building an effective skills strategy for spain – consultation workshop with regional governments
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OECD Skills Strategy Building an effective skills strategy for Spain
Consultation Workshop with Regional GovernmentMadrid, 3-4 November 2014
skills.oecd
Better Skills, Better Jobs, Better Lives
To explore the strengths and challenges facing Spain’s Skills System.
2
1. Generate relevant insights into Spain’s current skills system for use in the
diagnostic report
2. Use the OECD’s Skills Strategy framework to inform and structure group
discussions
3. Ensure a wide range of stakeholder participation
Objectives
Purpose
skills.oecd
Better Skills, Better Jobs, Better Lives 3
Setting the scene: the OECD Skills Strategy
Exercise 1: Visioning Exercise
Exercise 2/3: Individual Assessment Questionnaire and Individual Skills Strengths and
Challenges Cards
Coffee break
Exercise 4: Identifying Common Strengths and Challenges across Regions in Spain
Lunch break
Exercise 5: Exploring Regional Perspectives on the Collaboration of Spain’s Skills System
Coffee break
Reporting on Results of Individual Assessment Questionnaire
Closing Remarks and next Steps
Agenda
• Please introduce yourself to the rest of the group with your name, your role “at
work” and your role in the workshop.
• You will have a chance to get to know each other better during the breaks.
• You have 10 minutes for everyone to introduce themselves to their group.
4
Introductions
• Your diverse experience and expertise is a valuable resource.
• Making this workshop a success depends upon your active participation. Here
are some tips to help you – and everyone else – get the most out of it:
Give the workshop your undivided attention
Contribute your ideas and your experiences – speak up and speak your mind
Focus your comments and keep them short
Listen to, understand and learn from each other
Be constructive and forward-looking
5
Rules
skills.oecd
Better Skills, Better Jobs, Better Lives
Collaboration between OECD and country
Approach tailored to country context and priorities
Cross-directorate OECD team
National cross-ministry project team
Guiding principles for National Skills Strategy projects
Strengthening skills systems through policy coherence
Whole-of-government approach
Engaging all relevant stakeholders
Bringing together perceptions and evidence
Learning from international comparisons
Learning from international experience
• concrete examples
• international experts
Better Skills, Better Jobs, Better Lives
skills.oecd
Better Skills, Better Jobs, Better Lives7
Why do skills matter to countries?
skills.oecd
Better Skills, Better Jobs, Better Lives8
Why do skills matter to people?
skills.oecd
Better Skills, Better Jobs, Better Lives9
How can we improve skills and their use?
skills.oecd
Better Skills, Better Jobs, Better Lives
OECD Skills Strategy country projects now underway
OECD-Spain “Building an effective skills strategy for Spain” Overview of project sequencing: Diagnostic Phase (Q3 2014-Q2 2015)
How can Spain
maximise its skills
potential?
What are the main
challenges ahead?
Which challenges are top priority?
What actions need to be
taken, and by whom?
Stakeholder workshops (Q3 2014-Q2 2015)
• Consultation workshop with regions (3-4 November2014)
• National diagnostic workshop (24 & 25 November 2014)
OECD data:• PISA 2012• PIAAC 2013 • Employment Outlook• Economic Survey of Spain 2014
Country examples
Diagnostic phase
Interministerial project team
and OECD team meeting(11 Sept. 2014)
Q3 2014
Draft Diagnostic
Report
(May 2015)
Q1 2015
Action phase
Q4 2015 – Q2 2016
Outline of Diagnostic
Report
(Mar 2015)
NOTE: each successive report builds upon the content of the previous one and includes stakeholder input obtained during workshops and latest available OECD data.
Skills challenges workshop
(Mar 2015)
OECD Skills Strategy Diagnostic Report:
Spain
(published June. 2015)
Q2 2015
How to unlock Spain’s full skills potential?
13
skills.oecd
Better Skills, Better Jobs, Better Lives
Pillar 1: How can a country develop the right skills?
