Philippines Unemployment with tertiary education (% of total unemployment)

Data:	Unemployment with tertiary education (% of total unemployment)
Year:	1960 - 2013
Country:	Philippines
Source:	World Bank (the information in this section is direct quotation from World Bank development data)
Series Code:	SL.UEM.TERT.ZS
Topic:	Social Protection & Labor: Unemployment
Short Definition:	0
Long Definition:	Unemployment by level of educational attainment shows the unemployed by level of educational attainment, as a percentage of the unemployed. The levels of educational attainment accord with the International Standard Classification of Education 1997 of the United Nations Educational, Cultural, and Scientific Organization (UNESCO).
Unit of Measurement:	0
Periodicity:	Annual
Base Period:	0
Reference Period:	0
Aggregation method:	Weighted average
Limitations and exceptions:	Data on unemployment are drawn from labor force sample surveys and general household sample surveys, censuses, and official estimates, which are generally based on information from different sources and can be combined in many ways. Administrative records, such as social insurance statistics and employment office statistics, are not included in the data because of their limitations in coverage. Labor force surveys generally yield the most comprehensive data because they include groups not covered in other unemployment statistics, particularly people seeking work for the first time. These surveys generally use a definition of unemployment that follows the international recommendations more closely than that used by other sources and therefore generate statistics that are more comparable internationally. But the age group, geographic coverage, and collection methods could differ by country or change over time within a country. For detailed information, consult the original source. The ILO definition of unemployment notwithstanding, reference periods, the criteria for people considered to be seeking work, and the treatment of people temporarily laid off or seeking work for the first time vary across countries. In many developing countries it is especially difficult to measure employment and unemployment in agriculture. The timing of a survey, for example, can maximize the effects of seasonal unemployment in agriculture. And informal sector employment is difficult to quantify where informal activities are not tracked. There may be persons not currently in the labour market who want to work but do not actively "seek" work because they view job opportunities as limited, or because they have restricted labour mobility, or face discrimination, or structural, social or cultural barriers. The exclusion of people who want to work but are not seeking work (often called the "hidden unemployed" or "discouraged workers") is a criterion that will affect the count of both women and men although women may have a higher probability of being excluded from the count of unemployed because they suffer more from social barriers overall that impede them from meeting this criterion. There are situations where the conventional means of seeking work are of limited relevance - for example, in developing economies where the informal economy is rampant and where the labour force is largely self-employed. In such cases, the standard definition of unemployment would greatly undercount the untapped human resources of a country and would give a picture of the labour market that was more positive than reality would warrant. The way in which individuals in the labour force are assigned to educational levels can also severely limit the feasibility of cross-country comparisons. Many countries have difficulty establishing links between their national classification and ISCED, especially with respect to technical or professional training programmes, short-term programmes and adult-oriented programmes (ranging around levels 3 and 5 of ISCED-76 and levels 3, 4 and 5 of ISCED-97). The classification of apprenticeship in the "secondary" level - despite the fact that this involves one or more years of study and training beyond the conventional length of secondary schooling in other countries - can lower the reported proportion of the labour force or population with tertiary education, compared with countries where the vocational training is organized differently.
Notes from original source:	0
General Comments:	0
Original Source:	International Labour Organization, Key Indicators of the Labour Market database.
Statistical concept and methodology:	The standard definition of unemployed persons is those individuals without work, seeking work in a recent past period, and currently available for work. Persons who did not look for work but have an arrangements for a future job are counted as unemployed. It is the labour force or the economically active portion of the population that serves as the base for this indicator, not the total population.The levels of educational attainment is based on the International Standard Classification of Education (ISCED). The ISCED was designed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to serve as an instrument suitable for assembling, compiling and presenting comparable indicators and statistics of education, both within countries and internationally. Tertiary education is provided at universities, teacher-training colleges, higher professional schools and sometimes distance-learning institutions. It requires, as a minimum condition of admission, the successful completion of education at the secondary level or evidence of the attainment of an equivalent level of knowledge. It corresponds to ISCED levels 5 6 and 7 (levels 5A, 5B and 6 in ISCED-97 and levels 5, 6 and 7 in ISCED-76).
Development relevance:	Although the natural endowments of the labour force remain relevant, continuing economic and technological change means that the bulk of human capital is now acquired, not only through initial education and training, but increasingly through adult education and enterprise or individual worker training, within the perspective of lifelong learning and career management. Unfortunately, quantitative data on lifelong learning, and indicators that monitor developments in the acquisition of knowledge and skills beyond formal education, are sparse. Statistics on levels of educational attainment, therefore, remain the best available indicators of labour force skill levels to date. These are important determinants of a country's capacity to compete successfully and sustainably in world markets and to make efficient use of rapid technological advances. They also should affect the employability of workers.The standard definition of unemployed persons is those individuals without work, seeking work in a recent past period, and currently available for work. Persons who did not look for work but have an arrangements for a future job are counted as unemployed. It is the labour force or the economically active portion of the population that serves as the base for this indicator, not the total population. Unemployment by level of education can shed light on how significant long-term events in a country, such as ongoing skill-based technological change, increased trade openness or shifts in the sectoral structure of the economy, alter the experience of high- and low-skilled workers in the labour market. The information provided can have important implications for both employment and education policy. If it is confirmed that persons with low education levels are at a higher risk of becoming unemployed, the political reaction may be either to seek to increase their education level or to create more low-skill occupations within the country. Alternatively, a higher share of unemployment among persons with higher education could indicate a lack of sufficient professional and high-level technical jobs. In many countries, qualified jobseekers are being forced to accept employment below their skill level. Where the supply of qualified workers outpaces the increase in the number of professional and technical employment opportunities, high levels of skills-related underemployment are inevitable. A possible consequence of the presence of highly educated unemployed in a country is the "brain drain", whereby educated professionals migrate in order to find employment in other areas of the world. Unemployment and total employment are the broadest indicators of economic activity as reflected by the labor market. The International Labour Organization(ILO) defines the unemployed as members of the economically active population who are without work but available for and seeking work, including people who have lost their jobs or who have voluntarily left work. Some unemployment is unavoidable. At any time some workers are temporarily unemployed - between jobs as employers look for the right workers and workers search for better jobs. Such unemployment, often called frictional unemployment, results from the normal operation of labor markets. Changes in unemployment over time may reflect changes in the demand for and supply of labor; they may also reflect changes in reporting practices. Paradoxically, low unemployment rates can disguise substantial poverty in a country, while high unemployment rates can occur in countries with a high level of economic development and low rates of poverty. In countries without unemployment or welfare benefits people eke out a living in vulnerable employment. In countries with well-developed safety nets workers can afford to wait for suitable or desirable jobs. But high and sustained unemployment indicates serious inefficiencies in resource allocation.

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