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Table 1 Characteristics of school-to-work transition regimes

From: The European Youth Guarantee: labor market context, conditions and opportunities in Italy

 

Scandinavian

Central-European

Anglo-Saxon

South-European

East.European

Educational system model

Sequential

Dual

Sequential

Sequential

Sequesntial, except for some countries which follow the dual system (Hungary and some South-European countries)

Mobility between curricula

Rigid

Very rigid and segmented school track

Flexible, both at the school and at the university level

Flexible in principle, but rigid in practice

Rigid

Education attainment

High shares of secondary and tertiary education attainment

High shares of secondary and tertiary education attainment

High shares of secondary andtertiary education attainment

Low education attainment

High, but with some exceptions

ALMP

Very common for every young NEET

Common as a last resort after high vocational and professional school

Last resort, to be used only if leading quickly to work

Marginal and underdeveloped,

Marginal in most countries

PES (see Table 2)

Relatively efficient, well-endowed in terms of resources, based on the Ghent model

Strong presence of the unions, integrated with the school system, relatively efficient

Centrally managed, little role of trade unions, principle of horizontal subsidiarity

Decentralized, lack of coordination, insufficient resources

Relatively inefficient, insufficient resources

PLMP

Unemployment benefits for a limited period of time and awarded on a contractual basis, linked to some program, plus means-tested income support after a year, awarded by PES as based on the Ghent model

Similar to Scadinavian countries,

Similar to the Scandinavian countries, but state-based

Unemployment benefits but no means-tested income support

Unemployment benefits and means-tested income support in some countries

Role of the family

Marginal

Marginal

Marginal

Central

Marginal except for the South-East-European countries and the

EPL (based on the OECD assessment)

Rigid, but becoming slowly more flexible

Rigid, but becoming slowly more flexible

Very flexible

Rigid, but with two-tier reforms

Quite flexible, with two tier reforms