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This publication contains the papers prepared for the seminar on 'International mobility of highly skilled workers: from statistical analysis to the formulation of policies', held in Paris, 11-12 June 2001. The seminar was jointly organised by the OECD Directorates for Science, Technology and Industry (DSTI) and Education, Employment, Labour and Social Affairs (DEELSA). In a global context where shortages of highly skilled and specialised workers have influenced national migration policies, the seminar focused on the provision and comparability of data on international mobility of highly skilled workers in OECD countries and some non-OECD nations, the impact on their economies, and the development of migration policies that are beneficial for both sending and receiving countries. The publication is organised into three sections: the first presents the definitions and measures of international stock and flows of highly skilled workers and human resources in science and technology (HRST); the second draws on case studies of OECD Member countries and non-Member countries to investigate trends and economic implications of international mobility of highly skilled workers; and the third section discusses how policy measures in the area of migration and science and technology can influence international mobility of highly skilled workers. Part one, 'Defining and measuring international flows of human resources in science and technology', contains the papers: Human resources in science and technology: measurement issues and international mobility / Laudeline Auriol and Jerry Sexton; Student mobility between and towards OECD countries: a comparative analysis / Karine Tremblay. Part two, 'Trends and economic impact in OECD countries', contains the papers: International mobility of highly skilled workers: from statistical analysis to policy formulation / Dominique Guellec and Mario Cervantes; The measurement of international migration to Canada / Michael Bordt; International mobility of human resources in science and technology in Japan: available data, quality of sources, concepts and proposals for further study / Shin-ichi Kobayashi; A brain drain among young PhDs: mirage or reality? / Daniel Martinelli; Why do firms recruit internationally?: results from the IZA International Employer Survey 2000 / Rainer Winkelmann; Return migration of highly-skilled Irish into Ireland and their impact on GNP and earning inequality / Alan Barrett. Part three, 'Trends and economic impact in non-OECD countries', contains the papers: Mass migration of highly skilled workers: Israel in the 1990s / Ari Paltiel; International migration of scientists and engineers in Russia / Leonid Gokhberg and Elena Nekipelova; International mobility of China's resources in science and technology and its impact / Zhang Guochu and Li Wenjun; Rethinking high-skilled international migration: research and policy issues for India's information economy / V. Gayathri; Migration of skilled and highly skilled workers [in] South Africa: a case study / Jean-Baptiste Meyer. Part four, 'Policy issues', contains the papers: The mobility of human resources in science and technology in Sweden / Anne-Marie Gaillard; High-skill migration and Chinese Taipei's industrial development / Yu-Ling Luo and Wei-Jen Wang; Policies for admitting highly skilled workers into the United States / Philip Martin; Migration policies designed to facilitate the recruitment of skilled workers in Australia / Graeme Hugo; The current 'green card' initiative for foreign IT specialists in Germany / Heinz Werner; International mobility of highly skilled workers: the UK perspective / Nicolas Rollason.

Selected papers are indexed from TD/TNC 69.320 to TD/TNC 69.326. Show less

This paper looks at a number of efficiency and equity aspects related to skill acquisition of young people and older adults. The results of this analysis suggest that such human capital investment is associated with valuable labour market gains for people, such as higher wages and enhanced employability, and that these gains exceed the original investment costs, mainly foregone earnings and tuition fees, by a significant margin. The analysis also indicates that the net benefits are strongly influenced by policy-related factors, such as study length, tuition subsidies and student support. Overall, the estimates suggest that there are strong incentives for the average student to continue their education past the compulsory schooling age, and highlight the benefits of such investment in education for society in general. However, the net gains fall with age, mainly as a result of a shorter period in which to take advantage of the benefits of education. In conclusion, the author points out that students in higher education tend to come from more affluent socio-economic backgrounds and that they benefit from large public subsidies. Young people from disadvantaged backgrounds, on the other hand, are less likely to participate in tertiary education and thus derive the benefit from public subsidies. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is the country paper for Germany. It is based on the draft national questionnaire response and other documentation and provides a summary of the impressions of the review team and its suggestions for ways in which policies for career information, guidance and counselling might be developed in Germany. The document contains the following sections: Introduction; The context; The German guidance system; The main sectors (covering schools, higher education, the dual training system, the Federal Employment Service, the private sector, and other services); Key policy issues (which covers reviewing the role of the Federal Employment Service, strengthening guidance within educational institutions, extending services for employed adults, quality-assuring the private sector, strengthening professional standards, and exploring ways of extending collaboration and leadership); and Conclusions. Includes appendices.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; Germany’s response to the national questionnaire is indexed at TD/TNC 73.134. Show less

