Search Results

Across the OECD, the labour-market performance of foreign-born-adults tends to lag behind that of the native-born. Immigrants are not only more likely to be unemployed or inactive, but they also earn less and work in lower-skilled jobs. Foreign-born adults feel their skills are underutilised in some countries. This has considerable consequences for the successful socio-economic integration of immigrants. Differences in skills proficiency, language spoken and country of education explain a large part - albeit not the entirety - of these observed gaps. Policies should therefore aim to provide immigrants with effective language tuition, adult education and training programmes in order to ensure the successful integration of foreign-born workers into host economies.

Excerpts from publication. Show less

The labour market outcomes for native- and foreign-born adults during the first year of the [Coronavirus Disease 2019] COVID-19 pandemic vary considerably across countries - with inequalities in employment even falling in some cases compared to 2017. In contrast with the 2008 financial crisis, greater educational attainment does not seem to have had a clear protective effect against labour market adversities during the pandemic. This is most likely due to countries' quick action to mitigate the economic impact of the pandemic and the high involvement of workers with low qualifications to maintain essential services during prolonged confinement periods. However, in some countries, inequalities in earnings were widening before the pandemic and unless appropriate measures are put in place, the economic effects of the current crisis may have a long-lasting negative effect on the integration of immigrants.

Excerpt from publisher's website. Show less

This paper is part of a series of briefs that highlight specific indicators in OECD's Education at a Glance that are of particular interest to policy makers and practitioners. Adult migrants in all OECD countries are a diverse group, with different profiles and levels of education. Even if they hold tertiary degrees, they are more likely to have poorer labour market outcomes, including lower earnings. Participation in the labour market is more difficult for foreign-born adults who arrived at a later age and acquired their qualifications in another country. It is important that host countries design and implement policies that will help immigrants improve their chances in their labour market, benefitting both the person and the country.

Edited excerpts from publisher's website. Show less

OECD Factbook 2008 is the fourth edition of a comprehensive and dynamic statistical annual from the OECD. More than 100 indicators cover a wide range of areas: economy, agriculture, education, energy, environment, foreign aid, health and quality of life, industry, information and communications, population/labour force, trade and investment, taxation, public expenditure and R&D. This year, the OECD Factbook features a focus chapter on productivity. Data are provided for all OECD member countries with area totals, and in some cases, for selected non-member economies. For each indicator, there is a two-page spread. A text page includes a short introduction followed by a detailed definition of the indicator, comments on comparability of the data, an assessment of long-term trends related to the indicator, and a list of references for further information on the indicator. The next page contains a table and a graph providing - at a glance - the key message conveyed by the data.

The 2005 edition is indexed at TD/TNC 82.131, the 2006 edition is indexed at TD/TNC 86.81, the 2007 edition is indexed at TD/TNC 90.87 and the 2009 edition is indexed at TD/TNC 95.740.

Published abstract reprinted by permission of the copyright owner. Show less

The 'OECD review of migrant education' was launched to help policy makers to design and implement migrant education policy successfully in their countries. It will provide solid facts about access, participation and student performance of immigrant students in comparison with their native peers and identify a set of policy options based on evidence of what works and examples of experience from many countries. The OECD is conducting policy reviews of migrant education in Austria, Denmark, Ireland, the Netherlands, Norway, and Sweden. This report is one in the series of country policy reviews and provides country-specific diagnosis and policy recommendations. By international standards, immigrant students in Ireland, on average, perform as well as their native peers at age 15. However, non-English speaking immigrants face particular challenges and do less well. Ireland is currently undertaking measures with a strong focus on language support and intercultural education. There is scope to: improve access to quality early childhood education and care for all, especially immigrant children, by implementing 'Free Pre-School Year for All'; strengthen initial and ongoing learning opportunities for language support teachers; concentrate efforts on mainstreaming language support and intercultural education into regular curriculum, teacher education and research; reinforce a 'whole-school approach' by enhancing capacities of teachers and school leaders to be more responsive to the growing linguistic and cultural diversity of students; ensure access to school, home and community liaison services for immigrant families, with careful attention to language and cultural barriers; collect better data to further encourage schools to adopt diversity and inclusive education; and set up a coherent framework for continuous feedback - at classroom, school and system [levels] - embedded in policy evaluation and school inspection. The overall findings of the review will be published in 2010 as a concise, action-oriented handbook for policy makers.

