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Higher Education in Norway - Labour Market Relevance and Outcomes
The document assesses the relevance and outcomes of higher education in Norway, exploring issues such as employment rates of graduates, skills alignment with labor market needs, and the effectiveness of educational practices. It highlights the need for improved collaboration between educational institutions and industry stakeholders to enhance skills development and recommends strategic reforms to support students in achieving successful transitions into the workforce. Key proposals include encouraging innovative teaching methods, strengthening career guidance, and improving the coordination of labor market information across government levels.
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Higher Education in Norway - Labour Market Relevance and Outcomes
- 1. Higher Education inNorway: Labour Market Relevance and Outcomes Oslo, Tuesday 5 June 2018 Dirk van Damme , OECD
- 2. 1. Project background 2.Norwegian context 3. Report assessment and recommendations Presentation outline 2
- 3.
- 4. Addressing key policyquestions: • How well are higher education systems performing (overall and in different areas)? • Why are some systems performing better than others? • What can we learn from the experiences of others, and how can we use this experience to improve the performance of higher education systems? The OECD’s enhancing higher education system performance project 4 Benchmarking higher education system performance In-depth analysis of higher education topics Inter-related strands of work Stakeholder dialogue
- 5. Labour market relevanceand outcomes of higher education: Project focus 5 Labour market relevance and outcomes of higher education What skills are relevant to the labour market? How well does higher education generate skills that meet labour market needs? What can policy makers do to help higher education systems meet labour market needs?
- 6. Labour market relevanceand outcomes of higher education: Norway review 6 Country questionnaire and fact-finding mission to Norway Discussion of draft recommendations and assessment Final report
- 7.
- 8. Forty three percentof Norwegians have a tertiary degree 8Source: OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.1787/eag-2017-en Educational attainment of 25-64 year-olds (2016)
- 9. Norway’s higher educationgraduates have impressive employment outcomes… 9Source: OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.1787/eag-2017-en Employment and unemployment rates of tertiary educated 25-64 year-olds, 2016
- 10. … and relativelystrong skills, by field of study 10Source: OECD calculations based on the Survey of Adult Skills (PIAAC) (2012, 2015). Skills of Norway’s higher education graduates, by field of study, 2012
- 11. But some strugglein their transition to the labour market… 11. Source: Støren, L.A. et al. (2016), Kandidatundersøkelsen 2015: I hvor stor grad er nyutdannede mastere berørt av nedgangskonjunkturen?, https://brage.bibsys.no/xmlui/handle/11250/2393490. Employment status of master’s graduates six months upon graduation, 2015
- 12. …and some havelow levels of skills 12Source: OECD calculations based on the Survey of Adult Skills (PIAAC) (2012, 2015). Share of higher education graduates younger than the age of 35, who score at Level 2 or below in literacy and numeracy proficiency 0 5 10 15 20 25 30 35 40 FIN SWE NOR DEU DNK OECD % Literacy 0 5 10 15 20 25 30 35 40 FIN SWE DEU NOR DNK OECD % Numeracy Level 1 or below Level 2
- 13. Increasing higher educationalattainment has been accompanied by slowing productivity 13Source: OECD calculations based on the OECD Productivity Database and OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing, Paris.
- 14. 14 The transforming Norwegianeconomy requires a strong mix of transversal and discipline- specific skills… Source: OECD workshops with stakeholder representatives of Norway’s higher education system in Bergen, Oslo and Trondheim, September 2017. Share of workshop participants who identified a particular skill as key for the labour market …but higher education institutions and social partners are not completely aligned on what skills are more important
- 15. ALIGNING HIGHER EDUCATIONWITH THE CHANGING NEEDS OF THE LABOUR MARKET 15
- 16. Innovative learning andteaching approaches can help develop transversal skills needed for any job… 16 Prevalence of teaching method Source: Damen M.-L. et al (2017), Studiebarometeret 2016: hovedtendenser, www.nokut.no/globalassets/studiebarometeret/2017/studiebarometeret-2016_hovedtendenser.pdf. …but lecture formats are still the most prevalent form of teaching at Norwegian higher education institutions
- 17. Work-based learning isalso important – but too few Norwegian students participate 17 Source: Storen et al. (2016), Kandidatundersøkelsen 2015: I hvor stor grad er nyutdannede mastere berørt av nedgangskonjunkturen?, https://brage.bibsys.no/xmlui/handle/11250/2393490. Work-based learning among Norway’s master’s students, by field of study in 2015
- 18. Councils of Co-operationwith Working Life (RSAs) help bring social partners and HEIs together… 18Source: Tellmann, et al. (2017), Råd for samarbeid med arbeidslivet: En underveisevaluering, https://brage.bibsys.no/xmlui/bitstream/handle/11250/2443321/NIFUrapport2017-9.pdf?sequence=3&isAllowed=y. …but the collaboration is not as deep or effective as envisioned Percentage of RSA members who agreed with the following statements
