This OECD Skills Strategy Implementation Guidance report presents a model for the segmentation of the adult learning population in Flanders, which resulted in the identification of nine representative learner profiles. These profiles provide unique insights into the diversity of factors that affect decisions to participate in learning, including motivation, obstacles to learning, socio-demographic characteristics, and labour market characteristics. These profiles will assist Flanders’ reflections on how to target and tailor existing and new lifelong learning policies to the needs of learners.
Disrupted Futures 2023 | Wisconsin's career guidance projectEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career pathway programmes “Wisconsin’s Youth Voice in Career Readiness Research Project”. Presented by Karin Smith and Alexis Burgos.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
There are eight principles of adult learning that guide educators in their work:
1) Learning involves a change in knowledge or behavior for adults. Adults seek out new information and learning opportunities.
2) Adults must be motivated to learn and choose to participate in educational activities. Their motivation impacts learning outcomes.
3) Adults learn best through direct participation and practical activities rather than passive learning. Educators should ensure learning starts at the right level and promotes success.
4) Learning content should have immediate real-world application to engage adults and address their needs. Problems and examples are better than abstract concepts.
The document discusses the federal response in the United States to the findings from the Programme for the International Assessment of Adult Competencies (PIAAC). It notes that PIAAC found low skills levels across adults in the US and a lack of effective interventions. The document calls researchers to help address this issue through more rigorous and relevant research that engages stakeholders and works across disciplines. It provides new datasets and resources to support this research.
Operation KEYS provides financial literacy and entrepreneurship education resources to help at-risk youth. Their curriculum teaches money management, business, and leadership skills through hands-on lessons and activities. This aims to increase students' economic literacy, self-esteem, and academic performance while reducing risky behaviors. Operation KEYS also seeks mentors to support students and offers multi-week programs on topics like money skills, entrepreneurship, and management training to inspire and prepare youth for future success.
This document provides an overview of Multidisciplinary Team 7 which consists of special education teachers, general education teachers, school social workers and counselors, and speech/language/physical therapists. It then summarizes recommendations and information regarding special education, inclusion, specific learning disabilities, autism, and visual impairments.
Research paper By Md. Shahariar Koushik(1812364030).docx - Google Docs.pdfMdShahariarKoushik1
The majority of respondents (90%) had an idea about skill development courses and thought they were effective. Most respondents (75%) had done skill development courses themselves. The vast majority of respondents (80%) believed that many people in the country are suffering from a lack of skills.
For education to be truly inclusive and equitable, governments need greater political will to ensure all children receive an education that represents their experiences and enables them to understand their lives. Problems with primary education quality in India include low performance levels, an emphasis on completing the curriculum over learning, outdated curricula, a lack of focus on helping struggling students, underqualified and unmotivated teachers, and insufficient monitoring. Improving quality requires a holistic approach that addresses issues related to health, home environments, school facilities, teaching methods, and ongoing professional development and support for teachers.
Learning never stops, does it? Adult education gives mature learners a chance to increase their knowledge develop new skills, and gain insights to explore new avenues in their career.
Disrupted Futures 2023 | Wisconsin's career guidance projectEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career pathway programmes “Wisconsin’s Youth Voice in Career Readiness Research Project”. Presented by Karin Smith and Alexis Burgos.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
There are eight principles of adult learning that guide educators in their work:
1) Learning involves a change in knowledge or behavior for adults. Adults seek out new information and learning opportunities.
2) Adults must be motivated to learn and choose to participate in educational activities. Their motivation impacts learning outcomes.
3) Adults learn best through direct participation and practical activities rather than passive learning. Educators should ensure learning starts at the right level and promotes success.
4) Learning content should have immediate real-world application to engage adults and address their needs. Problems and examples are better than abstract concepts.
The document discusses the federal response in the United States to the findings from the Programme for the International Assessment of Adult Competencies (PIAAC). It notes that PIAAC found low skills levels across adults in the US and a lack of effective interventions. The document calls researchers to help address this issue through more rigorous and relevant research that engages stakeholders and works across disciplines. It provides new datasets and resources to support this research.
Operation KEYS provides financial literacy and entrepreneurship education resources to help at-risk youth. Their curriculum teaches money management, business, and leadership skills through hands-on lessons and activities. This aims to increase students' economic literacy, self-esteem, and academic performance while reducing risky behaviors. Operation KEYS also seeks mentors to support students and offers multi-week programs on topics like money skills, entrepreneurship, and management training to inspire and prepare youth for future success.
This document provides an overview of Multidisciplinary Team 7 which consists of special education teachers, general education teachers, school social workers and counselors, and speech/language/physical therapists. It then summarizes recommendations and information regarding special education, inclusion, specific learning disabilities, autism, and visual impairments.
