ABSTRACT Drawing on retrospective data from the Estonian Family and Fertility Survey, this article examines the impact of grandfathers, who reached adulthood in the Estonian Republic before World War II, on their grandchildren's educational attainment in the late Soviet and post-Soviet Estonia. The article argues that despite the Sovietization policies, the high social position of grandfathers had a positive effect on their grandchildren's educational attainment, net of parental education and resources. Our results show that the multiplication effect (i.e. the advantage of having highly educated parents is strengthened by grandparents’ resources) prevails over the compensatory one (i.e. the use of advantageous grandparents’ resources to overcome shortage of parental resources), suggesting that social hierarchies and advantages of the pre-Soviet period contribute to the overall and increasing intergenerational inequality in the late Soviet and post-Soviet Estonian society. This conclusion is also supported by finding that respondents with persistently high (across two familial generations and political regimes) social background have the highest probability to attain higher education, while offspring of parents characterized by the loss of grandparents’ high pre-WWII status has very low (and practically non-different from that of descendants of persistently low social background) probability to attain higher education.

ABSTRACT This paper explores cross-national variations in the impact of education on labour market outcomes using the risk of unemployment and occupational status as the key dependent variables. The study applies a comparative perspective on eight EU countries (three from CEE), representing different relationships between the education system and the labour market with various degrees of inequality, welfare provisions and labour market flexibility. A temporal comparison investigates the influence of the 2008 economic crisis. The study employs data from the European Union Labour Force Survey 2007, 2009 and 2014. Binary and ordinary least squares regressions are the main analytical methods. Models are fitted to the pooled data and interactions are applied to elaborate on country and temporal variations. The analysis reveals the persistence of returns to school investments; the crisis exerts bigger risk and loss for the less educated. However, this impact is markedly shadowed by the institutional variation at the country level. High flexibility and low inequality could provide some defence, while corporatist features and employment protection decreased the crisis effects. Post-communist countries were hit harder but with a characteristic variance: Slovenia was less affected, Estonia recovered the crisis faster and Hungary was affected at most.

ABSTRACT The aim of this paper is to analyse the impact of social origin on the transition from basic to secondary education and from secondary to tertiary education, comparing four cohorts born between 1935 and 1984. The analysis focuses on testing four hypotheses, which are mainly derived from the theses of maximally maintained inequality, effectively maintained inequality and the changes in the Estonian education system. The analysis is based on data from the Estonian Social Survey, 2004–2005, which gathered retrospective information about the educational transitions of respondents and their social origins. The findings showed the persistent inequality in the transition to secondary education during the socialist period, despite the expansion of secondary education in the 1960s and 1970s. However, as a result of declining enrolments in the 1990s, social inequality in the transition probabilities to secondary education increased significantly. We found that social origin had a strong impact on the transition to higher education, but surprisingly this effect did not change when comparing cohorts. We can also point out that the distribution of educational opportunity is related more to the rules that govern educational selection than to the expansion of the educational system per se.

ABSTRACT The aim of this paper is to present a descriptive overview of patterns and labour market outcomes characterising the labour market entry in Estonia compared to the EU countries. The assumption that labour market institutions and educational systems have an impact on the labour market entry process makes up the starting point for the formulation of the hypotheses. The hypotheses have been formulated on the basis of the comparison between the educational systems as well as labour market institutions in Estonia and in the EU countries. The paper draws upon data from the Estonian Labour Force Survey (ELFS) 2002 and from the 1997 ELFS’ macro level data about the EU countries. The paper will present evidence concerning differences in labour market outcomes between new entrants and experienced workers. Based on macro level data, the analysis will attempt to empirically identify distinct country clusters.