Labour market mismatch among UK graduates: An analysis using REFLEX data

There is much disagreement in the literature over the extent to which graduates are mismatched in the labour market and the reasons for this. In this paper we utilise the Flexible Professional in the Knowledge Society (REFLEX) data set to cast light on these issues, based on data for UK graduates. We find substantial pay penalties for overeducation for both sexes and for overskilling in the case of men only. When both education and skill mismatch variables are included together in the model only overskilling reduces job satisfaction consistently for both sexes. Using job attributes data it appears that the lower wages of the overqualified may in part simply represent a compensating wage differential for positive job attributes, while for men at least there are real costs to being overskilled.     

A Comparative Demographic Study of Student Teachers from the North and South of Ireland

90.4% of the 1977 entrants to concurrent general Teacher Education courses in Ireland North and South responded to a demographic questionnaire. The results are analysed and the two regions contrasted with respect to personal, professional and geographical variables. These indicate that some interesting differences exist but that there are many overall similarities.     

Are athletes on the right track? The effect of availability of an all-weather athletics track on athletics performance

In February of 2011, an earthquake destroyed the only all-weather athletics facility in the city of Christchurch, New Zealand. The all-weather track has yet to be replaced, and so since the loss of the track, local Christchurch athletes have only had a grass track for training and preparation for championship events. The present study considers what effect the loss of the training facility has had on the performance of athletes from Christchurch at national championship events. Not surprisingly, the study finds that there has been a deterioration in the performance in events that are heavily dependent upon the all-weather surface. However, somewhat more surprisingly, the loss of the track appears to have caused a significant improvement in the performance of Christchurch athletes in events that, while on the standard athletics programme, are not heavily dependent on track surface.     

Foreword

Director of the National Foundation for Educational Research in England and Wales. He has conducted extensive studies on provision for pupils with special needs in ordinary schools and has published widely on the topic. He edits theEuropean journal of special needs education and Educational research. He has conducted numerous consultancies for national governments and for intergovernmental agencies, including UNESCO.     

The Longitudinal Relationship Between Conversational Turn-Taking and Vocabulary Growth in Early Language Development

Children acquire language embedded within the rich social context of interaction. This paper reports on a longitudinal study investigating the developmental relationship between conversational turn-taking and vocabulary growth in English-acquiring children (N = 122) followed between 9 and 24 months. Daylong audio recordings obtained every 3 months provided several indices of the language environment, including the number of adult words children heard in their environment and their number of conversational turns. Vocabulary was measured independently via parental report. Growth curve analyses revealed a bidirectional relationship between conversational turns and vocabulary growth, controlling for the amount of words in children’s environments. The results are consistent with theoretical approaches that identify social interaction as a core component of early language acquisition.     

'A Fraught Path'-education as a basis for developing improved community relations in Northern Ireland

The outbreak of violence in Northern Ireland in the late 1960s led to critical examination of the possible role of the denominationally divided education system in creating and sustaining community division. Since the early 1970s there have been a number of attempts to bring children from Catholic and Protestant backgrounds together. These have followed two major tracks, either the establishment of programmes which can operate within the denominationally segregated system (Education for Mutual Understanding) or the setting up of new integrated schools. Both approaches have moved though a number of phases but by the late 1980s both had become linked to official government policy. During the last 5 years the interaction of educational initiatives and political developments has led to considerable controversy and the resulting problems have created an uncertain future for both Education for Mutual Understanding and the planned integrated schools movement.     

Next generation network environments in Europe — The significance of the EU as a policy actor

The relatively new topic of Next Generation Networks (NGN) is one which is ascending rapidly communications policy agendas in Europe and beyond. How these networks might be created and, beyond that, how they might function in a sustained and broadly useful manner, and the implications of this, are issues which crystallise a raft of often complex policy concerns that have emerged, for at least a decade, in historically distant though increasingly connected quarters of electronic network communications. This article breaks new ground in the analysis of the emerging role of the EU by exploring EU NGN policy from a convergence infrastructural and content perspective. Whilst at this stage, despite new ‘policy packaging’, the EU's NGN policy activity is resonant of past telecommunications and audiovisual policies, the article contends that there are key areas where the EU can exercise considerable policy leverage through utilising a combination of formal legal and soft governance capacities. This has a greater chance of materialising how the more transnational NGN networks and services become.