Over the past 15 years, migration in Europe has changed considerably. The economic boom in the early and mid-2000s and expanded mobility owing to European Union enlargement helped create new populations of migrants from both within and beyond the European Union. These recent migrants are more educated than earlier arrivals and many are highly skilled. Against the backdrop of the global economic crisis, which profoundly affected many migrant-receiving countries in Europe, governments are grappling with questions of how to ensure that immigrants are able to find employment and progress into better jobs over time.
This overview report caps a series of six country case studies evaluating the employment outcomes for foreign-born workers in the Czech Republic, France, Germany, Spain, Sweden, and the United Kingdom. The study examines how easy it is for newcomers in the European Union to establish themselves in destination-country labor markets in the first ten years after arrival, and how well they are able to move out of unskilled work and into middle-skilled jobs.
We’ve drawn on our core competencies and leadership in engineering, science and advanced manufacturing to co-create K-12 educational resources that celebrate the science learning and innovation behind the past 100 years of aerospace.
This paper explains why a comprehensive skills strategy is needed and offers a comprehensive and integrated framework to assess and identify where policy action is needed to improve skill systems.
The framework put forward in this paper builds on the OECD Skills Strategy (2012) as well as the G20 Training Strategy (2010) and the conceptual framework underlying the World Indicators of Skills for Employment (WISE) database which was developed for the G20 Development Working Group. Building on these initiatives, the policy framework to develop and use skills better is designed around three main areas: i) Building skills for work and life; ii) encouraging firms to invest in skills; and iii) ensuring that skills are fully used (through better activation and matching of skills). Policies in these three areas are instrumental for achieving better economic and social outcomes. In addition, broader labour market settings that enable and provide the right incentives for skill acquisition, higher skill requirements and better skills use are also essential.
Most people instinctively avoid conflict, but as Margaret Heffernan shows us, good disagreement is central to progress. She illustrates (sometimes counterintuitively) how the best partners aren’t echo chambers -- and how great research teams, relationships and businesses allow people to deeply disagree.
World poll finds education tied to employment, happiness The Hechinger Report DOHA, Qatar—Better-educated people worldwide are almost twice as likely to have good jobs and happy lives as their less educated counterparts, but young people in many...
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