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LESSONS LEARNED FROM
OECD SKILLS STRATEGY PROJECTS
Andrew BellTeam Leader, National Skills Strategy Projects
OECD Centre for SkillsEducation and Skills Directorate
WHAT DO WE MEAN BY SKILLS?
COGNITIVE &
META
COGNITIVE
SKILLS
TECHNICAL,
PROFESSIONAL,
SECTOR-SPECIFIC
SKILLS
SOCIO-
EMOTIONAL
SKILLS
OECD SKILLS STRATEGY FRAMEWORK
4
THE SKILLS STRATEGY HAS BEEN TESTED IN
13 COUNTRIES
MEGATRENDS ARE SHAPING THE
SKILLS PRIORITIES OF COUNTRIES
GLOBALISATIONTECHNOLOGICAL
CHANGE
DEMOGRAPHIC
CHANGE
Rapid development of
new technologies
Emergence of new
forms of work
Expansion of sources
of learning, especially
online
More integrated world
economy than ever
Expansion of global
value chains,
offshoring and
outsourcing
Increased vulnerability
of some workers
Large expected
decline in working-
age population
Ageing population
Growing number of
immigrants
MEGATRENDS ARE CONTRIBUTING TO POLARISATION
Job polarisation in the past two decades%-point change share of total employment, 1995-2015
Source: OECD (2017), Employment Outlook 2017, Figure 3.A1.1, Job polarisation by country, http://dx.doi.org/10.1787/888933477940
-20
-15
-10
-5
0
5
10
15
20
Low-skilled workers Middle-skilled workers High-skilled workers%
AUTOMATION IS TRANSFORMING
WORKPLACE
Source: Nedelkoska and Quintini (2018)
0
10
20
30
40
50
60
70%
Jobs at risk of Automation
Share of jobs at HIGH RISK (>70%) of automation and at SIGNIFICANT RISK (50-70%)
26%
27%
14%
32%
Workers reporting needing further training for their job by education levelShare of total workers, 2012/2015
0
10
20
30
40
50
60
Lower secondary
or less
Upper secondary Post-secondary,
non-tertiaryTertiary –
professional
degree
Tertiary –
bachelor degree
Tertiary – master /
research degree
Source: Survey of Adult Skills (2012, 2015)
highly digital
environment
Less digital
environment
DIGITALISATION RAISES NEED FOR TRAINING
ALL WITH IMPORTANT IMPLICATIONS FOR
FOR TALENT MANAGEMENT
Primary and
secondary
education
Job
age
From:
To:
Job
Tertiary
educationRetire
Primary and
secondary
education
ECECTertiary
education Job
Job Job
JobJob
Retire
DEVELOPING SKILLS ACTIVATING SKILLS
DEVELOPING SKILLS ACROSS THE LIFE COURSE
EFFECTIVELY USING SKILLS
DEVELOPING RELEVANT SKILLS
ACROSS THE LIFECOURSE
OECD countries have sizeable shares of
workers with low-levels of basic skills
Adults with low literacy and/or numeracy proficiencyShare of population 25-65 year-olds
Source: OECD calculations based on OECD (2017), OECD Survey of Adult Skills database (PIAAC) (2012, 2015),
OECD, Paris, www.oecd.org/skills/piaac/ (accessed March 2017).
0
10
20
30
40
50
60
70% In both literacy and numeracy In literacy only In numeracy only
12
Relative performance in skills development for youth and adults
AUSAUT BEL
CANCZE
DNK
EST
FIN
FRA
DEU
GRC
IRL
ISR
ITA
JPN
KOR
NLDNZL
NOR
POL
SVK
SVN
ESP
SWE
USA
-50
-40
-30
-20
-10
0
10
20
30
40
50
-50 -40 -30 -20 -10 0 10 20 30 40 50How skilled are youth? (%-difference from average)
How strong are foundational skills of adults?(%-difference from average)
TUR
(-89,-87)
CHL
(-65,-90)
Note: The figure is based on indicators from the Skills Strategy Dashboard, using normalised scores of the following aggregated indictors:“how skilled are youth”, based on PISA scores 2015, and “how strong are foundational skills of adults”, based on PIAAC scores.Source: OECD (2015), Programme for International Student Assessment (PISA), 2015; and OECD (2018), OECD calculations based on Surveyof Adult Skills, 2012/2015.
