Explaining Education-to-Work Transitions: Thinking Backwards, Situating Agency and Comparing Countries
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper argues that explanations must start at the end of young people’s education-to-work transitions, with employers’ recruitment behaviour and preferences, which then govern the content of and recruitment to preceding education and training. Young people themselves exercise agency: this propels their careers forward biographically, but necessarily consolidates opportunity structures (variously called routes, pathways or trajectories) that have been pre-built from above. It is also argued that ultimately the transition regime in every country, and sometimes in each region and business sector, needs to be treated as a unique case study. However, these regimes can be divided into recognisable types which are most easily identified by starting in an economy and its labour markets. Finally, it follows that attempts which start in earlier life, prior to young people entering the labour market, to modify links between social origins and occupational destinations will invariably fail. Effective interventions can be envisaged only by starting at the end of young people’s transitions, then thinking backwards.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it