Breakout session- Schleicher.pptx
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OECD Education and Skills Ministerial: Breakout session Presentation from Andreas Schleicher about the latest OECD education data. Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/ Find out more about our work in education and skills: https://www.oecd.org/education/
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- 1. Employer-engagement in learning Distribution of upper secondary vocational students by type of vocational programme (2018) 0 10 20 30 40 50 60 70 80 90 100 Costa Rica Czech Republic Greece Italy Japan Korea Lithuania Mexico Brazil Spain Sweden Belgium Israel Estonia Chile Slovak Republic Finland Portugal Poland Luxembourg France Australia Slovenia OECD average EU average Austria United Kingdom Iceland Norway Turkey Germany Switzerland Netherlands Denmark Hungary Ireland Latvia School-based programmes Combined school- and work-based programmes % Türkiye
- 2. 0 10 20 30 40 50 60 70 80 90 100 Lithuania Poland Bulgaria Latvia Croatia Italy Hungary Estonia Romania Bosnia and Herzegovina Slovenia Montenegro Slovak Republic Serbia Ukraine Belarus Viet Nam North Macedonia Portugal Germany Russia Moldova Greece Austria France Spain Iceland Kazakhstan Albania Korea Kosovo Malta Morocco Costa Rica Singapore Dominican Republic Baku (Azerbaijan) Israel Switzerland Turkey Argentina Thailand Chinese Taipei Uruguay Colombia Panama Macao (China) Indonesia Lebanon OECD average Ireland Chile Brazil Peru Mexico United Arab Emirates Jordan Hong Kong (China) Philippines Brunei Darussalam Saudi Arabia Malaysia Canada New Zealand Australia Scotland (United Kingdom) % None One language Two or more languages Students who learn multiple foreign languages at school
- 3. -0.10 0.00 0.10 0.20 0.30 0.40 0.50 0.60 New Zealand Australia Brazil Turkey Saudi Arabia Spain Bulgaria Viet Nam Canada Indonesia Costa Rica Russia Italy Baku (Azerbaijan) Argentina Iceland Peru Panama Kosovo Ireland Chile Malaysia Colombia Albania Uruguay Thailand Scotland (United Kingdom) Mexico Jordan Serbia Portugal France Morocco Slovenia Bosnia and Herzegovina Macao (China) Moldova Kazakhstan Chinese Taipei OECD average Montenegro United Arab Emirates Romania Poland Slovak Republic Philippines Belarus Croatia Greece Ukraine Malta Lithuania Brunei Darussalam Hong Kong (China) Switzerland Hungary Austria Latvia Germany Estonia Singapore Korea Dominican Republic Mean index difference Speaking two or more languages relates positively to respect for people from other cultures Fig VI.4.12
- 4. Low-skilled are less likely to participate in training Tertiary – master/research degree Lower secondary or less Share of workers who participated in on-the-job training in the previous year by education level (%) England/ N.Ireland(UK)
- 5. Adults participating in adult learning % European Social Survey (ESS) (2018) On average across OECD countries, 6 in 10 adults did not participate in any form of Adult Learning in the 12 months before being interviewed Disengaged Non-Participation Participation … and most of non-participants are disengaged: i.e. they report not being interested in participating more Source: OECD Skills Outlook 2021 Chapter 4 1
- 6. We used to learn to do the work, now learning is the work 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 Job Job
- 7. Early childhood education is common above the age of 3, but at lower ages its importance varies across countries Enrolment rates of young children by type of programme and by age group (2020) Figure B2.1. 0 20 40 60 80 100 France Israel Belgium Spain Denmark Norway Iceland Sweden Japan Korea Germany Latvia Hungary Portugal Slovenia Italy Netherlands Estonia Austria Lithuania Poland EU22 average Finland Luxembourg Czech Republic OECD average Slovak Republic Argentina Chile Colombia Brazil United Kingdom Mexico United States India Ireland New Zealand Australia Greece Switzerland Türkiye Saudi Arabia South Africa Under 3 years - ISCED 0 Under 3 years - outside ISCED 0 3 to 5 - ISCED 0
- 8. Private spending on ECEC is high in a few countries Annual expenditure per child on early childhood education (after public to private transfers), in USD converted using PPPs (based on head counts) Table B2.3. 0 5 000 10 000 15 000 20 000 25 000 Luxembourg Norway Iceland Sweden Finland Germany Denmark Austria EU22 average France Italy OECD average Estonia Slovenia Lithuania Hungary Netherlands Poland Spain Czech Republic Chile Australia Slovak Republic Japan Ireland Israel Mexico Public expenditure Private expenditure
- 9. One-third of countries spent at least twice as much on higher education as on primary education 0.8 1.0 1.3 1.5 1.8 2.0 2.3 2.5 2.8 3.0 France Czech Republic Germany Netherlands Korea Canada New Zealand Türkiye Spain Austria Belgium Latvia Japan Portugal Australia United States OECD average Ireland Mexico United Kingdom Norway Luxembourg Lithuania Colombia Sweden Hungary Slovak Republic Israel Italy Iceland Chile Poland Slovenia Finland Greece Denmark Estonia Costa Rica Switzerland 23 - Ratios of per student expenditure in primary, secondary and tertiary education (2019) Primary education =1 Ratio of per student expenditure : Upper secondary education/ Primary education Ratio of per student expenditure : Tertiary education/ Primary education Ratio Source : EAG 2022. Table C1.1.
