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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 !