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The contribution of immigration to the Canadian economy and society has been of continued importance in recent decades, due to being the main driver of population growth and their importance on the labour market. Given that Canada and other countries of the OECD are competing for skilled workers, measuring the socio-economic integration of immigrants into Canada is essential. Immigrants with postsecondary educational qualifications can help fill the labour demand in Canada, especially if their qualifications are readily recognized by the labour market. In this context, exploring the labour market outcomes and Canadian postsecondary educational attainment of immigrants is critical to understanding the various facets of their socio-economic integration.

Since the late 1990s, federal and provincial governments have shifted immigration policies toward immigrants with postsecondary qualifications, as part of the 'economic' category of immigrants. Despite this shift, the potential difficulty of qualified landed immigrants to transfer their educational qualification to the Canadian labour market continues to exist and may represent a barrier to accessing the labour market for some, and thus impact the supply of skilled workers.

This study explores in detail the educational attainment from Canadian public institutions and employment income of immigrants from the 'economic immigrant' programs who were granted permanent residency based on their ability to contribute to the Canadian economy. The analysis compares the skilled immigrants who returned to postsecondary education after admission to Canada to those who did not return to postsecondary education and explores their potential difficulty to transfer their educational qualifications onto the Canadian labour market. The analysis uses the Longitudinal Immigration Database (IMDB) integrated with the Postsecondary Student Information System (PSIS) and the T1 Family File (T1FF) through the Education and Labour Market Longitudinal Platform (ELMLP). The study population is limited to immigrants admitted to Canada as permanent residents in 2010 who were at the core working age of 25 to 54 years old at the time of admission, who had not studied in Canada prior to their 2010 admission and who filed taxes in Canada at least once between 2011 and 2019.

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This paper extends the analysis of the relationship between skills proficiency and labor market outcomes well beyond the findings in the OECD report on the United States. Among the questions it examines are the following: (1) How do proficiency levels in literacy, numeracy and problem-solving vary between and within demographic, education and occupational groups? For which subgroups is the lack of basic skills proficiency most pronounced? Do we find skill shortfalls in one of the three areas even for native-born groups with postsecondary credentials or in middle-skill occupations? (2) Do weak skill proficiencies significantly limit the ability of workers from obtaining middle-skill credentials and jobs or do those holding such jobs vary widely in their proficiencies? (3) To what extent are earnings differentials related to differentials in literacy, numeracy, and problem-solving levels, even within occupations that do and do not require some postsecondary credentials? (4) To what extent does skill proficiency correlate with worker perceptions of the skill demands of jobs? How do differentials in skill use on the job differ from measures of proficiency? How do these relationships vary across occupations? The answers to these questions highlight key facts and relationships and suggest subsequent analyses of the U.S. PIAAC micro data.

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We describe how ethnic disparities in the labor market between prime aged Hispanic and non-Hispanic white men have evolved over the last 50 years. Using data from the March [Current Population Survey] CPS, the Census, and the [American Community Survey] ACS, we examine several employment and earning outcomes. Hispanics have experienced sizable gains to employment: from a negative 2 per cent prior to 1990 to a positive 4 per cent after 2010 compared to non-Hispanics. In terms of earnings, Hispanics face a substantial negative disparity between 20 per cent and 30 per cent with some improvement after 2000. Most of the employment gain is driven by those with less than a high school degree, while the earnings disparity increases with education. Comparing Hispanic immigrants with natives reveals much of the employment and earnings gains are attributable to Hispanic immigrants, particularly immigrants not fluent in English.

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Data from the 2016 Census show that Indigenous youth (aged 15-29 years) are less likely to be employed or studying than their non-Indigenous counterparts. The employment gap between Indigenous and non-Indigenous youth increases in the years immediately following the end of compulsory schooling and continues to widen into the 20s. Indigenous youth are also more likely to work in part-time, casual and unskilled jobs than non-Indigenous youth. The situation for young Indigenous women is markedly worse than for men, even though educational participation and attainment are similar. These early labour market experiences are likely to have both immediate and ongoing effects, reducing income and wealth accumulation, and impeding future labour market success. However, there are signs of improvement in the labour market situation for Indigenous youth, particularly in nonremote areas. Between 2011 and 2016, increases in educational participation and employment saw fewer Indigenous youth disengaged from work and study. Growing educational attainment is likely to further improve employment rates because Indigenous youth who have completed Year 12 have far better outcomes in the labour market than early school leavers.