Published abstract. Show less

Current migration flows are characterised by a higher level of skill, a higher proportion of women and a broader range of destination countries than in the past. Many migrants have established roots in their destination countries while at the same time are better connected with their home countries because of easier transport and new tools of communication. Other groups of migrants exhibit forms of hyper-mobility, e.g. within free-movement areas or as employees of multinationals. The more 'traditional' forms of temporary labour migration are persisting, if not expanding, but here too the expectations of migrants with regard to the ties they maintain with their countries of origin have changed, as has the way they conceive of and deliver on commitments to their home communities. Taking into recent changes in migration flows and stocks, the purpose of this publication is to propose ways of thinking about new public policies that could better harness the skills of diasporas to foster development in the countries of origin. These options revolve around a central objective, seeking to better identify needs and the supply of skills so that public policy actions in countries of origin and destination can be targeted more effectively, and three main axes, consisting in: (i) improving access to information; (ii) supporting initiatives by diaspora members; and (iii) increasing the involvement of local authorities and employers.

Published abstract reprinted by permission of the copyright owner. Show less

The Programme for International Student Assessment (PISA) reviews the extent to which students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in modern societies. This volume starts by closely examining the performance variation shown in volume I, 'What students know and can do', particularly the extent to which the overall variation in student performance relates to differences in the results achieved by different schools. The volume then looks at how factors such as socio-economic background and immigrant status affect student and school performance, and the role that education policy can play in moderating the impact of these factors. It examines the impact of socio-economic background on student performance. Chapter one looks at moderating the impact of socio-economic background on educational outcomes. Chapter two offers three perspectives on educational equity and equality. In chapter three, learning outcomes and socio-economic background are discussed. Chapter four looks at the learning outcomes of students with an immigrant background. In chapter five school systems and the impact of socio-economic background are looked at. Finally, the policy implications are discussed. Show less

This paper considers the integration into the Australian labour market of the foreign-born population. It begins with a brief overview of some of the key employment outcomes of immigrants in Australia and then describes the framework for integration, covering the history of migration and integration in Australia, the main migrant groups and their characteristics, the development of selection policy, and an overview of the key integration instruments and the actors involved. Based on this, some issues that are particularly pertinent in the Australian context are analysed, including the impact of selection policy and the recognition of foreign qualifications and the integration of highly skilled migrants on the one side, and of humanitarian migrants on the other side. The report concludes with an overall summary including recommendations. Show less

The 'OECD thematic review on migrant education' will focus on the education outcomes of children of immigrants, with an emphasis on 'schools' (pre-school, primary school, and secondary school), while noting that the process of integration is multi-directional, interactive, and non-linear. The main overarching policy question of the project is: What policies will promote successful education outcomes for first and second generation migrants? The analytical approach is designed to respond to the question. The objectives and the resulting outputs are based on criteria for the assessment of the successful integration into the education system, which is threefold: (1) access - do immigrant students have the same opportunities to access quality education as their native peers?; (2) participation - do immigrant students participate (enrol and complete) as much as their native peers?; and (3) learning outcomes - do immigrant students perform as well as their native peers? Each country participating in the activity has prepared a country background report based on common OECD guidelines. Background reports outline national approaches to migrant education, providing information on school policies and practices, government policies and approaches, the role of the community and recent national data and research evidence. This is the country report for Austria. Some information on general immigration and integration policies and approaches is provided in order to place education policies in overall national policy contexts. There are two major aims: (1) descriptive, to present the current picture of what is happening in terms of immigrant children's access to, participation in and performance at school, and what interventions are working and not working; and (2) analytical, to present why certain interventions are working and others are not working (e.g. evaluative information done by research).

Published excerpts reprinted by permission of the copyright owner. Show less

This report charts the promises and pitfalls for people's well-being in 35 OECD countries and 6 partner countries. It presents the latest evidence from 50 indicators, covering both current well-being outcomes and resources for future well-being, and including changes since 2005. During this period there have been signs of progress, but gains in some aspects of life have been offset by losses elsewhere. This fourth edition highlights the many faces of inequality, showing that gaps in people's achievements and opportunities extend right across the different dimensions of well-being. It exposes divisions according to age, gender, and education, and reveals pockets of inequality in all OECD countries. It also brings to light the many well-being disadvantages that migrants face in adapting to life abroad. Additionally, the report examines governance as seen from the citizen's perspective, revealing gaps between public institutions and the people they serve. Finally, it provides a country-by-country perspective, pinpointing strengths, challenges and changes in well-being over time in 41 country profiles.

Published abstract. Show less