Research paper By Md. Shahariar Koushik(1812364030).docx - Google Docs.pdfMdShahariarKoushik1
The majority of respondents (90%) had an idea about skill development courses and thought they were effective. Most respondents (75%) had done skill development courses themselves. The vast majority of respondents (80%) believed that many people in the country are suffering from a lack of skills.
For education to be truly inclusive and equitable, governments need greater political will to ensure all children receive an education that represents their experiences and enables them to understand their lives. Problems with primary education quality in India include low performance levels, an emphasis on completing the curriculum over learning, outdated curricula, a lack of focus on helping struggling students, underqualified and unmotivated teachers, and insufficient monitoring. Improving quality requires a holistic approach that addresses issues related to health, home environments, school facilities, teaching methods, and ongoing professional development and support for teachers.
Learning never stops, does it? Adult education gives mature learners a chance to increase their knowledge develop new skills, and gain insights to explore new avenues in their career.
Building a high-quality early childhood education and care workforce: Further...EduSkills OECD
Andreas Schleicher presents the new findings from the second volume of TALIS Starting Strong.
The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
This document discusses youth work and its relationship to education. It makes three key points:
1. Youth work is a form of non-formal education focused on personal and social development through group association and activities.
2. The Department of Education in Northern Ireland recognizes youth work as a complementary and sometimes alternative service to formal education.
3. There is a need to better define and measure the outcomes of youth work to demonstrate its contributions to educational goals and inform continued collaboration between youth work and formal education sectors.
This document summarizes key findings from the Speak Up research project that were presented at sessions of the FETC 2022 conference. It provides an overview of Project Tomorrow and the Speak Up research, then lists several insights on issues like the impact of the pandemic on education, priorities for district administrators, the evolution of mobile learning, student and teacher views on technology benefits, and parents' concerns about their children's future success. It also shares findings from a new report on K-12 cybersecurity awareness and preparation. The document encourages contacting Project Tomorrow for more information.
The document discusses how to guide adult learners in designing blended learning experiences for students in a digital classroom by outlining key concepts from Malcolm Knowles' theory of andragogy, including the need to make learning relevant, draw on life experiences, and address motivation; it then provides examples of three teachers with varying technology skills and instructional styles to illustrate applying andragogical principles when designing personalized learning experiences using 1:1 devices.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
Connecting the Dots Between Equity and CommunicationsJulie Evans
The document summarizes key findings from the Speak Up Research project regarding equity in education. It finds that addressing equity concerns requires discussing equity more comprehensively and inclusively. It also finds inequities still exist in technology access and learning experiences despite increased investments. Additionally, empowering student agency and ownership over learning is important for equity but many teachers are still uncomfortable with student choice. Digital tools can help support greater equity if used to enable personalized, convenient communications and greater student control over learning.
This document discusses reimagining vocational education under the National Education Policy in India. It begins by defining vocational education and training (VET) as education that prepares people for skilled trades and crafts rather than academic studies. It then lists various fields that VET can be applied to and argues that VET programs are needed to address high dropout rates from secondary education in India due to financial constraints, lack of interest, and engagement in economic activities. It acknowledges challenges faced by the entire education system as well as challenges that could be addressed by VET. Finally, it discusses addressing stigmas associated with VET and challenges faced in implementing VET programs at a large scale in India such as limited infrastructure and trained instructors
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Sarah Maughn | What might a 'whole education' town or village look like?Wholeeducation
The document discusses research on young people who are not in education, employment, or training (NEET). It segments NEET youth into three groups: sustained NEETs who are likely to remain disengaged; open to learning NEETs who may reengage in short term; and undecided NEETs who are dissatisfied with opportunities. It also reviews approaches to supporting NEET youth, effective interventions like work experience, and the benefits of employer involvement, career education, and teaching strategies that engage at-risk youth.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
Educational trends in Pakistan include a career-oriented approach, activity-based learning, and changing patterns in student assessment. Online learning is also growing. Major educational issues are lagging behind MDGs and EFA commitments due to problems like gender gaps, lack of planning, and low funding. Key educational problems include social constraints, the cost of education, lack of technical education, and poverty. Addressing these issues and problems is important for improving education in Pakistan.
The document discusses educational reforms in India. It outlines some key reforms such as abolishing pass/fail until 8th grade, introducing a grading system, smart classrooms, and distance education. It analyzes the merits and demerits of these reforms. The document also discusses the importance of education and emerging fields of study. Suggested developments include reducing rote learning and respecting all academic streams.
Easing the Transitions: Elementary to Middle to High School and Beyond - Roll...Naviance
This document discusses plans to implement a comprehensive Student Learning Plan (SLP) across Fairfax County Public Schools to ease student transitions between elementary, middle, and high school. The SLP aims to holistically capture students' social, emotional, intellectual and physical development by having students identify interests, strengths, goals, and future plans with input from teachers, counselors, parents and the students themselves. The SLP will incorporate core academic skills, life/career skills, and continuous feedback to support students. Collaboration between departments will be important for planning, developing resources, defining expectations, and measuring success.
