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The Commission on International Student Destinations was established in 2013, following the Office for National Statistics' earlier announcement that migration figures were to be disaggregated with student inflow and outflow reported separately. The aim of the commission is to enhance understanding of the journeys that international (non-EEA) students at UK higher education institutions (HEIs) take. This includes consideration of their activities pre-enrolment and post-graduation. Advice to the commission was provided by representatives from Universities UK (UUK), the Home Office, the Office for National Statistics (ONS), the Higher Education Statistics Agency (HESA), the Department for Business, Innovation & Skills (BIS), vice-chancellors and HEI representatives with a responsibility for international students within their own institution. The commission's remit originally focused on the evidence base surrounding numbers of international higher education students departing from the UK within a given year, including the International Passenger Survey (IPS). In doing so, this could enhance the cross-checking of student inflows and outflows. However, its remit was widened to examine and evaluate the available evidence on international students' wider migration patterns; their 'journey through the UK education system'. The commission has not considered in detail statistics relating to students other than those in higher education.

Evidence and data relating to migration into and out of the UK are collated by several bodies, including government departments. Despite the emergence of new data sources and welcome improvements to existing ones, it is nonetheless clear that some key gaps remain in the evidence base around student migration. If addressed, these could greatly inform the broader debate around immigration. The limitations of immigration statistics have been well articulated in recent years, and by various groups, including parliamentary select committees, the Migration Advisory Committee and the UK Statistics Authority which, in 2013, suggested that, at that time, the official 'estimation of emigration (including overseas students returning home...) is particularly problematic and contributes to substantial uncertainty in the net migration estimates for the UK and locally'. The commission met three times in total, with research taking place between meetings. As well as analysing official data releases from HESA, the Home Office and the ONS, the commission investigated what alternative sources of information might already be kept by HEIs themselves (as well as other education providers) that could assist in filling some of these gaps.

The commission noted the following: International students follow a range of different pathways through the UK education system, which affects the duration of their stay; Various agencies collate data on international students, but are often not referring to the same cohorts of migrants, making it difficult to draw firm conclusions about their numbers; There is a wider range of data available on students entering the country compared to numbers leaving, which has implications for the measurement of net migration; There is little uniformity in the way higher education institutions collate information on their international entrants or alumni, although such data could enhance our understanding of student destinations after graduation.

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This webinar is recommended for registered training organisations (RTOs) new to Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) reporting. It provides a short summary about what AVETMISS is and how to report AVETMISS data from start to finish using the AVETMISS Validation Software (AVS). Show less

The Aboriginal Peoples Survey (APS) is a national survey on the social and economic conditions of First Nations people living off reserve, Metis and Inuit aged 6 years and over. The objectives of the APS are to identify the needs of these Aboriginal groups and to inform policy and programs aimed at improving the well-being of Aboriginal peoples. The APS has been conducted by Statistics Canada since 1991, providing a range of social and economic indicators about Aboriginal peoples. This cycle of the APS was conducted from February 6, 2012 to July 30, 2012. Over 50,000 people were selected to participate in the survey and the final response rate was 76 per cent. The survey design allowed for the production of reliable data for each of the provinces and territories (Atlantic provinces grouped), as well as for each of the four Inuit regions: Nunatsiavut (Northern coastal Labrador), Nunavik (Northern Quebec), the territory of Nunavut and the Inuvialuit region of the Northwest Territories. The survey also targeted four particular education groups: current school attendees in grades one to six; current school attendees in grades seven to 12; high school completers (including equivalency); and high school leavers. This guide is intended to provide a detailed review of the 2012 APS with respect to its subject matter and methodological approaches. It is designed to assist APS data users by serving as a guide to the concepts and measures of the survey as well as the technical details of the survey's design, field work and data processing. The guide is meant to provide users with helpful information on how to use and interpret survey results. The discussion on data quality also allows users to review the strengths and limitations of the data for their particular needs. Show less

The International Standard Classification of Education (ISCED) is a framework for assembling, compiling and analysing cross-nationally comparable statistics on education. ISCED is a member of the United Nations International Family of Economic and Social Classifications and is the reference classification for organizing education programmes and related qualifications by levels and fields of education. The aim of this manual is to offer clear guidelines on how to apply the ISCED Fields of Education and Training. This is done by both specifying a number of criteria to be observed and by providing lists of inclusions and exclusions from each field of education and training.

