Abstract
This chapter analyses policies relating to the education and migration of the highly skilled and outlines particular challenges arising from the international transfer of skills. The European perspective brings into focus sets of instruments aimed at the harmonisation of education systems, including a framework facilitating the recognition of foreign formal qualifications, fostering university student mobility, and establishing a tool enabling the transfer of academic credits between countries. The Erasmus programme serves as an example of a success story in this context. Since its establishment in the late 1980s, the programme has provided students with the opportunity to study abroad for a period of time.
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- 1.
Only in Hungary, Ireland, Luxembourg, Slovakia, and Cyprus, the number of persons born in other EU member states is higher than the number of those born outside of the EU-28 (Eurostat, Migration Statistics).
- 2.
Migration and migrant population statistics, Eurostat. Available at http://ec.europa.eu/eurostat/statistics-explained/index.php/Migration_and_migrant_population_statistics. Last accessed 18 January 2018.
- 3.
European Commission (EC), A Digital Single Market Strategy for Europe, COM (201) 192 final; Hüsing et al. (2015).
- 4.
An employed person is defined as being overqualified if he/she has a tertiary degree but if he/she is not working in a job that corresponds to International Standard Classification of Occupations (ISCO) level 1–3; that is, classifies neither as a manager nor as a professional/associate professional occupation.
- 5.
Overqualification phenomenon does occur also for natives; hence, we present the overqualification rates of native-born individuals as a frame for comparison.
- 6.
An alternative obstacle for the highly qualified migrants to exploit his/her professional potential in the country of destination is the so-called glass ceiling, a form of discrimination which does not allow the foreigner to achieve career advancement despite the merits possessed (Albrecht et al. 2003).
- 7.
Council Directive 89/48/EEC of 21 December 1988 on a general system for the recognition of higher education diplomas awarded on completion of professional education and training of at least three years’ duration; Council Directive 92/51/EEC of 18 June 1992 on a second general system for the recognition of professional education and training to supplement Directive 89/48/EEC; Directive 1999/42/EC of the European Parliament and of the Council of 7 June 1999 establishing a mechanism for the recognition of qualifications in respect of the professional activities covered by the Directives on liberalisation and transitional measures and supplementing the general systems for the recognition of qualifications.
- 8.
The need to establish a common European framework for mutual recognition of diplomas, certificates, and evidence of formal qualification was discussed in Article 47(1) of the Treaty of Rome (1957) and the relevant Recognition Directive (2005/36/EC) was adopted by the European Parliament and of the Council on 7 September 2005.
- 9.
Exemption is not applicable to professions with public health and safety.
- 10.
Single Market Act—12 levers to boost growth and strengthen confidence (April 2011). In this document, the European Commission set out 12 levers to boost growth and strengthen confidence in the economy. In the following year, a second set of actions to further develop the Single Market and exploit its untapped potential as an engine for growth.
- 11.
Article 2(2) of Directive 2005/36/EC.
- 12.
Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning.
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Kalantaryan, S., Salamońska, J. (2019). Where Migration Meets Education: Case Study of Policies Referring to the Mobility of the Highly Skilled. In: St. John, S., Murphy, M. (eds) Education and Public Policy in the European Union. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-04230-1_3
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