Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF
Grant: 51NF40-160590, P1ZHP1_155498
Funding text 1: We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.; Funding text 2: ☆ We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.
Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF
Funding text 1: We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.; Funding text 2: ☆ We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.
University of Technology Sydney, UTS
Funding text 1: We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.; Funding text 2: ☆ We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.
Staatssekretariat für Bildung, Forschung und Innovation, SBFI
Funding text 1: We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.; Funding text 2: ☆ We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.
National Center of Competence in Research Chemical Biology, NCCR-CB
Funding text 1: We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.; Funding text 2: ☆ We thank two anonymous referees and the editor Jessica Pan for valuable suggestions. This paper is part of a special issue for the 2021 AASLE conference. This study was partly funded by the Swiss Secretariat for Education, Research and Innovation through its Leading House on the Economics of Education, Firm Behaviour and Training Policies. We also received support from the Swiss National Centre of Competence in Research LIVES - Overcoming vulnerability: Life course perspectives, which is financed by the Swiss National Science Foundation (grant number: 51NF40-160590), and an SNSF Doc.Mobility Scholarship (project number: P1ZHP1_155498). We thank Uschi Backes-Gellner, Simone Balestra, Adeline Delavande, Xiaodong Fang, Chris Flinn, Miriam Gensowski, Kalaivani Karunanethy, Rafael Lalive, Mark Lambiris, Shiko Maruyama, Peter Siminski, Denni Tommasi, and Conny Wunsch for valuable comments on this and earlier versions. The paper also benefitted from comments of participants at the SSES Annual Congress (St. Gallen), the University of Technology Sydney, the Melbourne Institute, the Australasian Labour Econometrics Workshop (Adelaide) and the 2021 AASLE Conference (Bejing). The views expressed in this study are the authors’ and do not necessarily reflect those of the Swiss National Bank.
