Janine Jongbloed

École Normale Supérieure de Lyon | ENS Lyon · Centre Max Weber

This study examines the impact of post-secondary education on the well-being of Europeans, comparing single-item hedonic and multi-dimensional eudaimonic models of well-being, operationalized as 'satisfaction with life' (SWL) and 'flourishing'. The results indicate that the impact of education varies significantly when well-being is defined from ea...

In this study, we examine the self-reported subjective well-being (SWB) of youth who are ‘not in employment, education or training’ (NEET) across 24 countries in Europe. Theorizing from a youth transition regimes perspective focusing on the varying levels of social protection available to youth as well as social norms regarding the transition to ad...

This book studies young people who are Not in Education, Employment, or Training (NEET); a prime concern among policymakers. Moving past common interpretations of NEETs as a homogeneous group, it asks why some youth become NEET, whereas others do not. The authors analyse diverse school-to-work patterns of young NEETs in five typical countries and i...

This article builds theoretically and empirically on the concepts of creativity and well-being within the schooling context, focusing on 855 preadolescents attending primary schools in France. Following and testing a line of argumentation delineated in educational research, creativity is defined as conceptually distinct from, but closely related to...

In this paper, we conduct an in-depth review of and commentary on two frameworks for international comparative work focused on education systems and skill formation – specifically, welfare regime and production regime approaches. We focus on how tertiary education is understood to function relationally within a national policy repertoire and explor...

This chapter examines higher education graduates’ vertical educational mismatch five years after labour market entry in the context of the dualization of French higher education between the grandes écoles and universities. Comparing both ‘normative’ and ‘subjective’ measures of overeducation, we examine rates in France across the two-tiered structu...

This article compares the education, employment, and care work biographical sequences of Canadian and German women and men from late adolescence into mid-adulthood. Through the lenses of comparative gendered life course theory and welfare regime theory, sequence and cluster analyses are used to determine the adult life course sequences of women and...

Cuestión prioritaria para las políticas públicas nacionales y europeas, los jóvenes que no trabajan, no estudian ni reciben formación (NEET) corren un riesgo de exclusión más o menos importante según los países. Si bien el nivel de educación desempeña un papel central en estas situaciones, el enfoque de las competencias básicas permite afinar la mi...

The purpose of this study is to investigate how well-being changes over the adult life course from early adulthood in 1998 through to the COVID-19 pandemic in 2021. We identify diverse well-being trajectories over time in a cohort of British Columbians and explore the extent to which changes in well-being associated with the pandemic varied for ind...

Education determines life chances across the globe, but human capital and skill formation offer context-specific advantages in the labour market during the transition from school to work. Our study focuses specifically on the varying effects of low skill on youth ‘not in employment, education or training’ (NEET) statuses via educational attainments...

This chapter examines the association between family policies and the likelihood that young people become long-term not in education, employment, or training (NEET). It examines several different kinds of family policies. In Germany, although maternity leave is technically shorter, there also exists a parental leave allowance and three years of job...

This chapter examines patterns in NEET statuses during the school-to-work transition in France. Young French people’s experiences of NEET statuses are situated in a strongly standardized and academically oriented education system that is internally stratified based on types of baccalauréat, or school-leaving certificates, and in a national labour f...

This chapter discusses the types of policy initiatives which have been introduced to address concerns over the ongoing ‘problem’ of not in education, employment, or training (NEETs) young people. Early intervention policies have been introduced in many countries in an attempt to provide early identification of young people who may be at risk of bec...

This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book attempts to go beyond existing research on young people who are not in education, employment, or training (NEETs), addressing some of the important limitations that had remained largely unexplored to date. It attempts to tease out...

During the economic crises in the years following 2008, policymakers of various governments regularly hit the alarm bells about the dire situation of marginalized youth in various European countries. Early-career inactivity turns Not in Education, Employment, or Training (NEETs) into the most likely candidates for long-term socioeconomic marginaliz...

Enjeu prioritaire des politiques publiques nationales et européennes, les jeunes qui ne sont ni en emploi, ni en études, ni en formation connaissent un risque d’exclusion plus ou moins marqué selon les pays. Si le niveau d'éducation joue un rôle central dans ces situations, l’approche par les compétences de base permet d’affiner la focale. Les donn...

A top priority for public policies at both national and European levels, young people who are not in employment, education or training (NEET) face a risk of exclusion that varies in intensity from country to country. While education level plays a central role in these situations, viewing them through the lens of basic competencies sharpens the...

Social capital is instrumental to personal well-being; yet, this relationship may differ by educational level. Using data from the European Social Survey (ESS), the present study explores the interconnection between tertiary education, social capital, and subjective well-being. Examining the nature of these relationships, we test the hypothesis tha...

In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and d...

Through analyses of Programme for the International Assessment of Adult Competencies (PIAAC) data, the following study considers the direct and indirect association between education and workplace task discretion in 30 countries. By focusing on cross-national comparison, it considers the ways in which these findings are dependent on both the overal...

This study investigates the association between post-secondary education and well-being in international comparative perspective, conceptualizing well-being as a capability-informed measure of flourishing. Based on a combined human capital–capability approach, post-secondary education, operationalized as highest post-secondary educational credentia...

Focusing on the macro-micro interaction between institutional arrangements and individual life outcomes, this article investigates how welfare régime types impact the association between education and well-being, as measured by satisfaction with life. Theorising with Esping-Andersen's ideal-typical welfare régime typology, we hypothesise that decom...

Cette étude examine la diversité des trajectoires scolaires et professionnelles en Colombie- Britannique, Canada, à partir des données longitudinales du projet Paths on Life’s Way. Ce projet a permis de collecter des informations mensuelles sur 22 ans concernant l’activité scolaire et professionnelle d’une cohorte des 540 diplômés de l’école second...

In this study we examine the constructs " happiness " and " wellbeing " in a sample of Canadian women and men in mid-adulthood. Through a sequential mixed-methods approach, we utilize Sen and Nussbaum's conceptualizations of capabilities to inform the themes generated from semi-structured interviews. We find that participants understand happiness a...

The purpose of the current study is to create definitions and conceptualizations of the constructs of “happiness” and “well-being” in a large sample of the high school graduate class of 1988 in British Columbia, Canada, and then explore the relationships among these concepts and post-secondary educational aspirations and attainment. In this thesis,...