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Population ageing will bring economic challenges in the future. The purpose of this paper is to examine whether increased educational level could mitigate the consequences of population ageing on economic sustainability, measured as the gap between labour income and consumption.

Using the National Transfer Accounts (NTA) methodology, the authors decompose labour income and consumption by age and educational level (low, medium and high) and compare obtained age profiles with those calculated conventionally. In addition, using the population projections by age and educational level, the authors project both profiles to 2060 for selected EU countries and assess future economic sustainability.

The results show that the highly educated have a significantly higher surplus for a longer period then those with lower and medium education. Therefore, the improved educational level of individuals will have a substantially positive impact on labour income in the future—on average by about 32% by 2060 for all EU countries included. However, as the better educated also consume more, higher production does not fully translate into improved economic sustainability, but the resulting net effect is still positive at about 19%.

The authors present for the first time an NTA by education for 15 EU countries and show the importance of including education in the analysis of the economic life cycle. The authors also show that increased educational level will mitigate the consequences of population ageing on economic sustainability in the future.

The purpose of this study is to analyse the background and consequences of the Spanish job market on the employment conditions of Spanish women and on underlying attitudes on gender role in the working environment.

From the European Social Survey (2004, 2008, 2010, 2016), the authors draw a sample of 3,706 individuals aged from 25 to 64 years old living in Spain. The sample allows the authors to make estimations from several aggregation levels depending on gender (men and women) and generational cohort (baby boom and X generation).

Education improves the perception of women’s work among both men and women. The role of education is especially interesting for older people. Educational levels help women adapt to a changing context, promote female participation in the job market and protect them from unemployment situations. This study demonstrates that both gender and generational cohort moderate the impact of education on gender labour attitudes and working status.

Finally, this work is not exempt from limitations. For example, the use of cross sections does not allow the authors to obtain a richer set of causal relationships than the use of panel data would allow them. In addition, it would be interesting to replicate the study of gender labour attitudes among human resource managers and workers to have a broader view of what happens within companies.

The main contribution to the state of the art is to demonstrate that both gender and generational cohort moderate the impact of education on gender labour attitudes and working status. In addition, this study analyses whether gender labour attitudes change throughout the economic cycles, because population characteristics change (endowment effect) and/or because the same characteristics have different impacts (coefficient effect).

Teachers' expressing candid and natural emotions during teaching and learning processes is of vital importance for the quality and content of education. Because of that reason, it is necessary to explore factors that have a role in teachers' emotional labour. Therefore, the current study aims to test a novel model developed to explore the direct and indirect relations among distributed leadership, teacher autonomy and emotional labour.

The study data came from 1,007 teachers working at 81 state high schools located in 12 different regions in Turkey. To test the proposed model, the authors conducted a mediation analysis of structural equation modelling.

The analysis confirms that teacher autonomy is a prominent mediator in the relationship between distributed leadership and emotional labour.

This study is expected to contribute to the body of research focusing on the effects of leadership on teachers' emotional labour.

Guided by Habermas’s three cognitive interests, this paper reviews the studies on school leaders’ emotional labor. It seeks to provide a typology of how researchers inquire about school leaders’ emotional labor by focusing on different understandings, topics and characteristics.

This is a narrative review with 38 studies finally selected for analysis. Guided by Habermas’s three cognitive interests, all the studies were examined carefully and were found to fall into different clusters of understanding of school leaders’ emotional labor.

The review revealed three understandings of school leaders’ emotional labor, namely instrumental understanding, practical understanding and emancipatory understanding. The instrumental understanding treats school leaders’ emotional labor as a tool to effectively control the schools; the practical understanding regards emotional labor as a way to build and maintain relationships and as the process of meaning-making; the emancipatory understanding perceives emotional labor as a site for school leaders’ reflection and action for achieving a more just and self-determined leadership.

This review contributes to the growing literature on school leadership and emotional labor by providing a theory-guided typology and synthesis of the existing understanding of school leaders’ emotional labor, which lays a knowledge base and points out directions for future scholarly inquiries. It also provides practical suggestions for educational policy, school leaders’ practice and leadership training.

In addition to being a violation of human rights, the practice of child labor can be related to criminality against young people. In view of this, the hypothesis tested in this article was that child labor aggravates youth homicide through educational level.

This study used annual data for the 26 states plus the Federal District for the period 2001 to 2014. To do so, the authors used the iterated feasible generalized least squares (IFGLS) estimator under the seemingly unrelated regressions (SUR) model.

The results showed that child labor positively affects the homicide of young people, showing education as a transmission channel through which the effect is materialized. The general conclusion, given this, that work is an alternative for children not to enter the world of crime due to its socializing character, cannot be sustained.

This evidence provides input to the formulation of policies and programs to eradicate or slow child labor. In addition to the social and economic rise of individuals, it is important to emphasize the role of education (human capital) in explaining economic growth.