This document provides an overview of Generation Y (millennials) and how organizations can attract, engage, and retain them. It discusses key characteristics of Gen Y including their learning styles, job priorities, and myths. The document also compares Gen Y to Gen X and introduces Gen Z. It provides tips for communication, management, recruitment, and career development strategies for Gen Y. Examples of keeping Gen Y happy include allowing technology use, clear goals, respecting ideas, and encouraging teamwork. The conclusion poses questions for reflection.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
This document discusses career development and pathways for 10th grade students. It defines career as a person's lifework that usually requires special training or education. Career development is an ongoing process of gaining knowledge and skills to establish a career plan. The document discusses why career development is important for students, who is responsible for students' career choices, and common factors like parents' desires, peer pressure, personality, and economic status that influence students' career decisions. It provides activities and tools to help students with self-awareness, exploring options, goal-setting, and connecting their education to career pathways.
The document provides guidance for homeroom teachers on standards, competencies and most essential learning competencies (MELCs) for homeroom guidance for the school year 2021-2022. It outlines three domains - academic, personal/social, and career. For each domain, it lists the standards and corresponding competencies. It then provides sample curriculum guides that assign MELCs across quarters for different grade levels from kindergarten to senior high school. The document aims to ensure access to quality guidance and counseling services for all types of learners through different learning modalities in implementing the homeroom guidance program.
E- Learning for Autism Spectrum DisorderIRJET Journal
This document discusses the development of an e-learning application to assist in educating children with autism spectrum disorder (ASD). It begins with background on ASD, noting challenges with social skills and interactions. The proposed application would incorporate skills development, track abilities, and help teachers/parents understand changes in behavior. Machine learning methods like random forest would be used to simplify the app. It would become more complex as students' knowledge advances. The goal is to transform ASD students' daily routines and support inclusion in classrooms. The application would be developed for Android initially and expanded to iOS, with future additions of reinforcement learning and improved usability for ASD users.
This document compares students and employees and provides tips for students transitioning to employment. It notes that students are learning, while employees work for an organization in exchange for compensation. Key differences are that students have structured learning environments and personal support, while employees face unexpected changes, structured schedules, and organizational challenges. The document recommends that students gain knowledge, awareness of current events, learn networking, understand degrees don't guarantee jobs, evaluate employers, consider careers early, prepare for interviews, and gain work experience through internships to successfully transition to employment.
Job Creation and Local Economic Development 2023: Bridging the Great Green Di...OECD Centre for Skills
Presentation on key findings from the OECD report “Job Creation and Local Economic Development 2023: Bridging the Great Green Divide”, by Ms. Kristine Langenbucher, Head of Unit, Employment and Skills, OECD Centre for Entrepreneurship, SMEs, Cities and Regions.
Presentation on the importance of a strategic and comprehensive approach for developing skills for the green and digital transition, by Mr. Andrew Bell, Head of Unit, OECD Skills Strategies, OECD Centre for Skills.
More Related Content
Similar to OECD Skills Strategy Implementation Guidance for Flanders, Belgium
Building a high-quality early childhood education and care workforce: Further...EduSkills OECD
Andreas Schleicher presents the new findings from the second volume of TALIS Starting Strong.
The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
This document discusses youth work and its relationship to education. It makes three key points:
1. Youth work is a form of non-formal education focused on personal and social development through group association and activities.
2. The Department of Education in Northern Ireland recognizes youth work as a complementary and sometimes alternative service to formal education.
3. There is a need to better define and measure the outcomes of youth work to demonstrate its contributions to educational goals and inform continued collaboration between youth work and formal education sectors.
This document summarizes key findings from the Speak Up research project that were presented at sessions of the FETC 2022 conference. It provides an overview of Project Tomorrow and the Speak Up research, then lists several insights on issues like the impact of the pandemic on education, priorities for district administrators, the evolution of mobile learning, student and teacher views on technology benefits, and parents' concerns about their children's future success. It also shares findings from a new report on K-12 cybersecurity awareness and preparation. The document encourages contacting Project Tomorrow for more information.
The document discusses how to guide adult learners in designing blended learning experiences for students in a digital classroom by outlining key concepts from Malcolm Knowles' theory of andragogy, including the need to make learning relevant, draw on life experiences, and address motivation; it then provides examples of three teachers with varying technology skills and instructional styles to illustrate applying andragogical principles when designing personalized learning experiences using 1:1 devices.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
Connecting the Dots Between Equity and CommunicationsJulie Evans
The document summarizes key findings from the Speak Up Research project regarding equity in education. It finds that addressing equity concerns requires discussing equity more comprehensively and inclusively. It also finds inequities still exist in technology access and learning experiences despite increased investments. Additionally, empowering student agency and ownership over learning is important for equity but many teachers are still uncomfortable with student choice. Digital tools can help support greater equity if used to enable personalized, convenient communications and greater student control over learning.