SUCCESS IN THE EARLY YEARS IS CRITICAL
0
10
20
30
40
50
60
70
Top quarter Third quarter
Second quarter Bottom quarter
The PISA index of economic, social and cultural status (ESCS)
Early exposure to computers% of students who first used a computer when they were 6 years or younger
Source: PISA 2015.
%
CHILDREN DO NOT ALL BENFIT FROM THE
SAME OPPORTUNITES TO LEARN
14
THERE IS NO TRADE-OFF BETWEEN EXCELLENCE AND EQUITY
AUS
AUT
BEL
CAN
CZE
DNK
EST FIN
FRA DEU
GRC
IRL
ISRITA
JPN
KOR
NLDNZL NOR
POL
SVK
SVNESP SWE
GBR
USA
-70
-50
-30
-10
10
30
50
70
-50 -30 -10 10 30 50Performance in skills development (youth–adults)
(%-difference from average)
Equity in skills
development
(youth–adults)
(%-difference
from average)
TUR
(-88,-30)
CHL
(-80,-53)
Note: Figure is based on indicators from the Skills Strategy Dashboard. Performance in skills development is defined as the average of thenormalised scores of aggregates ‘how skilled are youth’ (based on PISA scores 2015), ‘how skilled are young tertiary educated adults’ and‘how strong are foundational skills of adults’ (both based on PIAAC scores). For the equity in skills development, the indicator is based on theaggregates ‘are skills of youth being developed inclusively’ (PISA ESCS parity index), ‘how inclusive is tertiary education’, and ‘are skills ofadults being developed inclusively’ (tertiary attainment and skills respectively by education level parents, PIAAC).Source: OECD (2015), Programme for International Student Assessment (PISA), 2015; and OECD (2018), OECD Survey on adult skills, 2012/2015.
Relative performance and equity in skills development, youth and adults
ACCESS TO ECEC MAKES A DIFFERENCE
ESPECIALLY FOR DISADVANTAGED BACKGROUNDS
Score-point difference in science performance between 15-year-old students who attended early childhood
education (ISCED 0) for two years or more and those who attended for less than two years (PISA 2015)
Note: statistically insignificant values are indicated with a lighter color.Source: OECD (2017), Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care.
-20
-10
0
10
20
30
40
50
60
70G
erm
an
y (
10 %
)
Be
lgiu
m (
4 %
)
Fra
nc
e (
7 %
)
Sp
ain
(8 %
)
Ita
ly (
8 %
)
Sw
ed
en
(10 %
)
Luxe
mb
ou
rg (
14
%)
Cze
ch
Re
pu
blic
(7
%)
Slo
va
k R
ep
ub
lic (
15 %
)
No
rwa
y (
11 %
)
Ice
lan
d (
4 %
)
Au
stria
(1
1 %
)
Un
ite
d K
ing
do
m (
33
%)
OEC
D a
ve
rag
e (
23
%)
Gre
ec
e (
21 %
)
Ne
w Z
ea
lan
d (
22 %
)
De
nm
ark
(7 %
)
Ja
pa
n (
7 %
)
Un
ite
d S
tate
s (3
7 %
)
Ko
rea
(18
%)
Ca
na
da
(53
%)
Slo
ve
nia
(2
2 %
)
Au
stra
lia (
49 %
)
Ch
ile (
44 %
)
Lith
ua
nia
(34 %
)
Me
xic
o (
19 %
)
Est
on
ia (
8 %
)
Ire
lan
d (
51 %
)
Fin
lan
d (
28
%)
Latv
ia (
10
%)
Po
rtu
ga
l (7
2 %
)
Sw
itze
rla
nd
(20 %
)
Turk
ey (
81 %
)
After accounting for students' and schools' socio-economic profileBefore accounting for students' and schools' socio-economic profile
Score-point
difference
IT IS NOT ONLY ABOUT MONEY
IT IS ALSO ABOUT HOW WE SPEND IT
Luxembourg
Switzerland
NorwayAustria
Singapore
United States
United Kingdom
Malta
Sweden
Belgium
Iceland
Denmark
Finland
Netherlands
Canada
JapanSlovenia
Australia
Germany
Ireland
France
ItalyPortugal
New Zealand
Korea
Spain
PolandIsrael
Estonia
Czech Rep.
