Hélène Maheux,Statistics Canada

International Conference “Integration: Knowing, Measuring, Evaluating”

Rome, June 17-18 2013

Background of the UNECE Taskforce

Task Force Framework Migrant Groups of Interest A Longitudinal Approach Socioeconomic Dimensions Examples

Challenges

Next steps

Measurement on the different dimensions

Improve availability, quality and comparability of data

The work of the Task Force has focused on two migrant groups

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

Demographic Education Social and civic engagement Labour market Economic well-being Health

Proposed Indicators Priority Score

Individual demographic characteristics

Age 1,1Gender 1,2Place of birth/Country of birth 1,3Location of usual residence 1,4Citizenship 1,4

Fertility, family and household characteristics

Age of children 1,6Family composition 1,7Household type 1,7

Legal entitlement

Work eligibililty 1,5Eligibility for social benefits 1,7Admission/Visa category 1,8

Language Knowledge of host country’s official language(s) 1,1

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)

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

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

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

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

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

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