A coordinated approach to skills issues: the OECD Centre for Skills
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A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto. SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
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A coordinated approach to skills issues: the OECD Centre for Skills
- 1. A COORDINATED APPROACH TO SKILLS ISSUES: THE OECD CENTRE FOR SKILLS Skills Summit 2018, Porto Montserrat Gomendio Head of the OECD Centre for Skills
- 2. Accelerating pace of technological change creates need for skills development across the life course Move to a new model for skills development Primary and secondary education Job: Same sector age From: To: age Job Adult upskilling and reskilling Tertiary: specialise Retire and pension Primary and secondary education ECEC Tertiary: transversal Job Job Job Job JobJob
- 3. Governance and Funding of SKILLS ECEC School VET Higher Education Central Government Social Affairs Education Education Education Employment Education, HE, STI, Economy Regions/ local authorities Employers Private providers
- 4. Early acquisition of skills is linked to student performance -20 -15 -10 -5 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 After accounting for students' and schools' socio-economic profile Before accounting for students' and schools' socio-economic profile Score-point difference 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) Source: PISA 2015 Database
- 5. Early exposure to computers % of students who first used a computer when they were 6 years or younger 0 10 20 30 40 50 60 70 Denmark Sweden Norway Finland Iceland Australia NewZealand Israel Estonia Slovenia OECDaverage HongKong-China Ireland Spain Belgium Poland Singapore CzechRepublic Italy Chile Hungary Austria Switzerland Germany Jordan Serbia Latvia Croatia Liechtenstein Macao-China Uruguay Portugal CostaRica Korea SlovakRepublic ChineseTaipei RussianFederation Japan Greece Turkey Shanghai-China Mexico Top quarter Third quarter Second quarter Bottom quarter The PISA index of economic, social and cultural status (ESCS) Source: Figure 5.4 %
- 6. Source: Education Policy Outlook 2015: Making Reforms Happen An overview of governance systems at school Decentralisation has become more widespread
- 7. The role of school governance and autonomy is complex Source: PISA 2015 Database Index of school autonomy, school characteristics and science performance Results based on school principal’s reports
- 8. Responsibilities at National level are associated with better performance equity Source: PISA 2015 Database Correlations between the responsibilities for school governance and equity in science performance Results based on system-level analysis
- 9. Think, then click: Task-oriented browsing Average rank of students in the international comparison of students taking the same test form 25 30 35 40 45 50 55 60 65 70 75 Singapore Australia Korea Canada UnitedStates Ireland HongKong-China France Japan Belgium Portugal OECDaverage Denmark Sweden Macao-China Estonia Norway Shanghai-China Italy ChineseTaipei Austria Poland Israel Slovenia Spain Chile SlovakRepublic Hungary RussianFederation UnitedArabEmirates Brazil Colombia Percentile rank Source: Figure 4.7 The index of task-oriented browsing varies from 0 to 100. High values on this index reflect long navigation sequences that contain a high number of task-relevant steps and few or no missteps or task-irrelevant steps.
- 10. Source: OECD Education at a Glance: Transition from School to Work Countries with strong VET systems have fewer NEETs Share of 15-29 year-olds not in employment, education or training (NEET), 2016 Source: Education at a Glance 2017
- 11. Percentage of adults in level 4/5 literacy proficiency by level of education 0 5 10 15 20 25 30 35 40 Japan Finland Netherlands Sweden Australia Norway NewZealand England(UK) UnitedStates Canada OECDAverage Germany France Singapore Korea Slovenia Israel Greece Spain Lithuania Italy Chile Turkey Jakarta(Indonesia) Below upper secondary education Upper secondary Tertiary education%
- 12. Choices at tertiary education are not well-aligned with labour market needs Fields of study among tertiary-educated 25-64 year-olds (2016) 0 10 20 30 40 50 60 70 80 90 100 Australia Turkey United States Chile Italy Mexico OECD average Sweden France Spain Germany Science, technology, engineering and mathematics (STEM) Business, administration and law Health and welfare Arts and humanities, social sciences, journalism and information Education All other fields % Source: Education at a Glance 2017
- 13. Aligning skills with labour market needs can be difficult Source: OECD Survey of Adult Skills 0 20 40 60 Jakarta (Indonesia) Turkey Korea United States Germany OECD average Italy Northern Ireland (UK) Russian Federation² Japan Canada Australia England (UK) France Qualification mismatch Over-qualified Under-qualified 0 20 40 60 Literacy mismatch Over-skilled Under-skilled 0 20 40 60 Field of study mismatch Qualification, literacy and field-of-study mismatch, percentage of mismatched workers, by type of mismatch
- 14. Governance and funding of Adult Learning Adult learning Ministry of Labour: Courses for Workers Ministry of Labour: Training/courses for unemployed Individual’s own learning Flexible pathways: - MOOCs - Nano-courses TVET Private providers Employers: Firms as learning environments Traditional New
- 15. Some countries are better prepared than others Source: Survey of Adult Skills (2012, 2015) 160 180 200 220 240 260 280 300 320 16-24 25-34 35-44 45-54 55+ Level3 (276-325) Level2 (226-275) Level1or below (Lessthan225)
- 16. OPEN EDUCATION MAINLY USED BY THOSE IN FORMAL EDUCATION IN THE LABOUR MARKET 0 10 20 30 40 50 IN EDUCATION – OUT OF THE LABOUR FORCE IN EDUCATION – EMPLOYED IN EDUCATION – UNEMPLOYED SHARE OF STUDENTS HAVING PARTICIPATED IN OPEN/DISTANCE EDUCATION IN LAST 12 MONTHS PRIOR TO SURVEY, BY EMPLOYMENT STATUS Source: Survey of Adult Skills (2012, 2015)
- 17. Firms as learning environments • How is the additional funding shared between Governments, employers and beneficiaries? • What are the incentives? • Who sets the standards? • How are the levels of skills recognised? • Who trains the trainers?
