3. Theoretical Background
Human Resources Economics and Economics of Education have for
long been criticising the mainstream approach for which human capital
theories should be considered as the adequate theoretical framework behind
demand for education and further studying strategies11.
Actually, most hypotheses and results proposed by such theories are
no longer adhering to nowadays study and work life cycles. Among those
unrealistic traits it would be enough to select a few: the one under which
more education would necessarily imply more and better work
opportunities; the well known Mincer conceptualisation of the “overtaking
year” (Mincer 1974) according to which transitions between education and
labour market would take place instantaneously and automatically; yet the
assumption under which no further education and training would be sought
after the insertion into the labour market; also - and perhaps the most
limitative assumption - the one which states complete homogeneity among
individuals towards education.
Besides the still very high attractiveness these theories - together
with most other “mainstream economics” approaches - exert upon a great
number of education and labour researchers, we believe that statements like
the above ones should more than ever be subject to critical scrutiny.
Otherwise Economics will risk fail playing its role as a social science,
because of the almost absolute lack of adherence of a great deal of
assumptions to the effective research subject.
11 By “further studying” specialised bibliography means the individual demand for education after
compulsory education having been finished. For this paper purposes we will use this terminology to refer
to post-graduation trajectories.
13