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Background

 

The OECD Strength through Diversity project, in collaboration with the Global Education Monitoring Report convened the 3rd Policy Forum with the theme “Learning from Data”.

Migration and displacement are complex phenomena with an important role in development. It is for this reason that Sustainable Development Goal (SDG) target 17.18 calls on countries to “increase significantly the availability of high-quality, timely and reliable data disaggregated by … migratory status … and other characteristics relevant in national contexts” by 2020.

Migration and displacement pose particularly important challenges for education and training systems. Yet, collecting statistics on migrants and displaced people to ensure that education and training systems have the capacity to meet their needs is complicated. Population movements take very different forms: international vs. internal; temporary vs. permanent; those moving in successive stages vs. those returning; documented vs. undocumented; voluntary vs. forced, including internally displaced and refugee populations; students vs. workers and, in the latter case, skilled or unskilled, and so on. The flows may be in any direction, for example, South–North or South–South in the case of international migration and rural-to-urban or urban-to-rural in the case of internal migration. Migrants and displaced people themselves may be in different stages in their life cycle or may differ in their circumstances, for example adults vs. children or individuals vs. families.

Several information sources have attempted to include questions related to education, migration, and displacement. However, collecting such information is particularly challenging. Given the challenges of education systems, the complex forms of population movements, the differences in background characteristics of migrants and displaced people, the different outcomes of education, and the different sources of information available, it is clear that there is a patchwork of issues, which requires coordination between researchers and practitioners working in different fields. Important questions emerge, including:

• How should inequalities in access, participation progression, completion, and learning by migration/displacement status be monitored and communicated?
• What are the limitations of existing data sources and what can be done to improve them?

 

 

The objectives were to

• identify existing data sources on education, migration and displacement;
• highlight data and measurement aspects that require urgent attention to improve the understanding of social phenomena;
• examine innovative practices in data and measurement to effectively approach aspects of the migration/displacement-education relationship; and
• propose recommendations and guidelines on questionnaire items for key areas of interventions in data and measurement tools for the migration/displacement-education relationship, including for making progress towards monitoring SDG 4. 

 

Presentations

Session 1: Collecting cross-country data on the education of migrants and refugees

• PISA data on students with an immigrant background (Mario Piacentini, OECD)
• Assessment of migrants' skills in PIAAC (Marco Paccagnella, OECD)
• Data availability on migrants in Education at a Glance 2018 (Gara Rojas González, OECD)

Session 2: Collecting background information on migrants and displaced people in household surveys to inform education policy

• Scaling up the collection of microdata on migrants and displaced people: LSMS (Gero Carletto, World Bank)
• Internal migration and education: toward consistant data collection practices (Aude Bernard, University of Queensland)

Session 3: Issues related to administration of surveys that focus on the educational and skills outcomes of migrants and displaced people

• Coverage of the migrant population in large-scale assessment surveys.  Experiences from PIAAC in Germany (Beatrice Rammstedt and Débora Maehler, GESIS)
• Surveying recently arrived refugees in Germany: the approach of the IAB-BAMF-SOEP-Refugee Study (Nina Rother, Research Centre for Migration, Integration and Asylum at the German Federal Office for Migration and Refugees(BAMF))
• Refugee education data and statistics (Kimberly Roberson, UNHCR)
• Second European Union Minorities and Discrimination Survey: EU-MIDIS II (Vida Beresneviciute, EU Agency for Fundamental Rights)

Session 4: Data related to values, attitudes and perceptions to inform education policy

• Exploring school contexts and students' attitudes towards migration: ICCS findings (Valeria Damiani, Roma Tre)
• PISA assessment of global competence (Mario Piacentini, OECD))
• European Social Survey: Measuring attitudes, informing policy (Rory Fitzgerald, ESS)

Session 5:Data on teachers, their preparation and practice to work with students from migrant and displaced communities

• Diversity and equity in TALIS 2018 (Noémie Le Donné,OECD)
• Inclusion through effective pedagogies - study framework and future development of the OECD Teacher Knowledge Survey (Kristina Sonmark, OECD)
• Conceptualising and measuring teacher effects:  the case of China and the US (Sebastian Cherng, New York University)
  
  

Session 6: Country approaches to issues of education and migration

• Exploring internal migration and education with the INEP student dataset in Brazil (Irineu Rigotti, Minas Gerais FU)
• Student Panels and Trajectoires et Origines: Advantages and Limitations of Two French Data Sources (Mathieu Ichou, INED)
• Norwegian data on education of migrants and refugees (Kristian Rose Tronstad, Oslo Metropolitan University and OECD)

 

Blog Post

The importance of learning from data on education, migration and displacement (Manos Antoninis, UNHCR, and Francesca, Borgonovi, OECD)