This document discusses reimagining vocational education under the National Education Policy in India. It begins by defining vocational education and training (VET) as education that prepares people for skilled trades and crafts rather than academic studies. It then lists various fields that VET can be applied to and argues that VET programs are needed to address high dropout rates from secondary education in India due to financial constraints, lack of interest, and engagement in economic activities. It acknowledges challenges faced by the entire education system as well as challenges that could be addressed by VET. Finally, it discusses addressing stigmas associated with VET and challenges faced in implementing VET programs at a large scale in India such as limited infrastructure and trained instructors
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Sarah Maughn | What might a 'whole education' town or village look like?Wholeeducation
The document discusses research on young people who are not in education, employment, or training (NEET). It segments NEET youth into three groups: sustained NEETs who are likely to remain disengaged; open to learning NEETs who may reengage in short term; and undecided NEETs who are dissatisfied with opportunities. It also reviews approaches to supporting NEET youth, effective interventions like work experience, and the benefits of employer involvement, career education, and teaching strategies that engage at-risk youth.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
Educational trends in Pakistan include a career-oriented approach, activity-based learning, and changing patterns in student assessment. Online learning is also growing. Major educational issues are lagging behind MDGs and EFA commitments due to problems like gender gaps, lack of planning, and low funding. Key educational problems include social constraints, the cost of education, lack of technical education, and poverty. Addressing these issues and problems is important for improving education in Pakistan.
The document discusses educational reforms in India. It outlines some key reforms such as abolishing pass/fail until 8th grade, introducing a grading system, smart classrooms, and distance education. It analyzes the merits and demerits of these reforms. The document also discusses the importance of education and emerging fields of study. Suggested developments include reducing rote learning and respecting all academic streams.
Easing the Transitions: Elementary to Middle to High School and Beyond - Roll...Naviance
This document discusses plans to implement a comprehensive Student Learning Plan (SLP) across Fairfax County Public Schools to ease student transitions between elementary, middle, and high school. The SLP aims to holistically capture students' social, emotional, intellectual and physical development by having students identify interests, strengths, goals, and future plans with input from teachers, counselors, parents and the students themselves. The SLP will incorporate core academic skills, life/career skills, and continuous feedback to support students. Collaboration between departments will be important for planning, developing resources, defining expectations, and measuring success.
This document provides an overview of Generation Y (millennials) and how organizations can attract, engage, and retain them. It discusses key characteristics of Gen Y including their learning styles, job priorities, and myths. The document also compares Gen Y to Gen X and introduces Gen Z. It provides tips for communication, management, recruitment, and career development strategies for Gen Y. Examples of keeping Gen Y happy include allowing technology use, clear goals, respecting ideas, and encouraging teamwork. The conclusion poses questions for reflection.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
This document discusses career development and pathways for 10th grade students. It defines career as a person's lifework that usually requires special training or education. Career development is an ongoing process of gaining knowledge and skills to establish a career plan. The document discusses why career development is important for students, who is responsible for students' career choices, and common factors like parents' desires, peer pressure, personality, and economic status that influence students' career decisions. It provides activities and tools to help students with self-awareness, exploring options, goal-setting, and connecting their education to career pathways.
The document provides guidance for homeroom teachers on standards, competencies and most essential learning competencies (MELCs) for homeroom guidance for the school year 2021-2022. It outlines three domains - academic, personal/social, and career. For each domain, it lists the standards and corresponding competencies. It then provides sample curriculum guides that assign MELCs across quarters for different grade levels from kindergarten to senior high school. The document aims to ensure access to quality guidance and counseling services for all types of learners through different learning modalities in implementing the homeroom guidance program.
E- Learning for Autism Spectrum DisorderIRJET Journal
This document discusses the development of an e-learning application to assist in educating children with autism spectrum disorder (ASD). It begins with background on ASD, noting challenges with social skills and interactions. The proposed application would incorporate skills development, track abilities, and help teachers/parents understand changes in behavior. Machine learning methods like random forest would be used to simplify the app. It would become more complex as students' knowledge advances. The goal is to transform ASD students' daily routines and support inclusion in classrooms. The application would be developed for Android initially and expanded to iOS, with future additions of reinforcement learning and improved usability for ASD users.
This document compares students and employees and provides tips for students transitioning to employment. It notes that students are learning, while employees work for an organization in exchange for compensation. Key differences are that students have structured learning environments and personal support, while employees face unexpected changes, structured schedules, and organizational challenges. The document recommends that students gain knowledge, awareness of current events, learn networking, understand degrees don't guarantee jobs, evaluate employers, consider careers early, prepare for interviews, and gain work experience through internships to successfully transition to employment.
