Inequality of opportunity in Peru: How can young people develop relevant skills and find decent employment in a rapidly changing labour market?

秘鲁的机会不平等：年轻人如何在快速变化的劳动力市场中培养相关技能并找到体面的就业？

• 批准号: ES/S004564/2
• 负责人: Catherine Porter
• 金额: $ 30.7万
• 依托单位: Lancaster University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FS004564%2F2
• 关键词: Inequality; opportunity; Peru; How; young

Despite important economic and social achievements in Peru in the last decades, the country's education system and labour market remain both under-developed and highly unequal, hindering young people's possibilities for accessing meaningful jobs. Our research will examine the reasons behind this problem by looking at what drives young Peruvians' decision-making in relation to their higher education, training, and skill acquisition; what constrains the development of skills through childhood and adolescence; and why some young Peruvian men and women are more likely than others to find decent and meaningful work. We follow a three-tier approach:We begin by looking at the factors affecting young people's decision to enrol in higher education, paying particular attention to the types of skills (cognitive and socio-emotional) that young people who access high- or low-quality higher education institutions possess. We also look at what defines young Peruvian men's and women's career choices, highlighting the role of social and gender norms. We then turn to analysing specific sets of skills: cognitive (maths, language), socio-emotional (determination, teamwork), or technical (including digital). We evaluate how these each matter for accessing formal jobs with the aim of constructing education, skill and training profiles for young formal workers. Future earning expectations of young people are also examined to see whether they are matched with the labour market reality. This will shed light on whether incomplete information about the labour market is an underlying reason why young people engage in low-return activities.Next, we focus on inequality in skills acquisition during childhood and adolescence. Specifically we examine who has access to quality education and training and the role of early-life circumstances in mediating the acquisition of relevant skills. We pay particular attention to the extent to which the basic education system in Peru is effective in developing appropriate skills. Ultimately, we aim to identify outstanding schools - those with very good students in challenging settings - and profile them in terms of their teacher, programme, and infrastructure characteristics.Finally, we investigate the effectiveness of two particular initiatives that are aimed at improving skills of young people. The first is a school-improvement program ("Jornada Escolar Completa") that increases both the contact hours in targeted schools and their resources. Second, we examine the potential role of training schemes to offer a second chance to those individuals who are not able to complete their formal studies. We include young people's voices and experiences to shed light on the role of education and training in their work trajectories and of the support and barriers they face in accessing meaningful work. The study is based on analysis of existing data spanning 15 years - on two cohorts of children as they have aged from birth to 15 years old and 8 to 22 years old. This is supplemented with matching information on schools - including their facilities, programmes and teacher qualifications. We will further complement the analysis by collecting new qualitative data (though semi-structured interviews and focus groups) for two subsamples of employed and unemployed youth and of those attending vocational and training institutions to examine how they evaluate the trade-offs between further education, training and work and how they conceptualise meaningful work.The Peruvian case does illuminate the challenges faced by many LMICs that also have made important strides towards increased education, but where hard inequalities persist in terms of learning, acquisition of skills and youth access to meaningful jobs. The high-quality, timely and policy-relevant research that we aim to produce has thus the potential of shaping policy and recommendations in other LMIC countries, beyond Peru.

尽管过去几十年来秘鲁的经济和社会成就重要，但该国的教育体系和劳动力市场既欠发达又高度不平等，阻碍了年轻人获得有意义的工作的可能性。我们的研究将通过查看促使年轻的秘鲁人与他们的高等教育，培训和技能掌握的决策来研究此问题背后的原因；是什么限制了通过童年和青春期的技能发展？以及为什么一些年轻的秘鲁男女比其他男女更有可能找到体面和有意义的工作。我们遵循一种三层方法：我们首先要研究影响年轻人决定接受高等教育的因素，特别关注这些技能类型（认知和社会情感），这些技能类型（认知和社会情感）是获得高质量或低质量高等教育机构所拥有的年轻人。我们还研究了什么定义了年轻的秘鲁男女职业选择，从而突出了社会和性别规范的作用。然后，我们转向分析特定技能集：认知（数学，语言），社会情感（确定，团队合作）或技术（包括数字）。我们评估这些工作如何获得正式工作，目的是为年轻的正式工人构建教育，技能和培训概况。还检查了未来的年轻人期望，以查看他们是否与劳动力市场现实相匹配。这将阐明有关劳动力市场的不完整信息是否是年轻人从事低返回活动的根本原因。次要，我们专注于儿童和青春期时期技能获取的不平等。具体来说，我们研究谁有可以接受优质的教育和培训，以及早期生活中的作用在调解相关技能的获取方面。我们特别关注秘鲁的基础教育系统在发展适当技能方面有效的程度。最终，我们旨在确定杰出的学校 - 那些在充满挑战的环境中的学生，并根据他们的老师，计划和基础设施特征来介绍他们。在本文中，我们研究了两项旨在提高年轻人技能的特定计划的有效性。第一个是一项学校改善计划（“ Jornada Escolar Plotea”），它增加了目标学校及其资源的接触时间。其次，我们研究了培训计划的潜在作用，为那些无法完成正式研究的人提供了第二次机会。我们包括年轻人的声音和经验，以阐明教育和培训在他们的工作轨迹中的作用以及他们在获得有意义的工作中所面临的支持和障碍。这项研究基于对跨越15年的现有数据的分析 - 两名儿童从出生到15岁和8至22岁的儿童。这补充了有关学校的匹配信息，包括他们的设施，计划和教师资格。我们将通过收集新的定性数据（尽管半结构化的访谈和焦点小组）为两个受雇和失业的青年以及参加职业和培训机构的人的子次示例来进一步补充分析。坚持学习，技能和青年获得有意义的工作。因此，我们旨在生产的高质量，及时和与政策相关的研究具有在秘鲁以外的其他LMIC国家制定政策和建议的潜力。

项目成果

Educational inequality in Peru: what works?

秘鲁的教育不平等：什么有效？

• 发表时间: 2021
• 作者: Ford, K

Mas recursos escolares mejoran los resultados de aprendizaje: evidencia de la reforma de jornada escolar completa

Mas recursos escolares mejoran los resultados de aprendizaje: evidencia de la Reforma de jornada escolar completa

• 发表时间: 2021
• 作者: Aguero, J

What difference do schools make? A mixed methods study in secondary schools in Peru.

学校有什么区别？

• 发表时间: 2021
• 作者: León, J

Que diferencia hacen las escuelas?

学校有何不同？

• 发表时间: 2021
• 作者: León, J

Do More School Resources Increase Learning Outcomes? Evidence from an Extended School-Day Reform

更多的学校资源会增加学习成果吗？

• 发表时间: 2021
• 作者: Aguero, J