Latvia
Slovak Rep.
Russia
Croatia
LithuaniaHungary
Costa Rica
Chinese Taipei
Chile
Brazil
Turkey
Uruguay
BulgariaMexico
Thailand
Montenegro
Colombia
Peru
Georgia
R² = 0,01
R² = 0,41
300
350
400
450
500
550
600
0 20 40 60 80 100 120 140 160 180 200
Sc
ien
ce
pe
rfo
rma
nc
e (
sco
re p
oin
ts)
Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
Spending per student from the age of 6 to 15 and science performance
Source: OECD (2018), PISA 2015.
6
7
8
9
10
11
12
13
14
15
16
0
10
20
30
40
50
60
Fin
lan
d
Ge
rma
ny
Sw
itze
rla
nd
Jap
an
Est
on
ia
Sw
ed
en
Ne
the
rla
nd
s
Ne
w Z
ea
lan
d
Au
stra
lia
Cze
ch
Re
pu
blic
Un
ite
d K
ing
do
m
Ca
na
da
Be
lgiu
m
Fra
nc
e
No
rwa
y
Slo
ve
nia
Ice
lan
d
Luxe
mb
ou
rg
Ire
lan
d
Latv
ia
OEC
D a
ve
rag
e
Au
stria
Po
rtu
ga
l
Lith
ua
nia
De
nm
ark
Hu
ng
ary
Po
lan
d
Slo
va
k R
ep
ub
lic
Sp
ain
Un
ite
d S
tate
s
Isra
el
Ko
rea
Ita
ly
Gre
ec
e
Ch
ile
Me
xic
o
Turk
ey
Sc
ore
po
ints
in s
cie
nc
e p
er
ho
ur
of
lea
rnin
g t
ime
Hours
Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
IT’S NOT ABOUT HOW MUCH TIME WE SPEND
BUT ABOUT HOW WE USE THE TIME
Time spent
learning at school
Time spent learning
outside of school
Productivity
Learning time and science performance
Source: OECD (2018), PISA 2015.
TERTIARY EDUCATION CAN HELP BUILD STRONG SKILLS,
BUT IT IS NO GUARANTEE
Mean literacy score of adults by educational attainment, 25-65 year-olds
Source: OECD calculations based on OECD (2017), Survey of Adult Skills database (PIAAC) (2012, 2015),
www.oecd.org/skills/piaac/ (accessed March 2017).
220
230
240
250
260
270
280
290
300
310
320Mean score
Tertiary Upper secondary
Source: OECD Survey of Adult Skills
Qualification, literacy and field-of-study mismatch, percentage of mismatched workers, by type of mismatch
MANY PEOPLE GRADUATE WITHOUT THE SKILLS THAT ARE
DEMANDED IN THE LABOUR MARKET
0 20 40 60
Slovak RepublicSlovenia
TurkeyPoland
DenmarkCzech Republic
FlandersFinland
SpainKorea
United StatesNetherlands
ChileGreece
GermanyOECD average
NorwayAustria
ItalyN. Ireland (UK)
EstoniaJapan
SwedenCanadaAustralia
England (UK)IrelandFrance
New Zealand
A. Qualification mismatchOver-qualified Under-qualified
0 20 40
N. Ireland (UK)Netherlands
PolandFinland
CanadaFrance
SwedenFlanders
EstoniaDenmarkAustraliaSlovenia
KoreaUnited States
JapanEngland (UK)
NorwayNew Zealand
OECD averageTurkey
GermanySlovak Republic
ItalyCzech Republic
AustriaSpain
IrelandChile
Greece
B. Literacy mismatch
Over-skilled Under-skilled
0 20 40 60
FinlandGermany
AustriaSloveniaNorwaySweden
NetherlandsDenmark
EstoniaCanada
Slovak RepublicCzech Republic
FlandersOECD average
PolandGreece
TurkeySpain
United StatesJapan
N. Ireland (UK)Italy
ChileKorea
C. Field of study mismatch
A LARGE SHARE OF ADULTS SEES NO NEEDTO CONTINUE LEARNING
Willingness to participate in formal and/or non-formal education
Source: OECD calculations based on OECD (2017), OECD Survey of Adult Skills database (PIAAC) (2012, 2015), OECD,
Paris, www.oecd.org/skills/piaac/20
0
10
20
30
40
50
60
70
80
90
100
%ParticipatedNot participated, but wanted to participateNot participated and didn't want to participate
47%
48%
5%
BARRIERS TO ADULT LEARNING ARE NUMEROUS
Reasons preventing participation in (more) formal and/or non-formal educationShare of total, 2012/2015
Source: OECD calculations based on OECD (2017), OECD Survey of Adult Skills database (PIAAC) (2012, 2015), OECD,
Paris, www.oecd.org/skills/piaac/
0 5 10 15 20 25 30
Something unexpected came up that prevented me
from taking education or training
Lack of employer’s support
Did not have the prerequisites
Other
