Workshop: Integrating European Census Microdata Paris, June 9, 2006

1. Workshop: Integrating European Census Microdata Paris, June 9, 2006 Education in Cross-National Comparison by Juergen H.P. Hoffmeyer-Zlotnik, ZUMA, Mannheim/Germany

2. Structure 1st education as a sociological variable 2nd measurement instruments for cross-national comparison: - Years of Schooling: ages, grades - level of education: certificates, sectors - instruments: International Standard Classification of Educations 3rd quality of "education" as a sociological variable - measured bycensus data 4th what should be measured 5th three examples for national educational systems: GER, DEN, LUX 6th Hoffmeyer-Zlotnik/Warner-Matrix of Education: instrument 7th HZ/W-Matrix of Education: example GER, DEN, LUX: application and validity

3. Education as a Sociological Variable • "Education" (level /certificates) • - the most famous dependent variable • - indicator for social status • - Indicator for skill level • in combination with occ. and inc. indicator for socio- • economic status • - prerequisite for occupation / occupational prestige

4. Measurement Instruments for Cross-National Comparison: 1st Years of Schooling: ages, grades ESS, round 1, question F7: “How many years of full-time education have you completed?” ISSP is asking about “years (of full time) schooling including university but not vocational training” GSS (US), asks about “grades” and “years of college” France Census: age when completed school

5. 2nd Level of Education: Certificates, Sectors • Certificates: • a hierarchy ofschool leaving certificates (general • education) for each level where school can be left legal • - a hierarchy of certificates for vocational education • Certificates of general and vocational education are • organized on each other, implied each other. • - sometimes certificates can substitute others • Sectors: • a hierarchy of three educational sectors, organized on • each other

6. 3rd instruments: International Standard Classification of Education ISCED 1997 UNESCO

7. ISCED: European Social Survey vs. Eurostat Problems of Classification

8. Quality of "Education" as a Sociological Variable – Measured by Census Data as indicator for social status and prerequisite for occupation educational attainment: optimal if asked as highest level of general education and educational qualifications: essential if necessary to define educational attainment – otherwise dispensable field of study: not essential as sociological status variable school attendance: necessary to divide into completed education and pupils literacy: literacy is not a category of educational attainment

9. What should be Measured? (1) Educational Attainment: measured in "educational sectors" in 4 categories - primary sector - lower secondary sector - upper secondary sector - post secondary sector in the sense of three levels: "low, middle, high" (in most countries "primary" is lower than "basic education“, therefore primary and lower sec. = low) good as rough categorization for "social status"

10. What should be Measured? (2) Educational Attainment: measured in the hierarchy of national diplomas in "general" and "vocational education" two questions so that a combination of "general" and "vocational" diplomas is possible These information is good - as an indicator for a differentiated social status - as prerequisite for occupation / or occupational prestige

11. The Census Data from Austria, Spain, France, Greece, Hungary, The Netherlands and Romania are good for a rough categorization for social status - that's all the Census Data from UK are not even good for categorize social status but "education" is our most important dependent variable therefore ...

12. ... let me demonstrate what type of data we need for sociological analysis I will do this by three examples of national educational systems: - educational system of Germany - educational system of Denmark - educational system of Luxembourg

13. Education in Germany Compulsory education lasts for 9 years. From their 6th year of age on children attend "Grundschule" for 4 years. After that they can choose about three types of secondary school: "Hauptschule" for 5 years, "Realschule" for 6 years or "Gymnasium" for 9 years. After leaving Hauptschule vocational training in the dual system or at vocational school is possible/normal. After leaving Realschule it is possible to go on to Fachoberschule. Abitur as the university-entrance diploma leads to university.

14. Highest Level of Education in Germany, Categories general education: - no school leaving certificate - Hauptschule (after 9 years of schooling) - Realschule (after 10 years of schooling) - Fachhochschulreife (after 12 years of schooling) - Abitur (after 12 or 13 years of schooling) vocational education: - no vocational education - job training in dual system (workplace and school) - job training in school (vocational school) - college - college of higher education, univ. of applied sciences - university

15. Education in Denmark Compulsory education starts at the age of 6 at "Folkeskole" and lasts for all pupils for 9 years (as comprehensive school). After that a voluntary 10th year or one type of Gymnasium (for three years) or vocational education is possible. General upper secondary education is very diversified.