Similar to OECD Skills Strategy Implementation Guidance for Flanders, Belgium (20)
Job Creation and Local Economic Development 2023: Bridging the Great Green Di...OECD Centre for Skills
Presentation on key findings from the OECD report “Job Creation and Local Economic Development 2023: Bridging the Great Green Divide”, by Ms. Kristine Langenbucher, Head of Unit, Employment and Skills, OECD Centre for Entrepreneurship, SMEs, Cities and Regions.
Presentation on the importance of a strategic and comprehensive approach for developing skills for the green and digital transition, by Mr. Andrew Bell, Head of Unit, OECD Skills Strategies, OECD Centre for Skills.
Presentation on key findings from the “OECD Skills Outlook 2023: Skills for a Resilient Green and Digital Transition”, by Ms. Francesca Borgonovi, Lead Skills Analysis team, Centre for Skills, OECD.
The publication "OECD Skills Strategy Southeast Asia: Skills for a Post-COVID Recovery and Growth", applies the OECD Skills Strategy framework to assess the performance of countries in Southeast Asia, identifies opportunities for improvement and provides recommendations based on in-depth desk analysis and consultations with stakeholder representatives.
The OECD launch presentation for the report, "OECD Skills Strategy Luxembourg: Assessment and Recommendations", on 23 February 2023.
The report identifies opportunities and makes recommendations to provide labour-market relevant adult learning opportunities, guide and incentivise skills choices, attract and retain foreign talent to fill skills shortages, and strengthen the governance of skills data in Luxembourg.
This presentation from Mr. Nazrul Aziz from TalentCorp for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills outlines TalentCorp Malaysia's approach to effective skills programming and employer partnerships, stressing the need for demand-driven policies that are evidence-based, fostering a whole-of-ecosystem approach between government actors, educational institutions, and industry actors.
OECD Skills Strategy for Southeast Asia: Skills for Post-COVID Recovery and G...OECD Centre for Skills
This presentation from Mr. Andrew Bell from the OECD for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills presents the main findings of the OECD Skills Strategy Southeast Asia: Skills for Post-COVID Recovery and Growth. It discusses why skills matter for Southeast Asia in line with global mega-trends and COVID, explains the OECD Skills Strategy in the region, and provides the main insights from the report covering three main dimensions: (1) the development of relevant skills over the life course; (2) the effective use of skills in work and society, and; (3) the governance of skills systems.
Policy initiatives and actions to improve skills utilisation – Evidence from ...OECD Centre for Skills
This presentation from Ms. Lesley Giles from Work Advance (UK) for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills shows how better using skills can contribute to raise productivity in the UK. It provides examples of concrete policy initiatives and actions that can contribute to reach this objective.
This presentation from Mr. Anil Verma from the University of Toronto (Canada) for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills shows the importance of looking at both skills supply and demand and how to promote a culture of innovation in firms. It provides examples on successful collaboration between education institutions and employers in Canada.
This presentation from Mr. Darjusch Tafreschi from GIZ RECOTVET for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills provides insights of a recent project on upskilling and reskilling in ASEAN countries. It also shows upcoming work on a toolkit targeted to women who experience challenges in entering or staying in the labour market.
Better Use of Skills in the Workplace: Why It Matters for Productivity and Lo...OECD Centre for Skills
This presentation from Ms. Kristine Langenbucher from the OECD for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills shows the benefits of looking at skills utilisation for people, firms and places. It also presents some key findings from previous OECD work on this theme.
This presentation from Dr. Young Saing Kim from KRIVET for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills discusses the success that the East Asia Summit TVET Programme has had in technical and vocational education and training school partnership. It highlights the value of regional peer learning and capacity building for schools in TVET, specifically noting that such programming is more effective when employers are engaged.
Perspective of Germany’s TVET Model towards quality of apprenticesOECD Centre for Skills
This presentation by Ms. Siriporn Parvikam from the GIZ Thailand office for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills describes the RECOTVET programme. In discusses initiatives related to TVET teachers and trainers, as well as digital skills and e-learning.
This presentation by Ts. Shahrul Nizam bin Kasim from the Malaysian Ministry of Human Resources for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills shows the design of the Malaysian national dual training system. It zooms in on the role of employers in the systems, and highlights challenges faced.
This presentation by Dr. Siripan Choomnoom from the Thailand Vocational Education Commission for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills shows recent developments in the Thai Dual Vocational Education system, as well as its strengths and challenges.
Helping people to develop and use skills effectively is crucial for people and countries to thrive in an increasingly interconnected and rapidly changing world. Fully recovering from the COVID-19 pandemic will also require countries to reskill workers who have lost their jobs and to adopt new strategies for making effective use of people’s skills in and out of the workplace.
In helping to achieve this, the OECD assesses skills challenges and opportunities, and looks to help countries to build more effective skills systems through tailor-made policy responses, while using the OECD Skills Strategy framework as its foundation.
