高等教育の国際比較

高等教育卒業者の就業構造の比較研究

抄録

In 1968, OECD published the statistics in the educational structure of labourforces, from which we can learn the occupational structure of the higher educationgraduates in sixteen countries.
(1) The higher education qualified labour forces among the total labour forcesshow a ratio about 2 or 3% in most European countries, above 7% in Japan, 10% in Canada, and 19% in U. S. A. The former can be called the lowereducated societies, the latter the higher educated societies.
(2) In the lower educated societies, above 70% of the higher education graduatesare absorbed in the professional and technical occupations, while in the highereducated societies only 40-50% are absorbed in such occupational category.That is to say, the traditional privilege of higher education graduates has beenlost in the higher educated societies and a considerable number are forced toseek their occupation in clerical, sales or manual jobs.
(3) On the other hand, in higher educated societies the chances for the nonhighereducation graduates to get a professional or technical occupations havediminished considerablly. It means that the positions of the professional andtechnical occupations are exclusively monopolized by the higher educationgraduates. For instance, about 75% of the professional and technical occupationsare taken by the higher education graduates in U. S. A., while it is about 30%in most European countries.
(4) Thus the higher education in the higher educated societies has lost theprivileged function to guarantee its graduates for the professional and technicaloccupations, but in the meanwhile the higher educational qualif ication hasbecome a more and more neccessary prerequisite to get a professional or technicaloccupation.
(5) Here appears the differentiation among the higher education graduates. Someof the graduates are engaged in the professional and the technical jobs, andothers in the clerical, sales and manual jobs. This allocation seems to be dueto the following factors.
A. A vertical functional differentiation in the higher education. For example, the graduates of the graduate schools are likely to get professional andtechnical occupations and the graduates of universities or junior colleges arelikely to be engaged in clerical, sales and manual jobs.
B. A horizontal functional differentiation in study fields. For instance, graduatesof law or technical faculties are engaged in professional and technicaloccupations, and graduates of other faculties, in clerical, sales and manualjobs.
C. An informal differentiation between the high-ranked universities and collegesand low-ranked ones.