So far, there is no record of national research that sought to empirically assess the effect of child labor on crime, in particular, on the homicide of young people, considering education as a transmission channel, and this assessment is the contribution of the present study to the economic literature on crime.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-03-2023-0163

Purpose. This chapter discusses the challenges and different strategies to increase skill development for the future workforce.

Methodology. Multiple sources on the topic were studied and reviewed in this chapter. The idea of skill and its development is discussed in the literature review.

Findings. Different nations’ governments have promoted human capital development by providing up-skilling and retraining programs to balance supply and demand. Skills gaps need to be brought to the attention of stakeholders, such as governments, businesses, and the educational system. Teachers, employers, and other stakeholders need to develop strategies and action plans to ensure that the skills gaps are appropriately identified and adequately addressed. These initiatives must be developed with input from various stakeholders.

Practical Implications. The research results would inform the curriculum, incorporating skill development processes tailored to various scenarios. These findings would aid business organisations in crafting skill development programs that address identified skill gaps. Challenges in skill development would be taken into account during course development, and relevant teaching–learning materials would be created. Key stakeholders, such as accrediting organisations, employers, and students, should exert more influence on academic institutions to prioritise societal demands for economic development.

Originality/Value. The uniqueness and significance of this chapter lie in its concise summary of the strategies to tackle the hurdles in skill development.

This study aims to investigate the extent to which the Indonesian conditional cash transfer (CCT), known as the Family Hope Program (FHP), impacts the probability of children engaging in labour activities.

This study utilizes data from the Indonesian Family Life Survey in 2014, focussing on periods following the implementation of the FHP. To estimate the impact of FHP on child labour in Indonesia, the authors employ a propensity score matching strategy to balance the characteristics observed between the participant and non-participant groups.

The estimates show that FHP has no statistical impact on child labour across all matching techniques. This implies that receiving the CCT does not always help poor households decrease the probability of stopping their children from participating in labour activities.

The conditions applied to the beneficiaries, which only require children to attend school without requiring them to stop working, may not effectively address the issue of child labour. The current structure and design of the FHP need to be re-evaluated and improved to effectively combat child labour.

Despite numerous studies examining the impact of CCT on child labour which remains inconclusive in Indonesia, this study contributes to the existing literature by considering children participating in labour activities across all types of work without focussing on specific education levels or regions.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-07-2023-0580

The work compares across cohorts and different levels of education the early-stage evolution of several labour market outcomes, with the aim of studying whether and to what extent education matters for the level, growth and stability of earnings.

By using a rich longitudinal dataset developed from merging survey and administrative data, this article describes the evolution of the early career – five years following the education completion – in Italy comparing differently educated workers born between 1970 and 1984.

The authors find evidence of an "education premium” during the first five years after education completion in terms of faster school-to-work transition, higher employability and higher earnings; moreover, education is associated with positive, faster and more volatile earnings growth, while for those experiencing a downward trend education does not appear to play any role. However, no clear-cut changes across cohorts in the association between the various outcomes and the level of education emerge, thus signalling that no continuous rise of skill premia in the first phase of the working career across cohorts characterises the Italian economy.

The main originality consists in investigating the early career stage by cohort and by the level of education with a focus on many multi-year individual outcomes. Besides investigating the evolution of aggregate outcomes for differently educated individuals born in different cohorts, the authors also focus on individual earnings dynamics along the five years after the education completion.

Mexico is a large, culturally and linguistically diverse country. More than half of its population lives below the poverty line, a fifth is of indigenous origin, and 5% have a disability. This chapter offers a brief description of the general characteristics of the country and the legislative changes toward inclusion and presents the status and progress toward the 2030 Agenda educational goals toward inclusive education. Although efforts have been made to improve the quality of education and inclusion, the country's complexities: poverty, cultural diversity, and political adjustments, among others, have held back progress, as will be explained in this chapter.

Twelve percent of families in the United States have a child with a disability, yet little is known about the long-term consequences of growing up with a disabled sibling. This study builds on previous research regarding disability effects on families and offers an additional view on the linked lives of families and, in particular, siblings. Using secondary data from the National Longitudinal Survey of Youth 1979 Children and Young Adults, this study examines the odds of college completion among young adults with a disabled sibling during childhood. Specifically, I examine the gender differences among those who had a sibling with a disability. Women are more than 35% less likely to complete college if they had a disabled sibling during childhood; there is no significant difference by sibling disability status for boys. To understand whether children in low-resourced families are particularly penalized by having a disabled sibling, I examine whether various family resources attenuate the low graduation odds among those who had a disabled sibling. I find that having stably married parents during childhood largely eliminates the college completion gap between those with and without a disabled sibling. However, increases in mothers' education or family income do not attenuate the college completion gap. By identifying this gender disadvantage in college completion, this study shows that disabilities have consequences not just for disabled individuals but for their siblings as well, shining a light on a hidden cost of disability on families.