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
How do Skills Opportunities and Challenges Manifest Themselves in Different L...OECD Centre for Skills
Presentation by Kristine Langenbucher, Head of Unit Employment and Skills at the OECD Centre for Entrepreneurship, SMEs, Cities and Regions, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, emphasised the need for local, tailored skills analyses, interventions and policies. She provided concrete country-level and sector-specific examples of various skills opportunities and challenges in Southeast Asia.
Skills Implications of Megatrends from an International and National PerspectiveOECD Centre for Skills
Presentation by Andrew Bell, Head of OECD Skills Strategies at the OECD Centre for Skills for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Andrew Bell, Head of the OECD Skills Strategy at the OECD Centre for Skills, discussed the general, overarching implications of mega trends (globalisation, technological progress, demographic change, migration and climate change) and the COVID-19 pandemic on skills demand and supply in Southeast Asia.
This document summarizes the key topics discussed in Break-Out Session 3 of the Southeast Asia Regional Policy Network on Education and Skills regarding governance of skills systems. The session addressed how effective governance systems can help countries improve skills delivery and labor market outcomes through: 1) enhanced coordination across ministries and levels of government; 2) engagement of labor market and civil society actors; 3) use of high-quality data for inclusive policymaking; and 4) diversified and effective funding. Speakers from the Philippines, Australia, and Indonesia shared their country experiences on these governance challenges and strategies.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
OECD Skills Strategy Implementation Guidance for Flanders, Belgium
1. OECD SKILLS STRATEGY IMPLEMENTATION
GUIDANCE FOR FLANDERS:
Andrew Bell
Head of OECD Skills Strategies
OECD Centre for Skills
https://www.oecd.org/skills/centre-for-skills
Launch event – 16 May 2022
The Faces of Learners in Flanders
2. 2
Agenda for this presentation
The nine adult learner profiles
A comparison of the characteristics of the
adult learner profiles
Key policy insights of each adult learner
profile
Using the profiles collectively to support
policy making
Moving forward
Context and objectives of the project
1
2
3
4
5
6
3. 3
1. CONTEXT AND OBJECTIVES OF THE PROJECT
OECD Centre for Skills
https://www.oecd.org/skills/centre-for-skills
4. 4
Participation in learning of the groups most in
need of upskilling/reskilling is lagging behind
A comparatively large share of adults is not
motivated to learn
Many adults do not have the skills they will
need for success in the labour market and
society of the future
• 47 percentage-point gap in participation rates in
adult learning between low- and high-skilled
individuals
• 42% of the population does not participate and
does not want to participate
• 37% of Flemish adults has low basic digital skills
Despite being a high performer, Flanders is still facing
various well-documented adult learning challenges
5. Existing initiatives could better respond to the identified
challenges
Paid educational
leave
Training
vouchers
Training credit
Sectoral training
funds
… but their impact could be further
enhanced
• Support structures and
information/guidance do not always
reach the groups most in need
• Existing target groups do not fully
consider the diverse motivations,
combinations of obstacles, and other
group-specific characteristics of adults
Career guidance
vouchers
Registration fee
exemptions
Strategic
transition
support
Tax deduction
SME wallet
Many initiatives already in place….
6. 6
Objective of the “The Faces of Learners” report
Make lifelong learning policies more targeted
and tailored to the needs of learners…
…. by applying a segmentation approach
to identify learner profiles that share a set
of characteristics related to their participation
7. Acknowledging that adults often face multiple obstacles
7
Advantages of applying a segmentation approach
Acknowledging the large heterogeneity in common target
groups (e.g. low-educated, unemployed)
Taking stock of different attitudes towards learning
8. 8
Building on knowledge and insights from
stakeholders and experts in Flanders
Supported by a multi-disciplinary
project team
Involved a long list of stakeholders
in workshops
Used insights from an extensive
range of studies
9. 9
2. THE NINE ADULT LEARNER
PROFILES
OECD Centre for Skills
https://www.oecd.org/skills/centre-for-skills
11. 11
A. Unmotivated adults – Profile 1 and 2
Motivations and obstacles Characteristics
• Not motivated to participate in
education and training.
• Adults with this profile do not
report obstacles as the primary
reason for their non-participation
• The lowest education level of all profiles (41% is educated below the
upper secondary level).
• Largest share of adults not in employment (13% is unemployed and
34% is inactive)
• Employed adults in this profile mainly work in jobs requiring low- to
mid-level skills, often working in manufacturing, and have a high
risk of automation.
• Comparatively old and a significant minority of non-native speakers.
• Not motivated, and not
perceiving a need to participate
in education and training.
• Largely the result of large age
and health barriers.
• Oldest group of adult learners.
• Inactive workers are often retirees.
• Comparatively low-educated
• Jobs in small businesses with highest risk of automation.
