1. OECD SKILLS STRATEGY
BUILDING EFFECTIVE NATIONAL SKILLS STRATEGIES
https://www.oecd.org/skills/centre-for-skills
6th Annual Peer Learning Workshop
29 October 2019
Andrew Bell
Head of the OECD Skills Strategy Team
OECD Centre for Skills
3. Mega trends are changing and increasing the
skills needed for success in work and life
GLOBALISATION TECHNOLOGICAL
CHANGE
DEMOGRAPHIC
CHANGE
Rapid development of
new technologies
Emergence of new
forms of work
Expansion of sources
of learning, especially
online
More integrated world
economy than ever
Emergence of global
value chains, offshoring
and outsourcing
Increased vulnerability
of some workers
Large expected
decline in working-age
population
Important
reallocations towards
care services
Need to ensure youth
have the right skills
4. Megatrends are contributing to polarisation
Job polarisation in the past two decades
%-point change share of total employment, 1995-2015
Source: OECD (2017), Employment Outlook 2017, Figure 3.A1.1, Job polarisation by country,
http://dx.doi.org/10.1787/888933477940
-20
-15
-10
-5
0
5
10
15
20
Low-skilled workers Middle-skilled workers High-skilled workers
%
5. In the future a large share of
jobs could be impacted by automation
Source: Nedelkoska and Quintini (2018)
0
10
20
30
40
50
60
70%
Jobs at risk of Automation
Share of jobs at HIGH RISK (>70%) of automation and at SIGNIFICANT RISK (50-70%)
14%
32%
7. 7
Lessons learned
from working with
countries on
national skills
strategy projects
Analytical work
on skills from 7
OECD directorates
Summary of the Skills Implications of megatrends
OECD Skills Strategy dashboard
Updated OECD Skills Strategy framework
Key policy insights and recommendations on
developing relevant skills
Key policy insights and recommendations on using
skills effectively
Key policy insights and recommendations on
strengthening the governance of skills systems
OECD Skills Strategy 2019
14. CONTINUING THEMATIC WORK
Strengthening the governance of skills systems
Theme of the 2018 Peer Learning Workshop
Report to be published in Q1 2020
Continuing work to put governance in comparative perspective
Financing skills development across the life course
Theme of the 2018 Peer Learning Workshop
Proposing in PWB to do new work in this area
15. TOPIC OF TODAY’S WORKSHOP
Financing skills development across the life course
€
$
Cartoonist: David Parkins
Source: https://www.economist.com/node/21714341/all-comments?page=6
16. FINANCING ARRANGEMENTS ARE IMPORTANT
FOR SKILLS DEVELOPMENT
• How much is spent can influence the quality of skills
development (up to a point!)
• Who pays affects the incentives for individuals and
employers to invest in skills, and has implications for
equity
• How funding is allocated can influence the types of skills
people develop and the responsiveness of the skills
system to changing skills needs
17. FINANCING SKILLS DEVELOPMENT
Key financing considerations
How much will be
spent
•In total
•Per learner
•As a share of public
expenditure / GDP
Who pays for what
•Individuals/ households
•Employers/ sectors
•Governments (central,
sub-national)
•Civil society
organisations
•International
organisations
How funding is
allocated
•Life stages
•Learning contexts
•Forms of learning
•Specific skills
•Specific programmes/
providers
•Target groups
•Financing mechanisms
18. SKILLS FUNDING HAS GROWN ACROSS THE
OECD
-20
0
20
40
60
80
100
% Change in expenditure per student
Percentage change in total expenditure on educational institutions per full-time equivalent
student (2005 and 2016)
Primary to tertiary education, all funding sources
Source: OECD (2019), Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/f8d7880d-en.
How much will be
spent
•In total
•Per learner
•As a share of public
expenditure / GDP
19. SKILLS FUNDING LEVELS DIFFER ACROSS
OECD
Total expenditure on educational institutions per full-time equivalent student (2016)
In equivalent USD converted using PPPs
Source: OECD (2019), Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/f8d7880d-en.
0
10000
20000
30000
40000
50000
60000
Primary, secondary, and post-secondary non-tertiary Tertiary
Equivalent
USD
How much will be
spent
•In total
•Per learner
•As a share of public
expenditure / GDP
20. DISCUSSION QUESTIONS
1. What is a major example from your country related to each of the
four session topics?
2. What form(s), stage(s) and/or context(s) of learning does your
country example apply to?
3. What are the main successes and challenges of your country
example?
4. What do you want to learn from your peers?
21. For more information
To discuss OECD’s work on National Skills Strategy projects, please
contact:
montserrat.gomendio@oecd.org
andrew.bell@oecd.org
Notas do Editor
1
A number of ongoing trends are underscoring the importance of developing relevant skills and using those skills fully and effectively
Globalisation is creating a more integrated world
Characterised by the expansion of global value chains and increased offshoring
All of which is making some workers more vulnerable, while creating new opportunities for others with the right skills.
Technological change is reshaping the workplace
And the skills requirements of jobs in the process
At the same time, technology is changing how, when, and where we learn.
For its part, demographic change:
Means that productivity and skills will be increasingly important drivers of growth
Reinforcing the importance of ensuring that youth develop the right skills and that adults continue to learn across the life course
These trends have contributed to the well documented pattern of job polarisation internationally
…with the share of jobs requiring higher levels of skills increasing quite significantly
and the share requiring low skills increasing modestly.
While the share requiring middle skills has been declining.
Further challenges lie ahead.
The OECD estimates that, on average in the OECD countries that participated in the survey…
….about 14% of workers face a high risk of seeing their jobs automated,
….and another 32% face significant changes in their job tasks due to automation (Nedelkoska and Quintini, 2018).
This means that many people will need to develop new skills to perform new tasks in new jobs…
....and that many others will need to upgrade their skills to perform new tasks in their existing jobs.
How effectively our skills systems facilitate this adjustment will have a big impact on how well individuals and countries are able to confront the challenges and seize the opportunities of the future.
Latvia needs a major shift from the traditional approach to learning (upper part of figure) in which governments focus on front-end loading skills development in youth and activating skills in the labour market in adulthood.
To a lifelong learning approach, whereby learning happens across the life course, to help individuals to adjust to:
The changing skills needs of their jobs,
more frequent transitions between jobs, and
extended working lives