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The present assessment describes in detail the sources and contents of labour statistics in India with a view to identifying gaps with respect to the requirements of various users, national policy makers, researchers and international organisations, specially the International Labour Organization (ILO). It begins by describing the agencies and their statistical activities in the sphere of labour and then reviews the availability of statistics by different subjects as listed in the national and ILO system of statistics. Assessment is made of statistics in different subjects in terms of the following: sources - single, multiple, comparability and compatibility; coverage - categories of labour (all, wage labour, etc.), institutional sectors (public/private, organised/unorganised), economic activity sectors, regions and states; method - census, sample, and its adequacy for generalisation and estimation; frequency - ad-hoc, regular or periodic, suitability for assessing short and long term changes; time taken in dissemination; extent to which collected data are processed and disseminated by collecting agency; and accessibility to the unpublished raw data. Based on the assessment of sources and contents of available statistics on these criteria, an attempt has been made to identify limitations, inadequacies and major gaps in the data system. Certain items and subjects of emerging importance on which data are not or not regularly available, are also identified. Finally, a set of recommendations is presented for improvements in the Indian labour statistics system.

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Motivated by the ongoing interest of policy makers in the sources of job creation, this paper presents results from a new OECD project on the dynamics of employment (DynEmp) based on an innovative methodology using firm-level data (i.e. national business registers or similar sources). It demonstrates that among small and medium sized enterprises (SMEs), young firms play a central role in creating jobs, whereas old SMEs tend to destroy jobs. This pattern holds robustly across 17 OECD countries and Brazil, extending recent evidence found in the United States. The paper also shows that young firms are always net job creators throughout the business cycle, even during the financial crisis. During the crisis, entry and post-entry growth by young firms were affected most heavily, although downsizing by old firms was responsible for most job losses. The results also highlight large cross-country differences in the growth potential of young firms, pointing to the role played by national policies in enabling successful firms to create jobs.

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In the post-Fordist economy, a skilled workforce is crucial for maintaining competitiveness in the global economy. Nevertheless, how to measure the demand for skills remains a puzzle. The main issue discussed in this paper is how can online based surveys serve researchers and policy makers as a tool for determining the demand for skills on the labour market. The paper begins [with] an overview of the literature to make a case for the importance of measuring skills for the public policy. Following the introductory part, different approaches to measuring demand for skills are evaluated. Special attention is paid to the role of the Internet as a source of the relevant data. Measurement of frequency in which various tasks are being performed is proposed as an indicator for measuring skills associated with the specific occupation. The paper closes [with] a demonstration of the practical implementation of the questions measuring frequency of performance of different tasks in more than 400 occupations in the environment of the global WageIndicator survey.

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This annual report summarises activities around the Household, Income and Labour Dynamics in Australia (HILDA) Survey. It covers: Wave 12 data collection; Wave 13 fieldwork; Wave 14 planning; the 2013 HILDA Survey Research Conference; presentations and publications about the HILDA Survey and data; the HILDA data user community; publications by HILDA data users; and accessing the data.

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This paper analyzes the incidence of overeducation and undereducation (skills mismatch) in a sample of European economies. Mismatch patterns are shown to depend strongly on the measure of mismatch that is adopted, but overeducation is increasing and undereducation is decreasing on at least one measure in at least half of the countries for which such trends can be assessed. Differences in skills mismatch risk between age groups and sexes are discussed, and country-specific trends are identified.

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The Labour Force Survey (LFS) is a household survey carried out monthly by Statistics Canada. Since its inception in 1945, the objectives of the LFS have been to divide the working-age population into three mutually exclusive classifications - employed, unemployed, and not in the labour force - and to provide descriptive and explanatory data on each of these categories. Data from the survey provide information on major labour market trends such as shifts in employment across industrial sectors, hours worked, labour force participation and unemployment rates.

This guide is presented in nine main sections: (1) Background and objectives; (2) Determining labour force status; (3) Dictionary of concepts and definitions; (4) Survey methodology; (5) Data collection; (6) Data processing; (7) Data quality; (8) Comparing the Survey of employment, payrolls and hours and the Labour Force Survey; (9) Products and services. The appendices are: Sub-provincial geography descriptions; Labour Force Survey questionnaire.

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