ABSTRACT
Among other things, the COVID-19 pandemic has greatly affected the use of time of individuals. The burdens seem to have been unequally distributed between men and women. This paper analyses gender differences in Slovenia in time spent on paid and unpaid work before and during the lockdown. The design of our study enables us to examine the change in time spent on 14 different activities in an average workday before and during the pandemic. We find that during the pandemic, the gender gap in paid work widened, meaning that men spent even more time on paid work compared to women. Men also began to cook, devoted more time to cleaning and spent significantly more time caring for children. Therefore, the gender gap in childcare, which was marginally significant before the pandemic, became insignificant. During the pandemic, women spent relatively more time on home maintenance, which in turn led to a narrowing of the gender gap in this activity.
ABSTRACT
Purpose The aim of the paper is to identify the causal effect of the COVID-19 induced crisis on students' decisions about their educational plans. The authors hypothesise that students adjusted their decisions by delaying graduation, dropping out or change the field of education because of increased uncertainty about future employment and monetary returns. Design/methodology/approach The empirical approach is based on a survey done during the first wave of COVID-19 in Slovenia. The probability of dropping out, prolonging or stop-out is designed by applying probit and probit with insturmental variables empirical model. Findings Primary orientation towards work increases the probability of dropping out and financial constraints increase the probability of prolonging studies. The same holds after accounting for endogeneity. However, the authors do not find that poor job expectations due to COVID-19 affect students' decisions to prolong, drop-out or stop-out. The authors also find that the primary orientation toward work or study explains the differences in the probability of each outcome that is not influenced by enrolment in a particular field of study. Research limitations/implications The results cannot be read as an objective prediction of the impact of the COVID-19 crisis on college failures. However, the study provides insight into how students' expectations change their intentions to prolong, drop-out, or stop-out during periods of high uncertainty. The extent, to which measured intentions are realised, however, is uncertain. Practical implications Understanding the response diversity and motives behind students' study decisions represents extremely valuable insights for economic policy. Mapped apprehensions, augmented by heterogeneity in personal and financial characteristics, are relevant for policymakers. In terms of future research, it would be interesting to analyse what changes occurred over a five-year period, specifically which field of study was most affected by students' adjusted plans due to the pandemic. Social implications Students have always been a special group in the labour market. After the initial shock of closing activities, studying online and the drastic decrease in student work due to COVID-19, the decision was made in spring 2020 to continue on the chosen path or not. This paper provides insight into the changing decision students made about their educational plans. Originality/value This paper is one of the first to highlight the implications of COVID-19 for the adaptation of student plans in the transition from school-to work in Europe. It departs from the classical literature of college failures, as specific macroeconomic conditions influence students to reconsider their educational decisions. Moreover, the paper also contributes to the rapidly growing literature on the impact of the COVID-19 pandemic on household-level labour market outcomes, particularly with respect to job search and labour supply decisions in general.