Markets, Transition Regimes, Youth

  JOURNAL NAME: Advances in Applied Sociology, Vol.15 No.1, January 15, 2025

  ABSTRACT: This paper reviews then builds upon previous comparative research into education-to-work transition regimes in Europe. It treats regimes as negotiated in education and labour markets, constantly subject to change. The paper adds America to intra-European comparisons and then identifies the main direction of change in 21st century Europe. This has been away from multi-tracking towards American-type single processions. The main change drivers are identified (young people and their families), the facilitators (higher education providers and employers), and losers (providers of vocational education and training). It is argued that 21st century global economic and technological trends favour American-type transition regimes. Limitations in the paper are acknowledged and the conclusions are summarised.