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This paper asks to what extent parents' education and income are associated with the educational attainment of childhood immigrants who arrived in Canada at age 17 or younger. Childhood immigrants aged 25 to 44 in the 2016 Census were linked to the Longitudinal Immigration Database to determine their parents' education level and income. The results show that both fathers' and mothers' education had a substantial and positive effect on the likelihood of childhood immigrants completing a bachelor's degree or higher. If both parents had a bachelor's degree or higher, the effect was almost doubled, controlling for other background variables. There was some variation by source region. The effect of parents' education was weaker for families from East Asia and Southeast Asia than for those from Europe and English-speaking developed countries, indicating that parental education mattered more for the latter groups. When educational attainment was broadened to include graduation with a trades or college credential as well as a bachelor's degree or higher, the effect of parents' education was much weaker, and the group difference in educational attainment became small. Childhood immigrants are more likely to pursue a bachelor's degree or higher than a trades or college certification, while the opposite is true for children with Canadian-born parents. This tendency among immigrant families to prefer a bachelor's degree or higher also varied substantially by source region. After parental education and other variables were controlled for, family income during the first five years after entry to Canada had only a small effect on the child's educational attainment. The conclusion includes a discussion of the implications of the results and the mechanisms through which these effects occur.

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This report is the eleventh in a series of annual publications produced by the Skills and Labour Market Research Unit in [An tSeirbhis Oideachais Leanunaigh agus Scileanna] SOLAS on behalf of the Expert Group on Future Skills Needs. The report aims to provide an indication of the current and future supply of skills available in Ireland; it also aims to provide a profile of the current skills of the population by education level. The report outlines a number of features relating to the supply of skills available in Ireland's labour market.

The report shows that the education profile of the population has shifted towards higher levels of education attainment in recent years. The change is due to a number of factors, including migration, with the impact on the education profile varying according to education level. It is also important to note that the size of Ireland's young adult population has fallen considerably due to low birth rates and high outward migration; this in turn may affect the availability of young, skilled persons in the labour market. In addition, there were also increases in the number of awards made in the further education and training (FET) and higher education sectors. While almost half of awards tend to be in social science, business and law (SSBL) or health and welfare, a growing number are now being made in the more technical areas of science, computing and engineering.

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This paper explores the impacts of demographic, technological, and structural transformations on the work of men and women in the People's Republic of China. Three types of gender-based constraints that hamper inclusive growth are identified: gender gaps in educational attainment; gender stereotypes affecting employment decisions; and competing demands of work and family, especially on women. The paper recommends (i) investing in rural women with a targeted approach, (ii) developing elderly care services, (iii) tackling gender stereotyping and segregation in occupations, (iv) increasing public spending on early childhood education and care, and (v) considering pension reform.

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Education can be seen as a social structure that reproduces existing levels of social, economic, and cultural distributions. Using Vietnam as a case study, this paper seeks to examine how these theories hold up in a socio-political and socio-economic context that has been less examined, specifically in one of the few remaining single-party socialist countries that advocates Communism. The findings suggest prior levels of social stratification are predictive of educational attainment, and educational attainment is predictive of employment. Higher educational attainment is also predictive of having occupations in economic sectors with less repetitive work and more autonomy.

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We study the links between family configuration and formation on the one hand and adult literacy skills on the other by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), a survey of 250,000 people aged 16 to 65 conducted by the OECD in 33 countries and economies. Literacy proficiency has an effect on many aspects of the formation and development of families, such as age of parents at birth of first child, or age of partners at cohabitation, even when educational attainment and age are taken into account. Moreover, having children and living with a partner have consequences for adults' job opportunities and participation in the labour market, which can be particularly negative for the women with the highest literacy proficiency.

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This paper uses Programme for International Student Assessment (PISA) data linked to administrative data to track the educational and labour market outcomes of young people. Students with lower skills have lower rates of participation in further education. While men with low skills out-earn their higher-skilled counterparts when they are very young, their earnings are overtaken by those with higher skills when they are in their early twenties and earn around 15 per cent less by the age of 25. The differences among women are substantially larger - women with low skills earn about 35 per cent less than their higher-skilled counterparts by age 25.

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