Gather and use evidence about changing skills demand to guide skills
development
Engage social partners in designing and delivering education and training
programmes
Ensure that education and training programmes are of high quality
Promote equity by ensuring access to, and success in, quality education for all
Ensure that costs are shared and that tax systems do not discourage
investments in learning
Maintain a long-term perspective on skills development, even during economic
crises
Encourage and enable people to learn throughout life
skills.oecd
Better Skills, Better Jobs, Better Lives
Foster international mobility of skilled people to fill skills gaps
Facilitate entry for skilled migrants and support their integration
Design policies to encourage international students to remain after their studies
Make it easier for skilled migrants to return to their country of origin
Pillar 1: How can a country develop the right skills?
Low numeracy skills levels among adults – same in literacy
Source: OECD (2013), PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA , OECD Publishing.
0.8
4.2
0.7
0.8
0.5
1.4
0.0
0.3
0.9
1.9
1.2
1.5
0.3
5.2
1.8
0.4
2.2
0.6
0.3
2.3
0.4
0.0
0.0
1.2
80 60 40 20 0 20 40 60 80
Spain
United States
Italy
France
Ireland
England/N. Ireland (UK)
Poland
Korea
Canada
Australia
Average
Germany
Russian Federation³
Flanders (Belgium)
Austria
Estonia
Norway
Czech Republic
Slovak Republic
Netherlands
Denmark
Sweden
Finland
Japan
Level 2 Level 1 Below Level 1 Level 3 Level 4/5 No information
%
Adult Mean Numeracy Skills by Proficiency Levels (PIAAC, 2012)
Low levels of skill regardless of educational attainment relative to other countries
Source: OECD (2013), PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA , OECD
Publishing.
Mean literacy score of 25-64 year olds, by educational attainment (PIAAC, 2012)
200
220
240
260
280
300
320
Jap
an 2
96
Net
her
lan
ds
28
2
Fin
lan
d 2
87
Swed
en 2
79
Au
stra
lia 2
80
Cze
ch R
epu
blic
27
3
Flan
der
s (B
elgi
um
) 2
74
No
rway
28
0
Un
ited
Sta
tes
26
9
Ave
rage
27
2
Po
lan
d 2
64
Au
stri
a 26
8
Engl
and
/N. I
rela
nd
(U
K)
27
4
Slo
vak
Rep
ub
lic 2
73
Fran
ce 2
60
Ger
man
y 2
69
Den
mar
k 2
70
Irel
and
26
6
Ko
rea
26
9
Can
ada
27
3
Esto
nia
27
4
Spai
n 2
51
Ital
y 2
49
Ru
ssia
n F
ede
rati
on
* 2
76
Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary education
PIAAC mean literacy score for all levels of education combined
0
20
40
60
80
100
Job-related adult education
Participation in job-related adult education is low.
Source: OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing.
Participation in job-related adult education (PIAAC, 2012)
% of adults
19
skills.oecd
Better Skills, Better Jobs, Better Lives
Pillar 2: How can a country activate the supply of skills?
Identify inactive individuals and the reasons for their inactivity
Create financial incentives that make work pay
Dismantle non-financial barriers to participation in the labour force
Encourage people to offer their skills to the labour market
Retain skilled people in the labour market
Discourage early retirement
Staunch brain drain
A large percentage of Spanish youth is neither employed nor in education or training
Source: OECD (2014), Education at a Glance 2014, OECD Publishing.
0
5
10
15
20
25
30
Tu
rke
y
Sp
ain
Italy
Ch
ile
Me
xic
o
Ire
lan
d
Bra
zil
Hu
nga
ry
Slo
va
k R
ep
ub
lic
Ko
rea
Po
rtu
gal
Fra
nce
Un
ited
Kin
gd
om
Po
lan
d
Esto
nia
Isra
el
United S
tate
s
OE
CD
avera
ge
Be
lgiu
m
Ne
w Z
eala
nd
Gre
ece
Czech R
epublic
Ca
nad
a
De
nm
ark
Fin
land
Au
str
alia
Slo
ve
nia
Ge
rman
y
Au
str
ia
Sw
ed
en
Sw
itze
rla
nd
Ice
lan
d
No
rwa
y
Luxe
mbo
urg
Ne
the
rla
nd
s
% of 15-29
year-olds
NEET population among 15 to 29 year-olds (2012)
The unemployment rate for youth varies significantly across Spain
Source: OECD (2014), Education at a Glance 2014, OECD Publishing.
