Census Unit Fernando Casimiro and Paula Paulino

1. Census Unit Fernando Casimiro and Paula Paulino « Portugal – Changes in the residence of third level students Geneva, 28 - 30 October 2009

2. Introduction International Context Model of enumeration Prior to 2001 Used in 2001 and some main results For 2011 The near future Summary

3. 2 alternative determinants on population census “De jure” or resident population (vote, direct right to access to main social infrastructures, etc) “De facto” or present population (mix of immediate and no immediate rights, like visitors); part of this population is usually enumerated with very few variables, like sex or age only. UNECE recommendations give privilege to resident population Students are more and more a “migrant” group of population due to location of universities and international exchange programmes. Introduction

4. 2006 UNECE recommendations changed the concept of residence in parag. 158 and 159; Some exception for migrants is suggested in parag. 161; Footnote 11 can be interpreted in a double way (either … or); it would better to use the first condition (been living for more than 12 months) AND the second condition ( intention to stay for at least one year); Different conditions are stated in parag. 162 for similar situations ( secondary and 3rd level students, persons that work away from home and return weekly); National accounts consider students as living within their family home; Classification of the population into 3 main conditions (parag. 165): resident and present; resident but absent; present but not resident; Students living away from family home are a very unstable group of population, concerning the school residence. Internationalcontext

5. Table 1 - Comparison between immigrants and third level students in the recommendations Internationalcontext

6. Model of enumeration Prior to 2001 • 3 variables: location of place of school; time taken to travel to school” and “ main mode of transport” • Only for resident population present at census day; • Resident but absent and present but not resident persons were excluded; • People resident and present at the census day but studying away from the family home were giving inconsistent answers on the time taken and mode of transport. • Most students return almost every weekend to the family home and were enumerated as resident and present on the census day.

7. Used in 2001 3 variables: location of place of school; time taken to travel to school” and “ main mode of transport” The residence status was observed on the basis of 2 questions: Place of usual with 3 modalities (resident and living most time of the year; resident but not living most time of the year; present but not resident); Situation on census day (present or absent in the living quarter) Only for resident persons that live in the living quarter most time of the year Resident but absent and present but not resident persons were excluded Allows the “allocation” of students to the municipality were they are studying Model of enumeration

8. Some results of 2001 on 3rd level students: 240.459 3rd level students were enumerated of which 36,6% were away from home; 97,4% pursuing their education away from home were in the country 84% are integrated in couples with children, but 22,9% are children within couples with 1 child 8,7% are children within lone mother nuclei 93,6% are children (in the family status) Model of enumeration

9. Similar to 2001; however, some recommended changes on the concepts cause also changes on the comparability of the final results: Portuguese 3rd level students living abroad (or having the intention) for more than 12 months are excluded from their family homes Long term foreign students and short term with the intention of staying for more than 12 months must be enumerated as residents in Portugal Model for 2011

10. For 2011 Portugal decided to use the exception outlined in the para. 162 c) of the UNECE recommendations (students in Portugal are always resident in the family home unless they are economically active); However some new considerations should be taken into account to evaluate the practices of every country on the residence of 3rd level students; There is not a clear evidence of the advantages of the new recommended model. Near future

11. Near future Some advantages and disadvantages on the residence of 3rd level students in the household of origin

12. Do we really need the classification of population inserted in the para. 165 b) (resident but absent)? Why not replace this classification by other that would be more consistent with the “new” concept of residence, mostly for that people that spends the working/studying days away from family home, but return usually at the weekend? Near future

13. Proposal of Portugal To keep third level students economically inactive as residents in the respective households of origin; To change paragraph 165 b) to “resident persons who do not spend most of their daily night-rest therein the majority of the year, to study, work, or for health reasons, returning home on most weekends”; To consider the location of school as a core variable for students classified as economically inactive. Near future

14. Thank you for your attention!