Suchergebnisse

Der Beitrag geht davon aus, dass Migranten einen nachhaltigen Einfluss auf den Arbeitsmarkt des Gastgeberlandes haben, denn Immigranten neigen dazu, sich auf bestimmte Berufsfelder und Industriezweige zu konzentrieren. Für ihre Untersuchung benutzt die Autorin den jährlichen Bevölkerungssurvey Großbritanniens. Mittels deskriptiver und multivariater Analyse werden verschiedene Variablen wie Langzeitarbeitslosigkeit, qualifiziert beschäftigt, handwerklich tätig oder gering qualifizierte Tätigkeit etc. untersucht. Die Ergebnisse zeigen, dass Migranten keine Konkurrenz auf dem Arbeitsmarkt für die britische Bevölkerung sind. (ICB2).

Recent computing power and storage advancements have meant more data are being collected and stored. Referred to as 'Big data', these data sources offer researchers myriad opportunities to make observations about the social world. These data can be massive, provide insight into whole populations rather than just a sample, and be used to analyse social behaviour in real time. Administrative data, a subcategory under the big data umbrella, also offers researchers abundant opportunities to conduct highly relevant research in many areas, including sociology, social policy, education, health studies and many more. This paper offers reflections on social research during the digital age by examining different forms of data, both 'big' and 'small', and their associated advantages and disadvantages. The paper concludes by suggesting that although big data has some promising elements, it also comes with some limitations and povwill not replace 'traditional' social surveys. And yet, when used in conjunction with social surveys, appropriately and ethically, big data could offer the researchers additional valuable insights.

BackgroundEach year many children in Scotland who cannot be cared for by their birth parents become looked after by Local Authorities. Where reunification is not an option, children need to be settled as soon as possible in safe and secure alternative homes. However, more research evidence is needed to guide the placement decisions that are so crucial to children's wellbeing.
ObjectivesThe Permanently Progressing? study aims to help identify factors that are associated with children achieving a permanent home. The study hopes to inform policy, planning and practice in relation to young children who cannot live with a birth parent.
MethodsUsing the Children Looked After Statistics that are collected by the Scottish Government from all 32 Local Authorities, the study followed a group of children who became 'looked after and accommodated' at age five or under (n=1355) in 2012-13. Children's pathways through the system over a four-year period were investigated and compared to another group of children aged five or under who became 'looked after' in the same year but remained with their birth parent(s) at this time (n=481).
FindingsThe paper discusses children's pathways through the looked after system, together with factors which may influence these pathways, such as age when becoming looked after, number and type of placements, and types of permanence achieved 3-4 years after becoming looked after.
ConclusionsThis longitudinal analysis of administrative data offers unique insights into factors that may influence child welfare system responses to vulnerable children, which will be discussed, along with issues surrounding the difficulties associated with the definition and measurement of outcomes using these data.

This article presents the findings from a recent study funded by the Nuffield Foundation, which aimed to provide insights into the experiences of young people and teachers in secondary schools across Scotland under the Curriculum for Excellence (CfE). Our research has uncovered a decrease in the number of National Qualifications entries in S4 under CfE, a phenomenon commonly referred to in Scotland as 'curriculum narrowing.' Furthermore, we have identified evidence of social stratification in overall and subject entry patterns in S4, with students from disadvantaged areas experiencing a more significant decline in entries and being limited to a narrower range of subjects. Additionally, our study has revealed signs of curriculum fragmentation during the Broad General Education phase (years S1–S3). The findings from our study also suggest that the curriculum decisions made in schools are primarily driven by the demand for better attainment data, particularly in National Qualifications during the Senior Phase (school years S4–S6), with less emphasis on what it means for an individual to become an educated person in a modern and complex society. Based on our findings, we have concluded that curriculum fragmentation and narrowing under CfE have a detrimental impact on the progression and attainment of young people. Schools that offer a broader curriculum in S4 demonstrate higher enrolment rates for Higher qualifications in S5 and Advanced Higher qualifications in S6. In contrast, schools that offer a narrower curriculum in S4, particularly those in deprived areas, are more likely to experience delays in higher-level qualification entry. A broader curriculum in S4 has been associated with improved performance in National 5 qualifications, higher scores in international tests such as PISA English and Maths, and higher scores on OECD measures of global competences. On the other hand, a narrower curriculum is correlated with less favourable outcomes after leaving school, especially in terms of Higher Education enrolment.

Comparative international data on patterns of inequality in child welfare interventions, for example, the proportion of children about whom there are substantiated child protection concerns or who are in out-of-home care, are far less developed than data about inequalities in health. Few countries collect reliable, comprehensive information and definitions, methods of data collection and analysis are rarely consistent. The four UK countries (England, Northern Ireland, Scotland and Wales) provide a potential 'natural experiment' for comparing intervention patterns. This study reports on a large quantitative, descriptive study focusing on children in contact with children's services on a single date in 2015. It found that children's chances of receiving a child protection intervention were related to family socio-economic circumstances, measured by neighbourhood deprivation, within all four countries. There was a strong social gradient which was significantly steeper in some countries than others. Ethnicity was another important factor underlying inequalities. While inequalities in patterns of intervention between the four countries were considerable, they did not mirror relative levels of deprivation in the child population. Inequalities in intervention rates result from a combination of demand and supply factors. The level and extent of inequity raise profound ethical, economic and practical challenges to those involved in child protection, the wider society and the state.