Childcare or family responsibilities
The course or programme was offered at an
inconvenient time or place
Too busy at work
Too expensive
Slovenia OECD average
0
10
20
30
40
50
60
70
80
90
100
%Level 0/1 Level 4/5
Participation of adults in education and training by skill levelShare of adults (25-65 year-olds) participating in formal and/or non-
formal education and training by literacy level, 2012 or 2015
Source: Survey of Adult Skills (2012, 2015)
ADULTS WITH THE LOWEST SKILLS ARE LESS
LIKELY TO PARTICIPATE IN TRAINING
0
10
20
30
40
50
IN EDUCATION – OUT OF THE
LABOUR FORCEIN EDUCATION – EMPLOYED IN EDUCATION – UNEMPLOYED
Share of students having participated in open/distance education in
last 21 months prior to survey, by employment status
Source: Survey of Adult Skills (2012, 2015)
ATTACHMENT TO THE LABOUR MARKET
MATTERS FOR ACCESS TO TRAINING
24
KEY AREAS FOR ACTION
TO IMPROVE SKILLS DEVELOPMENT
Developing a culture of lifelong learning: raising aspirations and supporting informed learning choices
Preparing lifelong learners: Building a strong foundation in early learning and compulsory school
Making lifelong learning sustainable and rewarding in adulthood: strengthening financing arrangements for lifelong learning
Making lifelong learning visible: strengthening systems of skills validation and certification
Making lifelong learning accessible and relevant: encouraging the development of education and training markets that are more responsive to
the needs of adults
25
EXAMPLES OF GOOD PRACTICES
Norway: Committee on Skills Needs coordinates the work of ministries and
stakeholders in the area of skills needs
assessment and responses Denmark: Adult and Continuing
education (ACE) system is a flexible adult education system that is completely
parallel to regular education systemGermany: MYSKILLS
is a test that helps jobseekers without
formal vocational qualifications to
demonstrate their vocational skills Japan: “whole child education”
develops a broad range of skills by applying various approaches and
activating teachers
USING SKILLS EFFECTIVELY
IN WORK AND LIFE
Effect of education and literacy proficiency on the likelihood of being employedMarginal effects (as percentage point change) of a one standard deviation increase in years
education and literacy on the likelihood of being employed among adults not in formal education
Notes: The reference category is «unemployed». Results are adjusted for gender, age, marital and foreign-born status. One standard deviation in proficiency in literacy for the working population is 48 score points. One standard deviation in years of education is 3.2 years for the working population. Statistically significant values (at the 10% level) are shown in a darker tone.Source: Survey of Adult Skills (PIAAC) (2012, 2015).
-3-2-10123456789
10Years of education Proficiency (literacy)
EDUCATION AND SKILLS PROFICIENCY
ARE KEY TO ACTIVATING SKILLS
28
AUS
AUT
BEL
CAN
CZEDNKEST
FIN
FRA
DEU
GRC
IRL
ISR
ITA
JPN
KOR
NLD
NZL
NOR
POL
SVK
SVN
ESP
SWE
USA
-70
-50
-30
-10
10
30
50
70
-50 -40 -30 -20 -10 0 10 20 30 40 50How strong are foundational skills of adults?
(%-difference from average)
Do workplaces
make intensive
use of skills?
(%-difference
from average)
Note: The figure is based on indicators from the Skills Strategy Dashboard, using normalised scores of the following aggregatedindicators: ‘How strong are foundational skills of adults?’ and ‘Do workplaces make intensive use of skills?’ both based on PIAAC scores.Source: OECD (2018), OECD calculations based on Survey of Adult Skills, 2012/2015.