• The majority of adults does not learn informally
1. Disengaged from
learning
2. Unmotivated due to
age and health
obstacles
19%
18%
12. 12
B. Motivated, but facing obstacles – Profile 3 and 4
3. Motivated but facing
time-related obstacles
4. Motivated but facing
multiple obstacles
• Majority of adults are motivated
to learn but face time-related
obstacles due to either a busy
schedules or family
responsibilities.
• Motivated to engage in learning
• Facing a range of obstacles,
incl. high cost, no suitable
learning offers, as well as health
and age related obstacles.
• Largest shares of both adults in a relationship with children
(69%) and single parents (9%).
• The youngest non-participating group and many women.
• The highest educated.
• Almost all working and most are in full time jobs.
• Profile where the majority learns informally.
• Incomes of adults with this profile are comparatively low.
• Large share of adults in medium-high skilled occupations, with jobs
in small business, and with the highest risk of automation of all
profiles.
• Smallest share of adults participating in informal learning.
6%
9%
Motivations and obstacles Characteristics
13. 13
C. Extrinsically motivated – Profile 5, 6, and 7
Motivations and obstacles Characteristics
5. Reluctant but
required to
participate
• Participating in learning, but only
because they are required to do so
by the employer or by law.
• Very young profile – 47% under age of 35.
• One of the lowest-educated participating profiles (still more educated
than any non-participating profile).
• Large share of unemployed adults (9%).
• Relatively large share of participants in informal learning (76%).
6. Participating in
response to work
pressures
7. Participating to
strengthen career
prospects
• Participating to adapt to
workplace changes or to perform
better in their current job.
• Participating to improve job
prospects, and increase
professional possibilities.
• Adults are older and more often employed.
• Jobs with low risk of automation.
• Lowest participation rate in informal learning among the participating
profiles.
• Majority is women (63%), very high educated, and very young.
• Largest share of part time workers (22%), often with professional
occupations.
• High intensity of learning and participation in informal learning.
• The largest proportion of part time workers
17%
5%
16%
14. 14
D. Intrinsically motivated – Profile 8 and 9
Motivations and obstacles Characteristics
9. Participating for
professional and
personal development
8. Participating
for personal
development
• Intrinsically motivated, but for
personal interests unrelated to
work, e.g. explore personal
interests and passions.
• Intrinsically motivated to
achieve work related objectives
• The highest educated group.
• Highest share of adults in high skill, professional occupations –
often in health and social work, and education – with high
household wealth.
• Most adults participate in informal learning (84%)
• Highly educated adults.
• Working predominantly in high-skilled occupation (often
managerial positions)
• Jobs in medium- to large-sized firms with long tenure and with
the highest household income of all profiles.
• Training generally provided by the employer.
3%
7%
15. 15
3. A COMPARISON OF THE CHARACTERISTICS
OF THE ADULT LEARNER PROFILES
OECD Centre for Skills
https://www.oecd.org/skills/centre-for-skills
16. 16
Older adults are concentrated in profiles
characterised with the lowest levels of motivation
By age groups
1.Disengaged
2.Age & health
obstacles
3.No time
4.Multiple
obstacles
5.Required
6.Work
pressures
7.Career
prospects
8.Personal
9.Professional &
personal
Age
groups
25-34
35-44
45-54
55-64
Adults not participating in non-formal
or formal learning activities
Adults participating in non-formal or
formal learning activities
A. Unmotivated B. Motivated, but
facing obstacles
C. Extrinsically motivated D. Intrinsically motivated
17. 17
Low education levels are strongly associated with
low motivation and non-participation in learning
By education level
1.Disengaged
2.Age & health
obstacles
3.No time
4.Multiple
obstacles
5.Required
6.Work
pressures
7.Career
prospects
8.Personal
9.Professional &
personal
Education
level
Below
upper
secondary
Upper
secondary
Tertiary
Adults not participating in non-formal
or formal learning activities
Adults participating in non-formal or
formal learning activities
A. Unmotivated B. Motivated, but
facing obstacles
C. Extrinsically motivated D. Intrinsically motivated
18. 18
Adults who are participating in learning are more
often in employment
By labour market status
54 58
79
64
81 87 88 85 90
34 39
19
34
10 8 9 12 9
13 3
2
2
9
5 3 3
2
0
10
20
30
40
50
60
70
80
90
100
1.Disengaged 2.Age & health 3.No time 4.Multiple
obstacles
5.Required 6.Work
pressures
7.Career
prospects
8.Personal 9.Professional &
personal
Non-participating Participating
%
Employed Unemployed Inactive
19. 19
The most vulnerable groups in the labour market are
less likely to participate in learning
By automation risk
1.Disengaged 2.Age & health
obstacles
3.No time
4.Multiple
obstacles
5.Required
6.Work
pressures
7.Career
prospects
8.Personal
9.Professional &
personal
Risk
of
automation
Very low risk
(<40%)
Low risk
(40-50%
Significant
and high risk
(>50%)
Adults not participating in non-formal
or formal learning activities
Adults participating in non-formal or
formal learning activities
A. Unmotivated B. Motivated, but
facing obstacles
