Family, occupational transitions and educational investments: a dynamic microsimulation analysis.

Summary This thesis proposes an analysis of educational investment at the individual level. It develops a dynamic perspective that seeks to analyze the links between education and trajectories over the long term. To do so, we use a dynamic microsimulation model. The first part of the thesis focuses on initial education. It seeks to assess the impact of the diversity of trajectories on the heterogeneity of monetary gains associated with different levels of education. We first show that some graduates, because of the unfavorable trajectories they experience on the labor market, have a non-negligible probability of not financially valuing their education. The analysis of the gains from initial education is then extended to individuals' marital behavior. In particular, we show that taking into account the wage income of spouses reduces inequalities between graduates, despite the existence of educational homogamy phenomena. The second part of the thesis is devoted to "continuing education" (CE) or "post-school". Taking into account family and professional factors that may affect access to CE, this part aims to measure the level of expenditure that individuals receive for training once they have completed their initial studies. The results highlight a high degree of heterogeneity in this expenditure and the divergent role of the various training schemes. They also show that the amounts invested in the post-school training of individuals remain low compared to those invested in initial training.