the oecd skills strategy: better skills, better jobs, better lives - joanne caddy and deborah...
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The OECD Skills Strategy
Better skills, better jobs, better lives
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Why do skills matter to countries?
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Why do skills matter to people?
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How can we improve skills and their use?
The OECD Skills Strategy
OECD Skills StrategyPillar 1: develop relevant skills
Skills beyond schoolCross-sectional skill-age profiles for youth by education and work status
16 17 18 19 20 21 22 23 24 25220
230
240
250
260
270
280
290
300
310
320
Age
Mean skill score
Youth in education
Youth in education and work
Youth in work
Not in education, not in work
Unused skills may be more likely to atrophySkills by age
15 25 35 45 55 65225
235
245
255
265
275
285
295
305
No adjustment
Adjusted for immigrant status and education
Age
Skill score
• Encouraging people to learn– Good foundation skills for all– Demand-sensitive and relevant learning involving
employers and engaging trade unions– Lifelong skills-oriented learning instead of
qualifications-focused education upfront in life course
• Encouraging skilled people to enter the country– More flexible labour-migration policies facilitating entry
for skilled migrants, encouraging international students to stay, assisting skilled migrants to return
– Cross-border skills policies
Improve the quantity and quality of skills developed
Creating a better match between people’s skills and their jobs
Increasing the demand for high-level skills
OECD Skills StrategyPillar 2: activate skills supply
Labour force participation variesPercentage of 25-64-year-olds active in the labour market, 2010
Swed
en
Nor
way
New
Zea
land
Germ
any
Canad
a
Finla
nd
Great
Brit
ain
Austria
Czech
Rep
ublic
Slova
k Rep
ublic
Franc
e
Irelan
d
Belgi
um
Greec
e
Korea
Mex
ico
Italy
0
10
20
30
40
50
60
70
80
90
100
• Activating people– Identifying inactive individuals, retrain them,
create financial incentives to work, remove other barriers to participation in the labour force
• Retaining skilled people– Prevent early retirement, improve
employability in later life– Create incentives for skilled people to stay
Optimise the supply of skills
OECD Skills StrategyPillar 3: use skills effectively
Changes in skills demand and useProblem solving
Teamwork
Oral communication
Influence others
Plan own time
Plan others time
Fine motor skills
Gross motor skillsRead prose type texts
Read document type texts
Write
Advanced numeracy
Basic numeracy
Internet use
Computer use
-1.00
0.00
1.00
Total Service (low-skill) Goods
Information (low-skill) Information (high-skill) Managers
Knowledge (expert)
Skills mismatches HIGH-SKILL MATCH
MISMATCH-SKILL SURPLUS
LOW-SKILL MATCH
MISMATCH-SKILL DEFICIT 0%10%20%30%40%50%60%
Goods Service (low-skill) Information (low-skill) Information (high-skill)Managers Knowledge (expert)
• Matching skills supply and demand– Help employers to make better use of skills– Improve information and transparency in skills and
qualifications systems– A strong start in the labour market– Facilitate mobility
• Increasing demand for high-level skills– Create more high-skill and high value-added jobs– Help companies and local economies to move to higher
value-added markets– Foster entrepreneurship
Ensure the effective use of skills
• Developing effective national & local skills strategies– New proposal to help countries build effective skills
strategies based on the OECD Skills Strategy framework
• The OECD Skills Outlook – The 1st edition of a regular flagship publication will be
released in October 2013 featuring data from the OECD Survey of Adult Skills (PIAAC)
• skills.oecd– The portal featuring the OECD’s work on skills will be
continuously developed and updated
Next steps
• How can HEIs adapt their programmes to support skills development?
• What challenges will your students face when applying their skills in the world of work?
• What do you see as the main skills mismatches?
• How could HEIs contribute to shaping and delivering a national skills strategy?
Questions for discussion