C. Extrinsically motivated D. Intrinsically motivated
20. 20
By participation in informal learning
1.Disengaged
2.Age & health
obstacles
3.No time
4.Multiple
obstacles
5.Required
6.Work
pressures
7.Career
prospects 8.Personal 9.Professional &
personal
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Pariticpation
rate
informal
learning
Adults not participating in non-formal
or formal learning activities
Adults participating in non-formal or
formal learning activities
A. Unmotivated B. Motivated, but
facing obstacles
C. Extrinsically motivated D. Intrinsically motivated
Adults who participate in non-formal and formal learning
are also more likely to engage in informal learning
21. 21
4. KEY POLICY INSIGHTS OF EACH
ADULT LEARNER PROFILE
OECD Centre for Skills
https://www.oecd.org/skills/centre-for-skills
22. 22
A. Unmotivated adults – Profile 1 and 2
Information and guidance alone is insufficient to boost
learning among ‘unmotivated’ adults – they also
require access to relevant adult learning
opportunities and incentives to learn
Most important
policy levers Key insights for policy making
A broad package of
policies is required,
including information and
guidance services,
accessible learning
opportunities, learning
incentives
Existing information and guidance services often
do not respond effectively to the diverse and multiple
needs of ‘unmotivated’ adults
1. Disengaged from
learning
2. Unmotivated due to
age and health
obstacles
Active outreach by stakeholders in most direct
contact with these adults can help to increase their
participation in learning
Insights into the motivations and obstacles faced by
these adults can be used to better tailor information
and guidance services
23. 3. Motivated but facing
time-related obstacles
4. Motivated but facing
multiple obstacles
23
B. Motivated, but facing obstacles – Profile 3 and 4
Most important
policy levers Key insights for policy making
Financial and non-
financial incentives are
important to address the
obstacles they face
Raising awareness of training leaves and
encouraging firms to provide more on-the-job
learning opportunities would help to raise
participation by adults facing time-related obstacles
Financial incentives for individuals and employers
could be better designed to encourage participation
in learning by adults facing a lack of support and
cost obstacles
Incentives should be complemented with tailored
and targeted information and guidance on the
availability of incentives and learning opportunities
24. 5. Reluctant but
required to participate
6. Participating in
response to work
pressures
7. Participating to
strengthen career
prospects
24
C. Extrinsically motivated – Profile 5, 6, and 7
Most important
policy levers Key insights for policy making
Many are already
benefitting from the
existing incentives as
well information and
guidance services
The motivation to continue learning can be boosted
through the provision of high quality and relevant
learning opportunities.
Information and guidance is important to build a
culture of lifelong learning, even among those who
already have a strong motivation to learn.
25. 9. Participating for
professional
and personal development
8. Participating for
personal development
25
D. Intrinsically motivated – Profile 8 and 9
Most important
policy levers Key insights for policy making
Support measures are less
crucial for their
participation – their intrinsic
drive to learn is often
enough
Even the most motivated learners
may need incentives and supports
to maintain their strong engagement
in learning
26. 26
6. HOW THE PROFILES CAN BE USED
COLLECTIVELY TO SUPPORT POLICY MAKING
OECD Centre for Skills
https://www.oecd.org/skills/centre-for-skills
27. 27
Using the profiles for evaluation and monitoring
For what?
To ensure that adult learning policies are
appropriately targeted and tailored to the distinct
needs of different learners at the design phase.
What could be done?
To reveal the extent to which targeted and tailored
adult learning policies actually improve learning
motivation and participation for different learner
profiles.
Strengthen ex-ante
policy evaluation
practices
Strengthen ex-poste
policy evaluation
28. 28
Using the profiles to strengthen the provision of
information and guidance services
What could be done?
Providers of information and guidance to adults about learning should be
made aware of the adult learner profiles
Implement tailored information to different learner profiles using digital
advertising tools
The learner profiles could be input directly to learning and career
guidance
Make information on online portals more targeted and tailored to the needs
of different learners
29. 29
Using the profiles to support the design of the Flemish ILA
What could be done?
Make the individual learning account (ILA) to some degree targeted and/or
tailored to vulnerable groups.
Make use of the profiles' tailored messages to support targeted and
tailored communication linked to learning and career account
31. Examine and compare the findings
on this report with other studies in
Flanders, in particular the ‘customer
journeys’ study
31
Possible next step – complement findings with
insights from other sources
Further assess the skills associated
with the profiles, including by using
PIAAC data
Qualitative sources Quantitative sources
33. To learn more about the OECD’s work
on skills visit: www.oecd.org/skills/ 33
To discuss OECD’s work on skills, contact:
andrew.bell@oecd.org, OECD Centre for Skills