Spending on labour market programmes is high, but mostly on passive measures
Source: OECD (2013), OECD Stats.
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Public expenditure on labour market programmes as a percentage of GDP (2011)
Active measures Passive measures
% of GDP
24
skills.oecd
Better Skills, Better Jobs, Better Lives
Pillar 3: How can a country put skills to effective use?
Help employers to make better use of their employees’ skills
Provide better information about the skills needed and available
Facilitate internal mobility among local labour markets
Create a better match between people’s skills and
the requirements of their job
Increase the demand for high-level skills
Help economies to move up the value-added chain
Stimulate the creation of more high-skilled and high value-added jobs
Foster entrepreneurship
The U.S. has a similar levels of skill, but a greater use of those skills at work
Use of Skills at Work (PIAAC, 2012)
1.4
1.6
1.8
2
2.2
2.4
Reading at work Writing at work Numeracy at work ICT at work Problem solving atwork
Ind
ex
of
Us
e
Average Spain United States
Most frequent use= 4
Least frequent use = 0
A large share of Spanish workers are over-skilled
Source: OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing.
Share of all workers who are over-skilled for their jobs,
(PIAAC, 2012)
0
2
4
6
8
10
12
14
16
18
% of adults
Spain performs below the OECD average on a number of innovation measures
Exercise 1: vision for the future
Project yourself into the future and share with the group your views on:
Your vision for the future skills system in Spain?
What would ‘success’ look like – in the short term and in the long term?
What are the economic, employment and social outcomes you would expect/hope to see?
Discuss as a group then write down on the poster 1A:
What ‘skills headline’ will we read in the newspaper in 5 years time?
What will we read in 20 years time?
30
Exercise 1: vision for the future
Please share your own individual assessment of the current situation of Spain’s skills system today, where:
1 = poor/weak
5 = excellent/strong
Please do hand them to Sam – the overall results will be reflected in the workshop report.
31
Exercise 2: individual assessment questionnaire
bit.do/Spainskills
Consider the skills system in your Autonomous Community today:
What are its strengths? (Card 3A)
What are some of the challenges it faces? (Card 3B)
On each card, please write down:
Your views on the 3 main strengths
Your views on the 3 main challenges
32
Exercise 3 (individual): identifying common strengths and challenges across Autonomous Communities in Spain
Discuss your individual responses at your table
As a group, identify the most common:
• 3 strengths
• 3 challenges
Please write down the results of your group discussion on posters 3A and 3B.
33
Exercise 4 (group): identifying common strengths and challenges across Autonomous Communities in Spain
asfs
As a group, identify and circle the three most common challenges
34
Exercise 4 (group): identifying common strengths and challenges across Autonomous Communities in Spain
Reducing youth
unemployment and NEETsReducing barriers to
employment
Improving quality and equity
in education
Stimulating innovation and
creating high-skilled jobs
Information Gap
Objective Gap
Asymmetries of information (quantity, quality, type)
between different stakeholders
Different rationalities creating obstacles for adopting
convergent targets
Capacity GapInsufficient scientific, technical, infrastructural capacity of
local actors, in particular for designing appropriate strategies
Policy Gap Sectoral fragmentation across ministries and agencies
Administrative Gap
Funding Gap
Accountability Gap
“Mismatch” between functional areas and administrative
boundaries
Unstable or insufficient revenues undermining effective
implementation of responsibilities at regional and local level
or for crossing policies
Difficulty to ensure the transparency of practices across
the different constituencies
Exercise 5 (individual): exploring regional perspectives on the collaboration of Spain’s skills system
Vacío de Información
Falta de Metas
Asimetría en la información (cantidad, calidad, tipo)
entre las partes interesadas
Los razonamientos diferentes obstaculizan los objetivos
convergentes
Ausencia de Capacidades
Insuficiente capacidad científica, técnica y de infraestructura
en los participantes locales, en particular para diseñar
estrategias adecuadas
Falta de PolíticaFragmentación sectorial a través de los ministerios,
consejerías y agencias
Huecoadministrativo
Falta de fondos
Falta de transparencia
“Discordancia” entre áreas funcionales y límites
administrativos
Débiles o insuficientes ingresos debilitando la implantación
eficaz de las responsabilidades a nivel regional o local o
para políticas transversales
Dificultad para garantizar la transparencia de las prácticas
en las diferentes regiones
Exercise 5 (individual): exploring regional perspectives on the collaboration of Spain’s skills system
Using the “Mind the Gaps” framework, consider the issue of Skills System collaboration in your region today. Identify how national and regional governments (vertical) and line ministries within each region (horizontal) could collaborate more effectively.
