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Profile Least Squares Estimators in the Monotone Single Index Model Read chapter Read first chapter

2021 | OriginalPaper | Chapter

Mobility for Study and Professional Integration: An Empirical Overview of the Situation in France Based on the Céreq generational surveys

Authors : Bastien Bernela, Liliane Bonnal, Pascal Favard

Published in: Advances in Contemporary Statistics and Econometrics

Publisher: Springer International Publishing

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Abstract

This chapter serves to elucidate the empirical reality of the phenomenon of geographical mobility among students and young graduates, based on data taken from five generational surveys conducted by Céreq. Our study shows that the degree of mobility among students’ region of origin, region of education, and region of employment is relatively low: less than one in three high school graduates move to another region for their university studies, and less than one in three university graduates move to another region to find employment. The children of senior executives/Master’s degrees are more likely to move to another region to pursue further education or find employment. Furthermore, more than half of such interregional movements correspond to people returning home. These results appear to demonstrate that individuals remain strongly geographically rooted: relatively few people move, and some of those movements correspond to people returning home.

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Footnotes
2
The region in which respondents took the Baccalaureate is not available for one of the generations, which prevents us from making systematic use of this variable. Nonetheless, in the three other generations for which figures are available, it appears that more than 95% of high school graduates received their Baccalaureate in the same region in which they started middle school. This rate is so high that the location variables for middle school and school leaving can be used almost interchangeably. For the rest of this section, we will thus use the term “region of origin”.
 
3
We focused on individuals in employment three years after graduating. The data therefore excludes graduates who are not in employment, registered unemployed, or who have taken up further studies. Table 8 in the appendix indicates that around 90% are employed. For those who are not, long high school graduates are unemployed while short high school graduates are returned to school.
 
4
For this study, we used the old regional divisions. Metropolitan France was until recently divided into 22 regions and 26 educational academies: the Ile-de-France region is split into three academies (Créteil, Paris, and Versailles), the Rhône-Alpes, and Provence-Alpes-Côte d’Azur region each have two academies (Grenoble and Lyon; Marseille and Nice). Following the redrawing of the administrative map, France now has just 13 regions.
 
5
The index assigned to each student is omitted here to make the notations easier to read.
 
6
The coefficients associated with the various regions can be provided by the authors if required.
 
Literature
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Perret, C. (2007). Note de recherche typologie de l’insertion professionnelle des diplômés de l’enseignement supérieur dans les régions françaises au regard des mobilités géographiques. Revue d’Economie Régionale & Urbaine juillet (2), 293. https://​doi.​org/​10.​3917/​reru.​072.​0293
Rérat, P. (2014). Highly qualified rural youth: Why do young graduates return to their home region? Children’s Geographies, 12(1), 70–86.CrossRef
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Metadata
Title
Mobility for Study and Professional Integration: An Empirical Overview of the Situation in France Based on the Céreq generational surveys
Authors
Bastien Bernela
Liliane Bonnal
Pascal Favard
Copyright Year
2021
Book
Advances in Contemporary Statistics and Econometrics

Print ISBN: 978-3-030-73248-6

Electronic ISBN: 978-3-030-73249-3

Copyright Year: 2021

DOI
https://doi.org/10.1007/978-3-030-73249-3_29

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