In order to estimate the reward to higher education, data drawn from the first three cycles of the older cohort of the Youth in Transition Survey (YITS) will be used. [...] The results also indicate that education is inversely related to the probability of being unemployed, and for females, of being inactive in the labour market (that is, not employed nor searching for a job). [...] Apart from a description of the samples, the section also includes a description of variable definitions and the distribution of educational attainment in Canada. [...] The higher attendance rate in Ontario, relative to Atlantic and Western Canada may partly be due to normal high school completion after grade 13 in Ontario compared to grade 12 in Atlantic and Western Canada.4 Considering post-secondary graduates, the entries in Table 1 (as well as throughout the paper) distinguish between high and low levels of PSE. [...] Education and Early Labour Market Outcomes in Canada 7 3.3 Differences between PSE graduates and high school graduates Table 2 provides a profile of post-secondary students in Canada by highlighting differences in selected observable characteristics between post-secondary graduates and high school graduates.5 The gender difference in post-secondary graduation is again shown as males dominate the h.

This paper reports the results of an empirical analysis of the early career outcomes of recent Canadian Bachelor's level graduates by discipline based on three waves of the National Graduates Surveys, which comprise large, representative databases of individuals who successfully completed their programmes at Canadian universities in 1982, 1986, and 1990, with information gathered during interviews conducted two and five years after graduation for each group of graduates (1984/87, 1988/92, 1990/95). The outcomes analysed, all broken down by sex and discipline, include: the distribution of graduates by field and the percentage of female graduates; the percentage of graduates who subsequently completed another educational programme; the overall evaluation of the choice of major (would they choose it again?); unemployment rates; the percentage of workers in part-time jobs, in temporary jobs, self-employed; the job-education skill and credentials matches; earnings levels and rates of growth; and job satisfaction (earnings, overall). Many of the outcomes conform to expectations, typically reflecting the different orientations of the various disciplines with respect to direct career preparedness, with the professions and other applied disciplines generally characterised by lower unemployment rates, closer skill and qualification matches, higher earnings, and so on. On the other hand, while the "applied" fields also tend to perform well in terms of the "softer", more subjective measures regarding job satisfaction and the overall evaluation of the chosen programme (would the graduate choose the same major again?), the findings also indicate that graduates' assessments of their post-graduation experiences and overall evaluations of the programmes from which they graduated are based on more than simply adding up standard measures of labour market "success", with the job satisfaction scores and - perhaps most interestingly - the overall programme evaluations often departing from what the objective measures (unemployment rates, earnings levels, etc.) might have predicted. Some implications of the findings are discussed and avenues for future research are suggested.

The contributors to this book examine two broad themes related to the well-being of Canadian youth. First, they document the nature of the labour market facing young adults and how it has changed since they early 1970s. Second, the autors examine how families, communities, and the public sector influence some of the ways in which children become successful and self-reliant adults. The motivation for bringing these essays together has to do with the increasing importance of child well-being in public discourse and the development of public policy. The major message to emerge is that the future of Canada's children is both a good news, and a bad news story. Labour markets have changed dramatically, and on average it is now more difficult to obtain a strong foothold that will lead to increasing prosperity. Many young Canadians, however, are well prepared by their family and community backgrounds to deal with these new challenges, and as young parents are in a position to pass this heritage on their children. However, this has not been challenges in getting ahead in life. A companion volume published in February of 1998 by Statistics Canada called Government Finances and Generational Equity examines the operation of government taxes and transfers from a generational perspective, focusing on the conduct of fiscal policy and the relative status of individuals in successive generations.

The goals of this report are threefold: to build on prior work by Hango and de Broucker, which used Cycles 1 through 3 of the Youth in Transition Survey (YITS) to study the impact of educational pathway on very early labour market outcomes when youth in the YITS-B cohort were aged 22 to 24; to measure labour market outcomes over time, since labour market assessment is needed over time to help fully explain the transition to employment and careers of Canadian youth; and to examine the link between education and labour market outcomes across the entire educational spectrum. Four main research questions are addressed in this study: do the effects of education on labour market outcomes change over time; does taking time off after high school matter; does returning to school benefit high school leavers; and how do graduates of post-secondary programs compare to each other.--Document.

"This paper reports the results of an empirical analysis of the early career outcomes of recent Canadian Bachelor's level graduates by discipline based on three waves of the National Graduates Surveys, which comprise large, representative databases of individuals who successfully completed their programmes at Canadian universities in 1982, 1986, and 1990, with information gathered during interviews conducted two and five years after graduation for each group of graduates (1984/87, 1988/92, 1990/95)"--Abstract.

A comparative analysis of the influences that shape educational and work opportunities of young people in two countries. The book addresses the question of how social inequalities are reproduced in the next generation, viewing the school-work transition as the key mechanism in this process.