This review is the first in a new series on the skills and labour market integration of immigrants and their children. With 16% of its population born abroad, Sweden has one of the larger immigrant populations among the European OECD countries. Estimates suggest that about half of the foreign-born population originally came to Sweden as refugees or as the family of refugees and Sweden has been the OECD country that had, relative to its population, in recent years by far the largest inflows of refugees relative to its population. In all OECD countries, humanitarian migrants and their families face greater challenges to integrate into the labour market than other groups. It is thus not surprsing that immigrant versus native-born differences are larger than elsewhere, which also must be seen in the context of high skills and labour market participation among the native-born. For both genders, employment disparities are particularly pronounced among the low-educated, among whom immigrants are heavily overrepresented. These immigrants face particular challenges related to the pacity of low-skilled jobs in Sweden, and policy needs to acknowledge that their integration pathway tends to be a long one. Against this backdrop, Sweden has highly developed and longstanding integration policies that mainly aim at upskilling immigrants while temporarily lowering the cost of hiring, while other tools that work more strongly with the social partners and the civil society are less well developed and need strengthening.
This report is the result of an analysis of Sweden’s context and policies, as well as relevant international best practices to support school improvement.
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As in other Scandinavian countries, lifelong learning is very well developed in Sweden, and contributes to making the system inclusive.
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Sweden enjoys an 81.5% employment rate for all levels of education – the second highest rate of all OECD countries after Iceland (Table A7.1b).
La Corée occupe la première place du classement de la nouvelle enquête PISA de l’OCDE qui évalue la façon dont les jeunes de 15 ans utilisent les ordinateurs et Internet pour apprendre. Viennent ensuite la Nouvelle-Zélande, l’Australie, le Japon, Hong-Kong – Chine et l’Islande.
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This PISA report presents the performance of Swedish 15-year-olds in reading, mathematics and science, and compares them with the results for students from 31 other countries.