The Road to Work for Former Students with Special Educational Needs: Different Paths for Young Men and Young Women?

Table 1.

ValuesEmployed (%)nFunctional level at the start of upper secondary education0. Fourth quartile (lowest level)541011. First to third quartile75342Type of class at the start of upper secondary education0. Special class642601. Regular class78183Job placement contract as a part of upper secondary education0. No job placement contract662641. Job placement contract76179Present competence0. No competence612701. Academic or vocational competence84173Driving licence0. Do not possess a driving licence591301. Possess a driving licence74313Father0. Not working711061. Working70337Mother0. Not working651501. Working72293Family situation0. Have children51741. No children74369Gender0. Female631631. Male74280

Table 2.

Exp(B)Functional level2.21**Type of class1.37Job placement contract1.45Competence2.42***Driving licence1.64*Father working0.70Mother working1.12Family situation3.48***Gender1.20***Significant at least at 0.001.**Significant at least at 0.01.*Significant at least at 0.05.The independent variables are presented in Table 1. The dependent variable is defined in this way: 0 = not permanent work; 1 = permanent work.

Table 3.

Females (n=163)Males (n=280)Exp(B)Exp(B)Functional level6.41***1.50Type of class1.771.17Job placement contract3.47**0.91Competence1.782.74**Driving licence1.611.67Father working0.23**1.10Mother working1.151.12Family situation13.58***1.27***Significant at least at 0.001.**Significant at least at 0.01.The independent variables are presented in Table 1. The dependent variable is defined in this way: 0 = not permanent work; 1 = permanent work.