H. Maheux - Measurement of the Socioeconomic Conditions of Migrants: the UNECE experience

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Integration: knowing, measuring, evaluating 17-18 giugno 2013

Integration: knowing, measuring, evaluating 17-18 giugno 2013

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  • 1. Hélène Maheux, Statistics Canada International Conference “Integration: Knowing, Measuring, Evaluating” Rome, June 17-18 2013
  • 2.  Background of the UNECE Taskforce  Task Force Framework  Migrant Groups of Interest  A Longitudinal Approach  Socioeconomic Dimensions  Examples  Challenges  Next steps
  • 3. Measurement on the different dimensions Improve availability, quality and comparability of data
  • 4. The work of the Task Force has focused on two migrant groups
  • 5. Why a time perspective to understand migrant groups ?  Foreign-born socioeconomic conditions are influenced by their characteristics at arrival and the period in which they arrive, and tend to change with duration in the country. They may also be influenced by the socioeconomic conditions of their children (the second generation). How could we have a time perspective?  Different data type – Different implications on research questions, analytic methods and indicators.  Cross-sectional data:  Characteristics at the time of data collection (e.g., age, year since migration)  Time series trends  Synthetic cohort method  Retrospective questions that portray life history  Longitudinal data:  Longitudinal trends  Pathway analysis
  • 6.  Demographic  Education  Social and civic engagement  Labour market  Economic well-being  Health
  • 7. Proposed Indicators Priority Score Individual demographic characteristics Age 1,1 Gender 1,2 Place of birth/Country of birth 1,3 Location of usual residence 1,4 Citizenship 1,4 Fertility, family and household characteristics Age of children 1,6 Family composition 1,7 Household type 1,7 Legal entitlement Work eligibililty 1,5 Eligibility for social benefits 1,7 Admission/Visa category 1,8 Language Knowledge of host country’s official language(s) 1,1
  • 8. Themes (& research questions) Indicators for foreign-born population What are their educational outcomes before migration? • Educational attainment • Field of study • Place of highest education If foreign-born have access to post- migration education or training? • Type of training : job-related, language, formal • Full time vs Part time student status • School attendance/enrolment • School drop-out • Post migration education attainment trajectory What obstacles, difficulties do migrants encounter with their education? • Process of credential recognition • Length of time in training What are their educational outcomes after migration? • Educational attainment • Field of study • Place of highest education How well do migrants transition into the host economy? • Skill and job match (over-qualification)
  • 9. Themes (& research questions) Indicators for second generation Who gains access to education? • School attendance/enrolment How well do they moved through the education system? • Drop-out rates • Early school leavers • Length of study • Trajectory of moving in and out of school What are the condition of migrants’ learning environment? • Student-teacher ratio • Composition of student population in school How well do they perform in the education system? • Level of literacy – reading, mathematic and science • Educational attainment
  • 10. Themes (& research questions) Indicators for foreign-born Do migrants socially engage with their new society? • Participation rates for: • arts and cultural activities • sporting activities How well do migrants use and access services? • Services used • Barriers to access Are migrants able to access support in times of need? • Sources of support • Ability to access support What are the barriers to participation? • Types of barrier to social participation Do migrants experience discrimination and victimisation? • Proportion of migrants who • experience assault, violence • feel safe at home; in public places What is their sense of affiliation with the host country? • Citizenship take up rates • Voting participation Does volunteering lead to employment? • Volunteering by organisation type
  • 11. Themes (& research questions) Indicators for second generation How well do they participate within their community? • Participation rates for: • arts and cultural activities • sporting activities Who has access to services? • Types of services used How culturally diverse is the second generation? • Level of ‘mixed’ marriage/relationships • Language proficiency (host country/parents language) • Religious affiliation How well do they engage with the political and civic process? • Proportion of people who have served in public office • Voting participation Does the second generation volunteer? • Types of organisations volunteered for
  • 12. Themes (& research questions) Indicators What are the labor market outcomes? • Employment rate • Unemployment rate • Participation rate • Employment by sector/industry • Employment by occupation • Part-time/Full-time • Employed/Self-employed • Multiple job holder What is the level of employment mismatch? - Education and Job mismatch - Credential assessed - Credential recognition
  • 13.  Higher non-response due to the transient nature of the population  Methods of collection  Limitations to the size and distribution of the immigrant/second generation population  Limited information on details to further distinguish migrant groups  Asking longitudinal research questions  Availability of longitudinal data
  • 14.  Data needs  Spring 2013: Continue to identify the relevant issues and indicators for the other socio-economic dimensions (labour market, economic, health)  Data availability/quality  Summer 2013: Review existing sources (censuses, household survey, population registry, administrative database) and their suitability to provide relevant data  Summer-Fall 2013: Share practices and write guidelines to countries intending to produce statistics on socio-economic conditions of migrants using existing data sources