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The other face of global mobility: higher education serving students from migrant communities
Dirk Van DammeHead 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
3
THE CONTEXT1.
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…
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
Growth in university-level qualificationsC
an
ad
aU
nit
ed
Sta
tes
Ne
w Z
ea
lan
dE
sto
nia
Fin
lan
dA
us
tra
liaN
orw
ay
Sw
ed
en
Ne
the
rla
nd
sS
wit
zerl
an
dU
nit
ed
Kin
gd
om
De
nm
ark
Ja
pa
nG
erm
an
yIc
ela
nd
Be
lgiu
mO
EC
D a
ve
rag
eL
ux
em
bo
urg
EU
19
av
era
ge
Ire
lan
dF
ran
ce
Sp
ain
Hu
ng
ary
Slo
ve
nia
Gre
ec
eA
us
tria
Po
lan
dK
ore
aS
lov
ak
Re
pu
blic
Cze
ch
Re
pu
blic
Ita
lyM
ex
ico
Ch
ileB
razi
lT
urk
ey
Po
rtu
ga
l0
5
10
15
20
25
30
35
40
45
50
2000's 1990's 1980's 1970's
%
Approximated by the percentage of the population that has attained tertiary-type A education in the age groups 25-34 years, 35-44 years, 45-54 years and 55-64 years (2007)
Global student mobilityPercentage of all foreign tertiary students enrolled by destination
Un
ited
Sta
tes
Un
ited
Kin
gd
om
Ge
rma
ny
Fra
nce
Au
stra
lia
Ca
na
da
Ru
ssia
n F
ed
era
tion
Jap
an
Ita
ly
Sp
ain
So
uth
Afr
ica
Ne
w Z
ea
lan
d
Au
stri
a
Ch
ina
Sw
itze
rla
nd
Be
lgiu
m
Ne
the
rla
nd
s
Ko
rea
Sw
ed
en
Oth
er
OE
CD
co
un
trie
s
Oth
er
pa
rtn
er
cou
ntr
ies
0
5
10
15
20
25
30 2000 2008 Market share (%)
3.3 million tertiary students are enrolled outside their country, compared to 2 million in 2000.
8
International students
2007, OECD Education database
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
10
Failure remains a huge problem…
%
Proportion of students who enter a tertiary programme but leave without at least a first tertiary degree (2005)
11
Higher education participation according to educational attainment father (2004)
Educational attainment father Man WomenLow schooled 14.0 25.6Higher secondary education 26.2 40.7Higher education 61.4 49.5
12
Success rates of students according to educational attainment mother (Antwerp University, 2006)
Diploma mother % Success RateNo diploma/primary school certificate 25.7Higher secondary education diploma 38.8Short non-university higher education degree 43.3Long non-university higher education degree 58.8University degree 58.4
13
UNTAPPED STOCKS OF TALENT
2
14
Changing populations
Mexico
Turkey
Hungary
Finland
Czech
Republic
Portugal
Denmark
France
Norway
United Kingdom
Netherlands
OECD total
Germany
Belgium
Sweden
United States
Austria
Ireland
Canada
New Zealand
Australia
Switzerla
nd
Luxe
mbourg0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0The foreign-born population in OECD countries, 2000-2006
2000 (left scale) 2000-2006 (left scale)
In 2006 12% of the population in OECD countries was born in another
country
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
KO
R
PO
L
JPN
TU
R
CH
L
ME
X
HU
N
SV
K
FIN
CZ
E
ISL
ITA
NO
R
ES
P
SV
N
DN
K
GR
C
PR
T
OE
CD
ES
T
GB
R
NL
D
AU
T
SW
E
IRL
FR
A
DE
U
US
A
BE
L
ISR
CA
N
NZ
L
CH
E
AU
S
LU
X
0
10
20
30
40
50
60
With at least one parent born abroad ( )↗ Born abroad
But, in 2009, 19% of the 15y old school population was from a
migrant background
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
ISR
ME
X
PO
L
CH
L
CZ
E
JPN
FR
A
AU
S
HU
N
GB
R
SW
E
TU
R
NL
D
DN
K
OE
CD
ISL
NZ
L
BE
L
FIN
DE
U
CA
N
NO
R
CH
E
AU
T
ITA
GR
C
US
A
LU
X
PR
T
ES
P
IRL
-12
-10
-8
-6
-4
-2
0
2
4
6
8
10
12
14
With at least one parent born abroad ( )↗ Born abroad
And that percentage is rapidly increasing
17
Gaps in educational achievement
Finlan
d
Singap
ore
New Z
ealan
d
Nethe
rland
s
Norway
Switzer
land
Liech
tens
tein
Ger
man
y
Franc
e
United
King
dom
OECD a
vera
ge
Mac
ao-C
hina
Sloven
iaSpa
in
Croat
ia
Luxe
mbo
urg
Dubai
(UAE)
Serbia
Trinida
d an
d Tob
ago
Mon
tene
gro
Argen
tina
Qat
ar
Azerb
aijan
300
350
400
450
500
550
600
Native Students Second-generation students First-generation students
PISA 2009 data (reading scale)
On average, especially in Europe, migrant students have lower learning
outcomes
Accounting for students' socio - economic backgroundAccounting for students' socio - economic background and language spoken at home
Performance difference in reading
-100
-80
-60
-40
-20
0
20Score point difference
38 ptsRoughly equivalent to one year of schooling(science -proxy)
• “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.