What are some of the strengths? (Card 4A)
What are some of the challenges?(Card 4B)
On each card, please write down:
Your views on the 3 main strengths
Your views on the 3 main challenges
37
Exercise 5 (individual): exploring regional perspectives on the collaboration of Spain’s skills system
Discuss your individual responses at your table
As a group, identify the most common:
• 3 challenges
38
Exercise 5 (group): exploring regional perspectives on the collaboration of Spain’s Skills System
Consider the reasons why the 3 common challenges exist and write them down on the space provided on poster 4C.
Time permitting, write down concrete examples of what has been done to address the challenges (best practices) on card 4D.
Please hand in your examples (card 4D) to Sam at the end of the workshop
Electronically, submit examples to Aurora or Isabel (Spanish National Team) by November 14th
39
Exercise 5 (group): exploring regional perspectives on the collaboration of Spain’s Skills System
Resultados del cuestionario
Desarrollo de competencias
Adultos de todas las edades tienen en promedio un buen nivel de comprensión de lectura y matemáticas
La gente desarrolla las competencias que exige el mercado laboral
Programas de desarrollo de competencias y de formación se adaptan a las necesidades de las empresas y las PYMEs
Jóvenes obtienen algún tipo de experiencia laboral antes de terminar la educación inicial
Jóvenes talentosos tienen la oportunidad de sobresalir y profundizan sus competencias
Reducción del abandono escolar y más "programas de segunda oportunidad”
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Débil
Promedio
Bueno
Sin respuesta
Resultados del cuestionario
La activación de la oferta de competencias
Razones por las cuales la gente está desempleada están bien identificadas
Políticas dirigidas a asegurar que la gente esté empleada o participe en la educación y la formación
Alianzas sólidas a nivel local y nacional
Información sobre las necesidades del mercado de trabajo a nivel local y nacional es fácilmente accesible
Oficinas públicas de empleo orientan a las personas desempleadas hacia trabajos o programas de formación
Competencias adquiridas de manera no-formal o informal pueden ser validadas o certificadas
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Débil
Promedio
Bueno
Sin respuesta
Resultados del cuestionario
El uso de competencias
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Contratación de personas cualificadas que cumplen con losrequisitos del puesto
Empleadores invierten en el desarrollo de competencias desus trabajadores
Información sobre el mercado de trabajo y las previsiones dela demanda de competencias
Uso efectivo de las competencias en el lugar de trabajo
Transferencia de nuevas tecnologías y conocimientos entrelas universidades y las empresas
Contratación de aprendices después de la finalización de unaprendizaje
Débil
Promedio
Bueno
Sin respuesta
Resultados del cuestionario
Sistemas eficientes de competencias
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Incentivos financieros para individuos y empresas
Evaluación de impacto de políticas, leyes y reglamentos decompetencias
Alianzas sólidas entre los actores gubernamentales y nogubernamentales
Coordinación en el sector público garantiza coherencia enel diseño de la política
Datos e información relevantes sobre la evaluación de lademanda de competencias
Instituciones del sector público diseñan políticas,legislaciones y reglamentos sobre competencias en el
futuro
Débil
Promedio
Bueno
Sin respuesta
Closing remarks
Any further thoughts, suggestions and questions
To discuss OECD’s work with countries on building more effective skills
strategies at national and local levels contact: joanne.caddy@oecd.org
To learn more about the OECD’s work on skills visit: oecd.skills.org
For more information
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