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

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

4. Measurement on the different dimensions
Improve availability, quality and comparability of data

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

6. 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

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

8. 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

9. 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)

10. 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

11. 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

12. 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

13. 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

14.  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

15.  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