- 10. Eleven career readiness predictors Better employment outcomes around age 25 are commonly associated with the following teenage activities, experiences and attitudes around the age of 15: Exploring the future Experiencing the future Thinking about the future Engaging with people in work through career talks or job fairs Part-time working Career certainty Workplace visits or job shadowing Volunteering Career ambition Application and interview skills development activities Career alignment Occupationally-focused short programmes Instrumental motivation towards school Career conversations – inc. with teachers …and probably …and probably …and probably School-based career reflection activities, including career questionnaires & career classes Work placements Career originality 10
- 11. Social capital Human capital Cultural capital academic motivation visualising/eliminatin g pathways enhancing personal confidence accessing useful, trusted information accessing employment providing experience enabling progression to further study developing skills Analysis of written testimonies from 190 young adults who explained the benefits they felt they had gained from guidance activities with employers while still in secondary school. Through first hand experiences with employers, students are gaining access to new, trustworthy information, contacts and experiences that help them visualise, plan and progress towards futures that fit with their emerging self- conceptions. They are better placed to show agency through their transitions through school and into work. Jones et al. (2016), The ‘employer engagement cycle’ in secondary education: testimonies of young British adults Journal of Education and Work, 29:6, 834-856 Career experience
- 12. 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? Firms as learning environments
- 13. 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 People outside firms
- 14. New forms of work: fewer taxes raised 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 Governance
- 15. Thank you Find out more about our work at www.oecd.org/education – All publications – The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher
Editor's Notes
- And you can see that’s why many countries integrate the world of learning and the world of work closely during studies through combined school and work-based programmes.
- Note: Share of workers answering “Yes” to the question “Do you feel you need further training in order to cope well with your present duties?”, for those in a highly digital environment (above average in both non-routine and ICT intensities) and individuals in a poorly digital work environment (below average in both indicators). Education levels are categorized as following: 1) Lower secondary or less (ISCED 1, 2, 3C short or less), 2) Upper secondary (ISCED 3A-B, C long), 3) Post-secondary, non-tertiary (ISCED 4A-B-C), 4) Tertiary – professional degree (ISCED 5B), 5) Tertiary – bachelor degree (ISCED 5A), 6) Tertiary – master/research degree (ISCED 5A/6).
- Please choose the chart depending on the country’s PPT (each slide displays a different source for the data)
- College entrance is merely one point in life and the academic credentials alone will lose currently in the changing job market, calling for more creativity and entrepreneurship mindsets to be fostered in the education system. Korean youth will need to be ready to change jobs throughout their lives. Unintended negative consequences of the current college entrance exam system (e.g. long studying hours including private tutoring, test anxiety, lack of happiness, lack of self-efficacy etc.) are costly for the country, not being able to use its human capital to its full potential. Korea has opportunities for re-thinking its education governance from today’s K-12 to a more adaptive structure, such as: preparing more diverse pathways in education and in career Integrating ECEC and early years of primary schooling (e.g. preK-3/ age 0-10) to ensure (a) smooth transition from ECEC to primary schooling as well as (b) smooth transition from “learning to read” to “reading to learn”.
- And here are these 11 predictors – and three further indicators where the data suggest long term positive outcomes, but we do not yet have sufficient studies to be as sure. Activities which allow students to explore and experience potential futures in work are highly dependent on the engagement of employers. You will notice too that attitudes are important as well – how students think about their potential futures in work are frequently linked with better outcomes. And we know from PISA data, that there are significant relationships between participation in guidance activities that engage employers and career thinking that relates to better outcomes. Its here that we can see young people developing the agency that they need for good transitions. Students who are clear and ambitious about their futures, whose educational plans align with their job ambitions and who see the value of schooling for their futures in work can be expected to go on to do better in employment 10 years later – than comparable peers.
- Career guidance is always at its best when it is enriched by employers and people in work. We gain insight in how the process works when we listen to what young adults say about the benefits they feel they gained from engaging with employers while still in school. Through textual analysis, benefits can be categorised in terms of human, social and cultural capital. What the young adults say is that they often had opportunity to develop skills or gain experience of later value to their transitions. More often, they highlighted the value of gaining new, trustworthy information that proved valuable or that they met people who offered them full-time employment or provide a reference. Most common, their attitudes changed – they grew in confidence, better visualised a future, sometime eliminating a possible pathway and found themselves more motivated to achieve. Through first hand experiences with employers, students are gaining access to new, trustworthy information, contacts and experiences that help them visualise, plan and progress towards futures that fit with their emerging self-conceptions, dreams and aspirations. They are becoming better placed to show agency in their transitions through school and into work. The data and textual analysis shows that positive employment outcomes cannot be taken for granted. Where schools help students secure the experiences that are most appropriate for them as individuals and where counsellors help them to prepare for, and reflect on, their interactions with employers, we can expect to get the best results.