Prescribed medication order and communication skills.pptx
The other face of global mobility aca presentation 14102011
1. The other face of global mobility:
higher education serving students
from migrant communities
Dirk Van Damme
Head of the Centre for
Educational Research and
Innovation (CERI) – OECD/EDU
2. Outline
1. The context: increasing demand for skills,
expanding higher education systems but still
huge waste of talent
2. Untapped stocks of talent
3. Higher education participation of students
from a migrant background
4. Benefits and prospects
5. Conclusions
2
4. Increasing need for skills
• Demographic transition and a rapidly changing
economy dramatically increase the need for
skilled jobs and people
• Increasing international competition for talent
and high-skilled labour
• Countries will increasingly look into the
possibilities of high-skilled migration to solve
short-term skill needs
• But there may be more sustainable policy
approaches…
4
5. Expanding higher education systems
• Higher education systems are
– Recruiting more students than even before
– Delivering more qualified graduates than…
– Receiving more (public and private) resources
than…
– Attracting more international students and
international staff than…
• Expansion, massification and
internationalisation will continue to grow
5
6. 10
15
20
25
30
35
40
45
50
0
5
Canada
%
United States
New Zealand
Estonia
Finland
Australia
Norway
Sweden
Netherlands
Switzerland
2000's
United Kingdom
Denmark
Japan
Germany
Iceland
1990's
Belgium
OECD average
Luxembourg
EU19 average
Ireland
1980's
France
Spain
Hungary
Slovenia
Greece
1970's
Austria
Poland
Korea
groups 25-34 years, 35-44 years, 45-54 years and 55-64 years (2007)
Slovak Republic
Czech Republic
Italy
Growth in university-level qualifications
Mexico
Chile
Brazil
Approximated by the percentage of the population that has attained tertiary-type A education in the age
Turkey
Portugal
7. Global student mobility
Percentage of all foreign tertiary students enrolled by destination
Market share (%) 2000 2008
30
25
20 3.3 million tertiary students are enrolled
outside their country, compared to 2
15 million in 2000.
10
5
0
Germany
Italy
Australia
Spain
Japan
Austria
Korea
China
Belgium
France
Sweden
United Kingdom
Canada
United States
South Africa
Switzerland
New Zealand
Netherlands
Other OECD countries
Other partner countries
Russian Federation
9. Waste of talent?
• Higher education is not very effective in tapping
on all available human resources
– High failure and drop out rates, especially in the
early years
– Low access and low success rates of students from
disadvantaged backgrounds
• Low SES students
• Low educational capital
• Ethnic minority students
9
10. Failure remains a huge problem…
Proportion of students who enter a tertiary programme
% but leave without at least a first tertiary degree (2005)
10
11. Higher education participation according to educational
attainment father (2004)
Educational attainment father Man Women
Low schooled 14.0 25.6
Higher secondary education 26.2 40.7
Higher education 61.4 49.5
11
12. Success rates of students according to educational
attainment mother (Antwerp University, 2006)
Diploma mother % Success Rate
No diploma/primary school certificate 25.7
Higher secondary education diploma 38.8
Short non-university higher education degree 43.3
Long non-university higher education degree 58.8
University degree 58.4
12
14. Changing populations
The foreign-born population in OECD countries, 2000-2006
40.0
35.0
30.0 In 2006 12% of the population in OECD
countries was born in another country
25.0
20.0
15.0
10.0
5.0
0.0
2000 (left scale) 2000-2006 (left scale)
14
15. Percentage of 15 year-old school pupils with at least one parent born
abroad and percentage of 15 year-old school pupils born abroad in 2009
With at least one parent born abroad (↗) Born abroad
60
But, in 2009, 19% of the 15y old school
50
population was from a migrant background
40
30
20
10
0
SWE
OECD
SVK
ISL
ITA
ESP
GBR
ISR
LUX
KOR
JPN
TUR
FIN
DEU
CAN
NZL
SVN
PRT
POL
MEX
NOR
DNK
GRC
AUT
BEL
CHE
HUN
CZE
NLD
FRA
AUS
EST
IRL
USA
CHL
15
16. Percentage point changes in the share of 15 year-old school pupils with at least
one parent born abroad and of 15 year-old school pupils born abroad, 2000-09
With at least one parent born abroad (↗) Born abroad
14
12
10
And that percentage is rapidly increasing
8
6
4
2
0
-2
-4
-6
-8
-10
-12
SWE
OECD
ISR
GBR
ITA
ESP
LUX
JPN
TUR
ISL
NZL
FIN
DEU
CAN
POL
MEX
AUT
DNK
CHE
CZE
FRA
AUS
NLD
BEL
NOR
GRC
HUN
USA
PRT
IRL
CHL
16
17. 300
350
400
450
500
550
600
Finland
Hong Kong-China
Singapore
Canada
New Zealand
Australia
Netherlands
Belgium
Norway
Estonia
Native Students
Switzerland
United States
Liechtenstein
Sweden
Germany
Ireland
France
Denmark
United Kingdom
Hungary
OECD average
Portugal
Macao-China
Italy
Slovenia
Second-generation students
Greece
Spain
Czech Republic
Croatia
Israel
PISA 2009 data (reading scale)
Luxembourg
Austria
Dubai (UAE)
Russian Federation
Serbia
Mexico
students have lower learning outcomes
Trinidad and Tobago
On average, especially in Europe, migrant
Brazil
Montenegro
First-generation students
Jordan
Argentina
Kazakhstan
Gaps in educational achievement
Qatar
17
Panama
Azerbaijan
Kyrgyzstan
18. Gaps in educational achievement
• “SES” and “speaking a different language at home” largely explain the
performance gap between the two groups in many countries. But they are
not the only reasons.
