English
This article aims to understand the return to school of Canadian young adults after leaving postsecondary education (PSE) with or without a diploma. Using longitudinal data from the Youth in Transition Survey, we show that the return to school is more common during the first three quarters after studies cessation. Return is also influenced by the characteristics of prior schooling, some traits of transition to adulthood (e.g. type of occupation, income and living in a couple), thus confirming the hypothesis of persistence effects of social segregation.
Keywords
- lifelong learning
- school paths
- returning to learning
- social inequality
- higher education
- Canada