Gaps in educational achievement
19
Proportion of 20-24y-olds who are not in education and have not attained upper secondary education, by migrant status (2007)
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?
21
HE PARTICIPATION OF MIGRANT STUDENTS
3
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
Icela
nd
Austra
lia
Luxe
mbo
urg
Czech
Rep
ublic
Canad
a
Hunga
ry
Portu
gal
Austri
a
United
King
dom
OECD a
vera
ge
Belgium
Ger
man
y
Sweden
Switzer
land
Franc
e
United
Sta
tes
Nethe
rland
s
Norway
Italy
Finlan
d
Gre
eceSpa
in0
10
20
30
40
50
60
70
Born abroad Born in the country Total
2007
23
Increasing participation disadvantaged
Increase for advantaged areas in the same period was only 4% (from 55% to 59%)
England
24
Difference in 25-29y olds in tertiary education between migrants and born in country and difference in 20-24y olds with secondary education
Australia
Austria
Belgium
Canada
Czech R
Finland FranceGermany
Greece
Hungary
Iceland
Italy
Luxembourg
Netherlands
Norway
OECD
Portugal
Spain
Sweden
Switzerland
UK
Difference in or with tertiary education
Diff
ere
nce
in s
eco
nd
ary
ed
uca
tion
atta
inm
en
t
Migrants more in tertiary educationMigrants less with secondary education
Migrants more in tertiary educationMigrants more with secondary education
Migrants less in tertiary educationMigrants more with secondary education
Migrants less in tertiary educationMigrants less with secondary education
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
26
Difference in 25-29y olds in tertiary education between migrants and born in country and percentage of foreign students (2007-2008)
Australia
Austria
BelgiumCanada
Czech R
Finland
France Germany
Greece
Hungary
Iceland
Italy
Netherlands
Norway
OECD
Portugal
Spain
Sweden
Switzerland UK
Difference in or with tertiary education
Pe
rce
nta
ge
fore
ign
stu
de
nts
in te
rtia
ry e
du
catio
n
Migrants less in tertiary educationMore than average foreign students
Migrants less in tertiary educationLess than average foreign students
Migrants more in tertiary educationMore than average foreign students
Migrants more in tertiary educationLess than average foreign students
27
BENEFITS AND PROSPECTS4.
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
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$)
30
Proportion of employed 25-29y-old non-students with a tertiary education, working as technicians or as professionals by migrant status
Hunga
ry
Czech
Rep
ublic
Nethe
rland
s
United
King
dom
Switzer
land
Austri
a
Luxe
mbo
urg
Norway
OECD a
vera
ge
Canad
a
Icela
nd
Ger
man
y
Franc
e
Austra
lia
Sweden
Finlan
dIta
ly
Belgium
Gre
ece
Portu
gal
Spain
0
10
20
30
40
50
60
70
80
90
100
Born abroad Born in the country Total
2007
31
Difference between 25-29y olds foreign born and born in country for tertiary education and employment (2007)
Australia
Austria
Belgium
Canada
Czech R
Finland
France Germany
Greece
Hungary
Iceland
Italy
Luxembourg
Netherlands
Norway
OECD
Portugal
Spain
Difference in or with tertiary education
Diff
ere
nce
25
-29
y o
lds
with
tert
iary
ed
in s
uita
ble
em
plo
yme
nt
Migrants less in tertiary educationMigrants with tertiary education less employed
Migrants less in tertiary educationMigrants with tertiary education more employed
Migrants more in tertiary educationMigrants with tertiary education less employed
Migrants more in tertiary educationMigrants with tertiary education more employed
Link with innovation
33
CONCLUSIONS5.
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.
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