This pocket book contains key statistical data on OECD member countries. It provides comparable tables on subjects including agriculture and food; development; education and skills; employment; energy; enterprise, industry and services; environment; finance and investment; general economics; health; insurance and pensions; international migration; national accounts; nuclear energy; science and information technology; sustainable development; taxation; territorial economy; trade; and transport. This publication also provides a selection of data in graph format. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is Germany’s response to the national questionnaire. In Germany, a statutory mandate for education and career information, guidance and counselling exists and numerous private and public institutions offer counselling services. The document contains the following 12 sections: Overview; Key goals, influences, issues and initiatives; Policy instruments for steering services; The roles of the stakeholders; Targeting and access; Staffing; Delivery settings; Delivery methods; Career information; Financing; Assuring quality; The evidence base. Also includes six appendices.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; the country paper for Germany is indexed at TD/TNC 73.133. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is the Netherlands’ response to the national questionnaire. In the Netherlands, career services are provided by private providers with the government having no financial involvement. These providers base their own decisions about the services they offer on market demand. The document contains the following 12 sections: Overview; Key goals, influences, issues and initiatives; Policy instruments for steering services; The roles of the stakeholders; Targeting and access; Staffing; Delivery settings; Delivery methods; Career information; Financing; Assuring quality; The evidence base. Also includes six appendices.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; the country paper for Netherlands is indexed at TD/TNC 73.132. Show less

There is broad and strong political support within Norway for lifelong learning as a next logical step for a highly developed country with a highly educated population to address challenges including economic restructuring, an ageing workforce, the contradictions of labour shortages and increased leisure time, and an increasingly diverse society. However, the institutional arrangements and policies in Norway do not yet constitute a systemic approach to lifelong learning. Major difficulties relate to the governance and financing of adult learning and leadership based on concerted action by several ministries as well as the social partners. Conflict between the objectives of choice, equity and quality also need to be resolved. This study is divided into two parts: the background report (which was prepared by the Norwegian authorities) and the OECD Examiners' Report. The background report presents the Norwegian definition of lifelong learning and describes the national context in which lifelong learning is currently being implemented. It also provides an overview of the different arenas within which lifelong learning occurs and the challenges to be met. The OECD Examiners' Report examines the following areas: the social, economic, political and institutional context within which Norway’s vision of lifelong learning has been articulated; the goals and objectives of lifelong learning in Norway, who it is intended for and who is involved; unfinished aspects of the lifelong learning agenda in Norway with a focus on integration of learning and working life; the issue of implementation of lifelong learning across many public policy areas and in cooperation with the social partners; and overriding principles to guide formulation and implementation of further policies of lifelong learning. A list of recommendations is included in Annex II.A. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is the country paper for Korea. It is based on the draft national questionnaire response and other documentation and provides a summary of the impressions of the review team and its suggestions for ways in which policies for career information, guidance and counselling might be developed in Ireland. The document contains the following sections: Introduction; The context; The Korean career guidance system; The main sectors; Key policy issues; Conclusions. General comments are made on the following key topics: schools and higher education; public employment services; other services for adults; professional issues; and coordination and strategic leadership.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; Korea’s response to the national questionnaire is indexed at TD/TNC 73.143. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is Finland’s response to the national questionnaire. Careers information, guidance and counselling in Finland is provided through student counselling services within the public school system and services run by the public labour administration. The document contains the following 12 sections: Overview; Key goals, influences, issues and initiatives; Policy instruments for steering services; The roles of the stakeholders; Targeting and access; Staffing; Delivery settings; Delivery methods; Career information; Financing; Assuring quality; The evidence base.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is the country paper for Denmark. It is based on the draft national questionnaire response and other documentation and provides a summary of the impressions of the review team and its suggestions for ways in which policies for career information, guidance and counselling might be developed in Denmark. The document contains the following sections: Introduction; The context; The Danish guidance system; The main sectors (covering primary and lower secondary school, youth guidance, vocational education and training, general upper secondary school, higher education, the public employment service, and other guidance services for adults); Key policy issues (which covers the key topics of coordinating mechanisms, the role of the National Council for Educational and Vocational Guidance (RUE), professional development, quality assurance, information provision, and the feedback role of guidance); and Conclusions.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; the Danish response to the national questionnaire is indexed at TD/TNC 73.129. Show less