- 18. People outside firms • Unemployed: Government. Funding for unemployment benefits, used for training? • People at high risk of losing their jobs: firms or Government? • People who want to change jobs • Gig economy
- 19. Developing relevant skills Recurrent governance challenges Activating skills supply Putting Skills to effective use Collaboration across ministries and levels of government Skills, learning and labour market information Efficient skills financing Skills recognition and validation systems Collaboration with stakeholders
- 20. Impact of digitalisation in creating new governance challenges • New forms of work: fewer taxes raised • Ageing societies: higher expenditure in health and pensions. Trade-offs? • Decentralised information: less control • Link between education and jobs weakened: the role of Governments risks been diminished • Need to predict rapid changes in skills demands and respond to them
- 21. Housing & transport policies to ensure mobility of workers A range of policies is needed to make the most out of the digital transformation Education policies to develop the right skills and better harness potential of technology Labour market policies to ensure flexibility and adaptability Industry policies to foster competitiveness & adopt digital innovations Innovation policies to adopt and invent of new technologies Migration policies to influence supply of skills and support knowledge spillovers Tax policies creating incentives for employees and employers to invest in skills Social policies ensure social protection for non-standard work contracts & unemployed
- 22. Coordinating, aligning and sequencing reforms is key to optimising the output of policies Coordinate policies Sequence policies Align policies Optimal effectiveness and possible complementary effect Instead of piecemeal reforms, introduce a multidimensional approach with reforms in all policy dimensions related to skills
- 23. The policy headache: isolated sectoral action may 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 impact on skills in the labour force Large R&D investment in manufacturing Lack of tailored education services (Tertiary VET)
- 24. For more information To discuss OECD’s work from the Centre for Skills and/or the National Skills Strategies, please contact: montserrat.gomendio@oecd.org dirk.vandamme@oecd.org andrew.bell@oecd.org To learn more about the OECD’s work on skills visit: www.oecd.org/skills/ 24
Editor's Notes
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- ECEC LEVEL: Figure 1. 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: Score-point differences that are statistically significant are marked in a darker tone. The percentage of 15-year-old students who attended early childhood education (ISCED 0) for less than two years are added into brackets next to the country's name. Countries and economies are ranked in descending order of the score-point difference in science performance between 15-year-olds who reported that they had attended early childhood education (ISCED 0) for two years or more and others, after accounting for socio-economic status. Source: OECD (2016a), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264267510-en.
- Note: Differences between the top and the bottom quarter of ESCS are statistically significant in all countries and economies.
- School Level
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- Patterned countries are non G20 countries with strong VET systems
- The performance of individuals in the three assessed skills of the Survey of Adult Skills, literacy, numeracy, and problem solving in technology-rich environments, is used to evaluate countries’ skill mix. In particular, well-rounded and lacking basic skills individuals are defined as follows: Well-rounded individuals: individuals scoring at least Level 3 (inclusive) in literacy and numeracy and at least Level 2 (inclusive) in problem solving. A study shows that computers are close to performing literacy tasks corresponding to Level 2 and below (Elliott, 2017). Lacking basic skills: individuals scoring at most Level 1 (inclusive) in literacy and numeracy and at most Below Level 1 (inclusive) in problem solving (including failing ICT core and having no computer experience). This definition follows past work by Kuczera, Field and Hendrickje (2016[29]) on skills. The proportions are calculated, by country, from the entire sample of individuals in the Survey of Adult Skills excluding those who opted out of the computer-based assessment and those for whom there is no observation for any one of the three assessed skills. Therefore, France, Italy and Spain are excluded from the analysis because they did not administer the problem solving in technology-rich environments module. Across the remaining countries, approximately 88% of the sample of individuals is retained.
- In our experience working with 10 countries to date, we found that many of the policy problems countries are facing today… …are the same ones they have been facing for a decade or more. These persistent problems include: difficult transitions from secondary to tertiary education and from education to work, and slow progress towards creating cultures of lifelong learning. Our assessment – and that of many of the NPTs and stakeholders – is that many of these persistent policy problems have their roots in challenges that can have impacts across all pillars of our strategy. They include such as: fragmented responsibilities for skills outcomes across ministries, levels of government, and poor coordination among these actors. Ineffective and inefficient financing arrangements. And insufficient access to the information needed to inform policy are support good skills choices. We have termed these as governance challenges
- A range of policies is needed to make the most out of the digital transformation, including… Education policies; To develop the right skills Labour market policies; To ensure flexibility and adaptability Industry policies; Ensuring competitiveness & adopt digital innovations Housing & transport policies to ensure mobility of workers Innovation policies; adoption and invention of new technologies Migration policies; changing supply of skills Tax policies; create incentives for employees and employers to transform Social policies; ensure social protection for non-standard work contracts & unemployed
- Therefore it is essential to coordinate, align and sequence reforms to optimize the output of policies and reform. Coordinate the introduction of policies: search for correct combination Align these policies to make them supportive of each other Sequence policies, because timeliness of reforms matters. This will result in an Optimal effectiveness and possible complementary effect of reforms.
- But this can be a challenge if a sectoral approach is used.