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Producing skills: challenges and current trends
 

Producing skills: challenges and current trends

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Producing skills: challenges and current trends - Plenáris konferencia előadás...

Producing skills: challenges and current trends - Plenáris konferencia előadás


Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: InnoOmnia 2011.november 5. Espoo
Résztvevő: Halász Gábor, előadó

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    Producing skills: challenges and current trends Producing skills: challenges and current trends Presentation Transcript

    • Producing skills:challenges and current trends InnoOmnia2011.10.05Gábor HalászELTE University, Budapest(http://halaszg.ofi.hu)
    • A new focus on skills G20 EU OECD ILO World Bank Skills are today seen (together with innovation) Various countries as the most important engine of growth and CONTEXT competitiveness
    • Four questions to beasked about skills • What skills are needed? • How to value the demand side? • How to produce the skills? • How to connect the two worlds?
    • ENJOY LEARNING!
    • Thank you for your attention! And success to InnoOmnia!
    • Intangible capital and productivity„Intangible capital explains about a quarter oflabour-productivity growth in the US andlarger countries of the EU” • It explains more than 40% of market value of companies (data from more than 600 companies) • Investment in intangible capital is now higher than investment in tangible capital in some developed countries Source: The Conference Board
    • Intangible investment Source: The Conference Board
    • Skills are one of largest part of intangible goods Skills are the simplest, best, mostdirect way to boost productivity… skills investment is the quickest way tomaintain productivity… skills investment is the only way tomaintain productivity. Source: Mark Fisher, chief executive of the Sector Skills Development Agency, 2006 (Quoted by Ken Mayhew, SKOPE)
    • Skills strategies invarious countries• United Kingdom• Ireland• New Zealand• Australia• Canada
    • Skills demands (2010-2020) Source: New skills for new jobs expert report, 2010
    • All forms of skills are important High performance workplaces, innovative learning organisations
    • A balanced view on the supply and the demand side • The recent EU and OECD skills strategies put a particularly strong stress on the demand side and the micro (workplace) level – Skills utilisation is seen as much important as skills production – Shoft from matching demand towards creating high equilibrium
    • From matching to good equilibrium High demand HIGH SKILL SKILLS SHORTAGE E Q U IL IB R IU M IM B A L A N C ELow Highsupply supply SKILLS LOW SKILL SURPLUS E Q U IL IB R IU IM B A L A N C M E Low demand Source: T a c k lin g t h e L o w S k ills E q u ilib r iu m : A R e v ie w o f Is s u e s a n d S o m e N e w E v id
    • The trap of the low skills equilibrium„A low skills equilibrium is a situation where an economy becomes trapped in a vicious circle of low value added, low skills and low wages.” Source: Tackling the Low Skills Equilibrium: A Review of Issues and Som
    • The high skills equilibriumA dynamic „skills ecosystem” in which the producers and the users of skills interact so that – increasing demand for higher level skills generates higher level supply – the presence of high level skills generates higher demands
    • Ways to produce skills Learning before adult life School based IVET Dual IVET Learning Learning in in school workplace Company Integrated regional training centres VET centres and leaning while working Learning during adult lifePSDC Malaysia
    • The implications ofgrowing stress on thedemand side and onworkplace learning• Innovative workplaces (private and public) must be integrated into training centres• Training centres must be open to adults and lifelong learning
    • Bridges and trafficbetween the worldsof education and work• National Qualifications Frameworks bringing all subsystems of education into a common framework• Work-based elements included into general education and general competences developed also in work-based learning• Dynamic, intensive interaction - the pleasure of discovering each other