oecd skills project
TRANSCRIPT
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Skills ProjectA proposal for a new horizontal
OECD project
20 May 2010
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The context Growth and competitiveness increasingly
depend on the capacity of countries to anticipate the evolution of labour demand promote skill acquisition and equity of access to
learning deploy their talent pool effectively by ensuring that
the right mix of skills is being taught and learned and employers find workers with the skills they need
Develop efficient and sustainable approaches to the financing of learning that establish who should pay for what, when, where and how much.
Growth is not just affected positively by the available talent pool, but also negatively by the economic and social costs associated with inadequate skills .
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Assist countries in improving economic and social outcomes through better skills and their effective utilisation
Responsiveness Ensuring that education/training providers can adapt
efficiently to changing demand Quality and efficiency in learning provision
Ensuring that the right skills are acquired at the right time, right place and in the most effective mode
Flexibility in provision Allowing people to study/train what they want, when they
want and how they want Transferability of skills
Such that skills gained are documented in a commonly accepted and understandable form
Ease of access Reducing barriers to entry such as institutional rigidities,
up-front fees and age restrictions, existence of a variety of entry and re-entry pathways
Low costs of early exit Recognition for components of learning, modular
provision, credit accumulation and credit transfer systems exist .
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An OECD Skills Strategy can Trace the development of skills, through their
utilisation in labour markets, how they feed into better jobs, higher productivity, and ultimately better economic and social outcomes
Customise policy insights from comparative analysis and peer learning so that they are useful in national policy contexts
Provide a catalyst for policy discourse on national skill strategies
Contribute to building strategic partnerships for successful policy implementation
Build on synergies with existing work, e.g. Learning for Jobs (EDU) New Skills for New Jobs (ELS) Jobs for Youth (ELS) PISA and PIAAC (EDU and ELS) Thematic review of tertiary education (EDU) local skill strategies, training and skills development in SMEs and skills for
competitiveness (LEED) Skills for innovation project (STI) .
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A work programme with four pillars
How do we identify and assess essential skills for strong, sustainable and balanced growth and what are the factors driving the evolution of skill demand?
Is the right mix of skills being taught
and learned and can employers find
workers with the skills they need?
Are skills developed in effective, equitable, efficient and sustainable ways?
How can governments build
strong coalitions with the business sector and social
investors and find sustainable
approaches to who should pay for
what, when, where and how much?
Pillar 1 (EDU and ELS)
Pillar 2(ELS)
Pillar 3(EDU)
Pillar 4(EDU and
LEED)
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A work programme with four pillars
How do we identify and assess essential skills for strong, sustainable and balanced growth and what are the factors driving the evolution of skill demand?
Is the right mix of skills being taught
and learned and can employers find
workers with the skills they need?
Are skills developed in effective, equitable, efficient and sustainable ways?
How can governments build
strong coalitions with the business sector and social
investors and find sustainable
approaches to who should pay for
what, when, where and how much?
Pillar 1 (EDU and ELS)
Pillar 2(ELS)
Pillar 3(EDU)
Pillar 4(EDU and
LEED)
Pillar 1: Drivers for skill demand Issues
Changing skill demands within jobs – often driven by technology
Increased demand for certain occupations affecting the composition of aggregate skills demand
New types of jobs, driven by innovation – in products and in services
Greater need for transferable skills, in part driven by greater labour mobility .
Work proposals Balancing occupation-specific and generic skills
[ELS] Skill demands in technology-rich environments
[PIAAC] Skill demands of innovative firms [CERI] Skill demands in health and green jobs [ELS] Economic and social outcomes of skills [PIAAC, CERI]
.
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A work programme with four pillars
How do we identify and assess essential skills for strong, sustainable and balanced growth and what are the factors driving the evolution of skill demand?
Is the right mix of skills being taught
and learned and can employers find
workers with the skills they need?
Are skills developed in effective, equitable, efficient and sustainable ways?
How can governments build
strong coalitions with the business sector and social
investors and find sustainable
approaches to who should pay for
what, when, where and how much?
Pillar 1 (EDU and ELS)
Pillar 2(ELS)
Pillar 3(EDU)
Pillar 4(EDU and
LEED)
Pillar 2: Right mix of skills learned and taught?
Issues Increasingly complex and dynamic labour-markets
combined with depreciation of domain-specific knowledge require individuals to upgrade their skills more regularly leading to changing patterns of work and learning
Individual and aggregate skill mismatches can be associated with ineffective signalling of labour market demands to education providers and individuals but can also be the consequence of a lack of responsiveness on the part of education and training providers
Age training gaps, gender gaps Work proposals
Prevalence and consequences of skills mismatch [EDU/ELS]
Improving the utilisation of human capital [ELS] Preventing skill obsolesence among displaced workers
[ELS] Understanding the impact of age on skills [ELS] .
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A work programme with four pillars
How do we identify and assess essential skills for strong, sustainable and balanced growth and what are the factors driving the evolution of skill demand?
Is the right mix of skills being taught
and learned and can employers find
workers with the skills they need?
Are skills developed in effective, equitable, efficient and sustainable ways?
How can governments build
strong coalitions with the business sector and social
investors and find sustainable
approaches to who should pay for
what, when, where and how much?
Pillar 1 (EDU and ELS)
Pillar 2(ELS)
Pillar 3(EDU)
Pillar 4(EDU and
LEED)
Pillar 3: Are skills developed in effective, equitable and sustainable ways
Issues Establishing efficient and fair ways of lifelong and
lifewide learning, and ensuring responsiveness, quality and flexibility in provision
Incentive systems and support structures to enhancing skills through the formal educational system, in the work-place or through incentives addressed at the general population and training
Establishing an appropriate mix of academic and vocational learning in ways that reflect student preferences and employers’ needs, with vocational training providing immediate employability, but also basic transferable skills to support occupational mobility
Work proposals New learning organisations [CERI] Vocational education and training [EDU] Equity in access and educational mobility [PIAAC, PISA] Utilising the skill potential of immigrants [ELS] Developing innovation oriented skills [CERI] .
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A work programme with four pillars
How do we identify and assess essential skills for strong, sustainable and balanced growth and what are the factors driving the evolution of skill demand?
Is the right mix of skills being taught
and learned and can employers find
workers with the skills they need?
Are skills developed in effective, equitable, efficient and sustainable ways?
How can governments build
strong coalitions with the business sector and social
investors and find sustainable
approaches to who should pay for
what, when, where and how much?
Pillar 1 (EDU and ELS)
Pillar 2(ELS)
Pillar 3(EDU)
Pillar 4(EDU and
LEED)
Pillar 4: Who should pay for what, when, where and how much? Issues
Building new relationships, networks and coalitions between learners, providers, governments, businesses, social investors and innovators that bring together the legitimacy, innovation, and resources that are needed to make lifelong learning a reality for all
Finding ways to encourage both employers and students to participate in workplace training, and ensuring that such training is of good quality, with effective quality assurance and contractual frameworks for apprentices
Mobilising time and money Work proposals
Joining up local skill strategies .
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Outcomes A Skills Strategy for OECD countries An integrated work programme on skills across
the entire organisation A regularly published OECD Skills Outlook that,
with a combination of comparative analysis and country studies, will:
Review and anticipate the evolution of labour demand together with the factors driving this demand
Asses to what extent the right mix of skills is being taught and learned so that employers find workers with the skills they need
Examine effective, equitable, efficient and sustainable approaches to developing skills, that also establish who should pay for what, when, where and how much
Assist countries to deploy their talent pool effectively, including existing skills currently outside the labour force
All proposals contingent on CPF resources .
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Thank you !Thank you !