EDUCATION AND SKILLS PROFICIENCY ARE
KEY TO USING SKILLS INTENSIVELY
Skills of adults and the use of skills in the workplace
THE INTENSITY OF SKILLS USE VARIES CONSIDERABLY ACROSS COUNTRIES
Use of reading skills at work and literacy proficiency
200
220
240
260
280
300
320
1,8
2,0
2,2
2,4
2,6
2,8
3,0
3,2
3,4
Proficiency scoreSkills-use indicators
Reading at work Literacy proficiency (rigth hand axis)
Source: OECD calculations based on OECD (2017), OECD Survey of Adult Skills database (PIAAC) (2012, 2015).
Note:Skills use indicators are scales between 1 "Never" and 5 "Every day". Proficiency scores range from 0 to 500
HIGH-PERFORMANCE WORK PRACTICES HELP DRIVE SKILLS USE
Source: Survey of Adult Skills (PIAAC) (2012, 2015).
Skills use at work and High Performance Workplace Practices, PIAAC 2012,2015
Turkey
Austria
Chile
Czech Republic
Denmark
England (UK)
Estonia
Finland
Flanders (BEL)
France
Germany
Greece
Ireland
Italy
Japan
Korea
N. Ireland (UK)
Netherlands
New Zealand
Norway
OECD
Poland
Slovak Republic
SloveniaSpain
Sweden
Turkey
United States R² = 0,5463
1,8
2
2,2
2,4
2,6
2,8
3
3,2
2,3 2,4 2,5 2,6 2,7 2,8 2,9 3 3,1
Reading at work index
Mean HPWP index
Organisation practices such as:
• Teamwork
• Autonomy
• Task discretion,
• Mentoring, and
• Job rotation
Management practices such as:
• use of incentive pay,
• training practices, and
• flexibility in working hours
0
10
20
30
40
50
60
Use of reading at work Use of writing at work Use of numeracy at work Use of ICT skills at work Problem solving skills at work
Firm size Occupation Industry
High-Performance Work Practices (HPWP) Skills proficiency Country fixed effects
HIGH PERFORMANCE WORKPLACE PRACTICES
MATTER MORE THAN MANY OTHER FACTORS
The contribution of factors to the variance of skills use at work
Share of the variance in skills use explained by each factor
Source: OECD (2016) OECD Employment Outlook 2016
SMEs IN PARTICULAR COULD BENEFIT FROM
THE INCREASED ADOPTION OF HPWP
High-performance work practice by firm size in the OECDAverage HPWP score by firm size
Source: OECD calculations based on OECD (2017), OECD Survey of Adult Skills database (PIAAC) (2012, 2015),
OECD, Paris, www.oecd.org/skills/piaac/ (accessed March 2017).
2,65
2,7
2,75
2,8
2,85
1-10 employees 11-50 employees 51-250 employees 251+ employees
HPWP - All factors HPWP - Work organisation factors only
33
SKILLS USE MATTERS FOR SUCCESS IN SOCIETY
The effect of the use of skills on positive social outcomes%-point increase in likelihood of positive outcomes when reading skills are
used intensively at work and home, beyond the effect of literacy proficiency
0
2
4
6
8
10
12
High trust Regular volunteerism Strong political efficacy Very good or excellent
health
%-point difference
Intensive use of reading skills at work Intensive use of reading skills at home
Note: Regression controlling for literacy proficiency, educational attainment, gender, parental educational attainment and age.Only adults aged 25-64 included in regression, and employed for regressions on the use of reading skills at work. For the socialindicators, the following definitions have been used: high trust is reflected in (strongly) disagreeing with the statement of trusting onlyfew people, regular volunteerism is defined as participating in voluntary work at least once per month, and political efficacy isreflected in (strongly) disagreeing with the statement of feeling of no influence.Source: OECD calculations based on OECD (2012, 2015) Survey of Adult Skills (PIAAC) (database), http://www.oecd.org/skills/piaac/.