• Other factors: availability of educational resources at home, reading at
home at a young age, and participating in ECEC, etc.
Performance difference in reading
Accounting for students' socio -economic background
Accounting for students' socio -economic background and language spoken at home
Score point 20
difference
0
38 pts
Roughly
- 20
equivalent
to one
year of - 40
schooling
(science -
proxy) - 60
- 80
-100
19. Proportion of 20-24y-olds who are not in education and have not
attained upper secondary education, by migrant status (2007)
19
20. Educational opportunities for migrants
• Rapidly increasing share of school population
• Achievement gaps in school education between
native born and migrant students
– With strong impact of SES and language spoken
at home
– But with very large variation between countries
• Unqualified and out-of-school 20-24y olds are in
most countries disproportionally from migrant
backgrounds
• And what about higher education?
20
22. Proportion of 25-29 year-olds who either have a tertiary education qualification
or are currently enrolled in a tertiary education programme, by migrant status
Born abroad Born in the country Total
70
2007
60
50
40
30
20
10
0
22
24. Difference in 25-29y olds in tertiary education between migrants and born in
country and difference in 20-24y olds with secondary education
Migrants less in tertiary education Migrants more in tertiary education
Migrants more with secondary education Migrants more with secondary education
Australia
Portugal
Difference in secondary education attainment
Hungary
UK Canada
Iceland
Norway
Netherlands Sweden
Finland France OECD
Germany Luxembourg
Czech R
Spain
Switzerland
Belgium
Austria
Italy
Greece
Migrants less in tertiary education Migrants more in tertiary education
Migrants less with secondary education Migrants less with secondary education
Difference in or with tertiary education
24
25. Migrant students in HE
• In most countries educational participation and
qualification of migrant students are lagging
behind those of native students
• But there are indications of rising participation
levels
• Large differences between countries suggest that
this has little to do with innate capacities nor
that it should be a insolvable problem
• There seems to be a link in country profiles
between migrant participation and participation
of foreign students in higher education
25
26. Difference in 25-29y olds in tertiary education between migrants and
born in country and percentage of foreign students (2007-2008)
Migrants less in tertiary education Migrants more in tertiary education
More than average foreign students More than average foreign students
Australia
Percentage foreign students in tertiary education
Switzerland
UK
Austria
Canada
Belgium
France Germany
Norway
Sweden OECD Czech R
Netherlands
Greece Portugal Iceland
Finland
Hungary
Italy
Spain
Migrants less in tertiary education Migrants more in tertiary education
Less than average foreign students Less than average foreign students
Difference in or with tertiary education 26
28. Benefits and prospects
• More migrant students accessing and succeeding
in higher education might have very powerful
economical benefits
– Additional skills input in the economy has a
positive impact on growth
– Employment opportunities improve
– A more ‘open’ science and innovation system also
seems to be a more productive and innovative one
28
29. The economic cost of educational underachievement
• McKinsey calculated the economic cost of the
1983-1998 achievement gap in PISA results for
the US today
– Racial gap: black and Latino students to level of
white students 2 to 4% 2008 GDP
– Income gap: students from families earning <25k
US$ to level of students from families >25k: 3 to
5%
(1% 2008 US GDP ≈ 165 billion US$)
29
30. Proportion of employed 25-29y-old non-students with a tertiary
education, working as technicians or as professionals by migrant status
Born abroad Born in the country Total
100
2007
90
80
70
60
50
40
30
20
10
0
30
31. Difference between 25-29y olds foreign born and born in country for
tertiary education and employment (2007)
Migrants less in tertiary education Migrants more in tertiary education
Migrants with tertiary education more employed Migrants with tertiary education more employed
Difference 25-29y olds with tertiary ed in suitable employment
Hungary
Netherlands
Czech R
Norway Austria Luxembourg
France Germany
OECD Canada Iceland
Australia
Finland
Italy
Belgium
Greece
Portugal
Spain
Migrants less in tertiary education Migrants more in tertiary education
Migrants with tertiary education less employed Migrants with tertiary education less employed
Difference in or with tertiary education 31
34. Conclusions
• Demographic changes, skill demands of the
knowledge economy and social change at large
will increasingly request HE to mine hitherto
untapped and even undiscovered talent, beyond
the ‘easy’ solution of recruiting high-skilled on
the international market.
• There are large ‘reservoirs’ of talent in the
disadvantaged communities in our
counties, more specifically in the migrant
community.
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35. Conclusions
• Access and – slowly – success of migrant
students in HE is improving, but much more
needs to be done
• Mining talents in disadvantaged students will
require more effective pedagogy and educational
structures in institutions
• Beyond the ethical call of duty and political
correctness, economic and social benefits are
potentially very huge, both for society at large
and institutions
35