16. Highest Level of Education in Denmark, Categories general education - no school education - 1st to 6th class in school - 7th to 10th class in school - upper secondary school vocational education - no vocational education - vocat. educ. and training, apprenticeship training - work leader education for vocational education - further educ. of 2 or 3 years after upper sec.school - further educ. of around 4 y. after upper sec.school - bachelors or masters degree from university - further university education, i.e. Ph.D.

17. Education in Luxembourg Primary school starts at the age of 6 and ends in the age of 12. Secondary schools are divided into complementary, technical and general schools, duration of lycee is between 3 and 7 years. There are also existing several vocational schools and universities of applied sciences. Upper secondary education is very diversified.

18. Highest Level of Education in Luxembourg, Categories 0 Pas de diplôme/qualifications 1 Ecole primaire 2 Primaire supérieur 3 Enseignement complémentaire 4 Certificat d'enseignement secondaire technique inférieur 5 Certificat d'apprentissage 6 Certificat de Capacité Manuelle 7 Certificat d'Initiation Technique et Professionnelle : 8 Certificat d'Aptitude Technique et Professionnelle : 9 Diplôme de technicien (jusque 13e dans le régime tech.) 10 Bac technique (jusque 13e ou 14e du régime technique) 11 Enseignement secondaire général inférieur 12 Diplôme de fin d'études secondaires 13 Brevet de maîtrise artisanale 14 Enseignement supérieur - BAC +2 15 Enseignement supérieur - BAC +3 16 Enseignement supérieur - BAC +4 17 Enseignement supérieur - BAC +5 ou plus 18 Enseignement supérieur - Doctorat

20. The Hoffmeyer-Zlotnik/Warner Matrix of Education • (10 categories) • Education defined as the entrance position to the labor market  • foundation: matrix of general by vocational education, • range: each dimension from "no" to "highest", • ranking in a hierarchy from low to high prestige, • weighted ranking with the weights "1" to "10“ • valid for all educational systems cross-national • valid for all national educational systems over time

21. Hoffmeyer-Zlotnik/Warner Matrix of Education • - “non”: leaving educ.system before reaching accepted basics in gen. or voc. • - “general education” is measured by grades • “basic degree”: first exit of gen.educ. which allows starting with voc.educ. • “highest degree”: last exit of gen.educ. licensing university entrance • steps of “vocational education” are geared to “ISCO skill levels” • - categories 4 to 10: levels qualifying for an occupation – from low to high • - categories 2, 3, 6, 7: grades of gen.educ. without vocat. qualification

22. Hoffmeyer-Zlotnik/Warner Matrix of Education for Germany

23. Hoffmeyer-Zlotnik/Warner Matrix of Education for Denmark

24. Hoffmeyer-Zlotnik/Warner Matrix of Education for Luxembourg

25. Validity of Hoffmeyer-Zlotnik/Warner Matrix of Education for Germany: Correlations SIOPS=Standard International Occupational Prestige Scale by Treiman Source: ESS, round 1

26. Validity of Hoffmeyer-Zlotnik/Warner Matrix of Education for Denmark: Correlations SIOPS=Standard International Occupational Prestige Scale by Treiman Source: ESS, round 1

27. Validity of Hoffmeyer-Zlotnik/Warner Matrix of Education for Luxembourg: Correlations SIOPS=Standard International Occupational Prestige Scale by Treiman Source: ESS, round 1

28. Conclusion (1) - as a sociological variable education should be measured by two questions:highest diploma of general as well as of vocational education - information about sectors leads to a three categories index of education - "field of study" and "literacy" are not useful for differentiating educational sectors - school attendance will divide between pupil and non- pupil

29. Conclusion (2) - if education is divided into a general and a vocational dimension then the best choice is the Hoffmeyer-Zlotnik/ Warner-Matrix of "general by vocational education" … - corrects ISCED-classification done by researchers - correlates high with the grades (years of schooling) - correlates quite good with occupational prestige (SIOPS)

30. thank you for your attention