34
KEY AREAS FOR ACTION
TO IMPROVE SKILLS USE
Promoting labour market participation: reducing barriers to work and activating displaced workers
Making more intensive use of skills in the economy: Improving work organisation and management practices and involving social partners in the
modernisation of work organisations
Using skills strategically to foster innovation and growth: Stimulating demand for higher-level skills and developing managerial and entrepreneurship
capabilities
Using skills to strengthen social cohesion: promoting, facilitating and incentivising the use of skills in society
Expanding the pool of available talent: attracting the right skills from abroad, improving transparency of skills and providing language training
35
UK’s investment fund programmes-- employers submit funding proposals
to tackle particular skill challenges,
while working in partnership with their
employees, trade unions and training
providers
New Zealand has a number of policies to promote awareness about High
Performance Work Practices (HPWP)
and their benefits for employees and
employersItaly’s Industria 4.0 is a set of industrial
policies that support using skills to
transition the economy towards higher
technology intensity
Finnish Workplace Developmentsupported 1800 projects
in workplaces to disseminate good practices for work organisation and
management
EXAMPLES OF GOOD PRACTICES
STRENGTHENING GOVERNANCE
OF SKILLS SYSTEMS
THE POLICY HEADACHE: ISOLATED SECTORAL
POLICIES CAN HAVE UNINTENDED OUTCOMES
Improve access
to tertiary
education
Improve
education
outcomes
Firms cannot
implement
digital
transition
Stagnant demand
for skills in the
labour market
Migration
Loss of HK
No improvements
in primary and
secondary
education
Poor skills
outcomes and
mismatches
Increase R&D
investment in a
sector
Lack of tailored
education services
(Tertiary, VET)
Housing &
transport policies to ensure
mobility of
workers
A RANGE OF POLICIES IS NEEDED TO MAKE THE
MOST OUT OF THE DIGITAL TRANSFORMATION
Education
policiesto develop the right
skills and better
harness potential of
technology
Labour market policies
to ensure
flexibility and
adaptability
Industrial policiesto foster
competitiveness
& adopt digital
innovations
Innovation
policiesto adopt and
invent new
technologies
Migration policies to influence
supply of skills and
support
knowledge
spillovers
Tax policies to create
incentives for
employees and employers to
invest in skills
Social policiesto ensure social protection for
non-standard
work contracts &
unemployed
COORDINATING, ALIGNING AND SEQUENCING REFORMS
IS KEY TO OPTIMISING THE OUTPUT OF POLICIES
Coordinate
policies
Sequence
policies
Align
policies
Helps to ensure policies are coherent and mutually reinforcing
Levels of government
COLLABORATION IS KEY TO SUCCESSFUL REFORMS
Stakeholders
Ministries
Government
agencies
Regional and local
authorities
EmployersTrade unions
Employment
services
Professional
associations
SME
representatives
Student
organisations
Educational
institutionsculture of lifelong
learning
Intensive skills use
in workplaces
KEY AREAS FOR ACTION
TO IMPROVE GOVERNANCE
COLLABORATING
ACROSS
GOVERNMENT
ENGAGING
STAKEHOLDERS
BUILDING INTEGRATED
INFORMATION
SYSTEMS
ALIGNING AND
COORDINATING
FINANCING
42
EXAMPLES OF GOOD PRACTICES
Portugal: General Council for Professional
Training (CGFP) advises government on the
ongoing improvement of professional
training in the civil service, including the
skills needed to support engagement
U.S. Next Generation Sector Partnerships supports public partners from local
workforce development, economic
development, education to work with
stakeholders to respond to skills challenges
identified by those stakeholders
Ireland Skillnetssupports groups of private businesses in the
same sector and/or region come together
to fund training that may not have been
possible if each firm acted on its own.
Illinois Longitudinal Data System (ILDS) links
education and labour market data to
support research and analysis by
government and qualified third parties,
while establishing strong protocols to
preserve privacy and security.
The OECD Skills Strategy is being updated to better respond to countries’ needs for strong skills policies in the digital age
43
LEVERAGING THE OECD SKILLS STRATEGY
Lessons
learned from
experience
working on
national
skills
strategies
with
11 countries
New evidence on how
digitalisation and other mega
trends:
Analytical
insights on
policies that
work learned in the past five
years
Demand higher & new bundles of skills
Require developing skills throughout
life
Require strong governance and financing of skills systems.
THANK YOU!
Andrew Bell, Team Leader, OECD Skills Strategy Projects
OECD Centre for Skills
To learn more about the OECD’s work on skills visit:
www.oecd.org/skills/
OECD SKILLS OUTLOOK 2019SKILLS AND DIGITALISATION
2019