- 19. The demand forskills is anticipated to continue to rise in Norway’s economy, but… 19 Graduation rate of the population younger than 35 years-old with a Master’s or Doctorate degree, 2015 Source: OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.1787/eag-2017-en …graduation from advanced studies in Norway remains relatively low despite government schemes to attract more students
- 20. Enrolment in STEMand ICT fields also remains below the OECD average 20 Source: OECD (2017a), Education at a Glance, http://dx.doi.org/10.1787/eag-2017-en.. Share of new entrants to higher education, by field of study in 2015
- 21. Norway has arelatively low number of international students 21 Source: OECD (2017a), Education at a Glance, http://dx.doi.org/10.1787/eag-2017-en.. Share of international students in Norway, by level of education in 2015 Many of these students are enrolled in fields of study that are in demand in the labour market
- 22. 22 Recommendations: aligning highereducation with the changing needs of the labour market Ensure students develop the high quality skills needed in the labour market • Encourage innovative learning and teaching • Support work-based learning • Reform Councils of Co-operation with Working Life (RSAs) Ensure the system offers a broad range of qualifications • Encourage the attainment of advanced degrees • Maintain diversity of programmes offered in higher education • Monitor and evaluate student financial assistance incentives to address skills needs
- 23. HELPING STUDENTS SUCCEEDIN HIGHER EDUCATION AND THE LABOUR MARKET 23
- 24. Many factors playa role in Norwegian students’ choice of study 24 Source: Damen, M.-L. and S. Hamberg (2015), Studiebarometeret 2014: What explains students’ overall satisfaction? A review of the main findings of the 2014 Norwegian national student survey, Studiebarometeret Rapport 2015/6, Norwegian Agency for Quality Assurance in Education (NOKUT), https://www.nokut.no/globalassets/studiebarometeret/2015/damen_marie- louise_hamberg_stephan_studiebarometeret_2014_what_explains_students_overall_satisfaction_6-2015.pdf. Factors that influence Norwegian students’ choice of study Informed choice of study can help address on-going and anticipated skills needs in Norway
- 25. Applications for studyplaces show a degree of responsiveness to labour market information 25Source: Database for Statistics on Higher Education (DBH), Norwegian Centre for Research Data. Applications to Bachelor’s programmes in Norway, 2007-2017
- 26. B. 2000 PISAand 2012 PIAAC scores 410 430 450 470 490 510 530 550 00 03 06 09 12 15 B. Mathematics 410 430 450 470 490 510 530 550 00 03 06 09 12 15 A. Reading 410 430 450 470 490 510 530 550 00 03 06 09 12 15 C. Sciences Norway OECD Top 3 OECD Bottom 3 OECD Many Norwegian school students want to work in the sciences… 26 Source: OECD PISA Database (2000-2015). PISA scores in reading, mathematics and sciences of 15-year-olds, 2000- 2015 …but while Norway’s performance in mathematics and sciences has shown some improvements, it remains around the OECD average
- 27. Lack of preparednessand poor career guidance along with other factors delay completion of higher education… 27Source: Statistics Norway. Time to complete a bachelor´s degree, by cohort • Many are not choosing the right programmes to start with • The system’s flexibility makes it easy to switch programmes and institutions • The relatively low financial cost of participation reduces incentives to complete as soon as possible and seek full-time employment
- 28. …or hinder completionof higher education 28Source: Statistics Norway. Completion rates of 2008 cohort, by parental education • Many are currently able to find a job relatively easily in Norway without a higher education qualification • Some may not be getting the academic support to succeed and persevere in their studies • Financial support may not cover the cost of living in some urban areas
- 29. 29 Recommendations: helping studentssucceed in higher education and the labour market Ensure students have the information needed to make informed choices • Collect and effectively disseminate online labour market and education information to prospective students • Provide efficient career guidance Ensure students complete their study programmes • Improve student preparedness for higher education • Support completion through follow-ups, academic counselling and financial incentives
- 30. CO-ORDINATING ACROSS GOVERNMENT TOENHANCE LABOUR MARKET RELEVANCE AND OUTCOMES 30
- 31. Adopt a whole-of-governmentapproach 31 • Norway’s dialogue-based approach with stakeholders helps steer the higher education • But other factors can also affect the labour market relevance and outcomes of higher education • And these all need to be well co-ordinated
- 32. 32 Ensure better co-ordinationand use of labour market information • Create a single body to oversee and co-ordinate labour market information to ensure it is effectively disseminated • Encourage the collection of labour market data at the programme and institutional level Ensure better co-ordination across levels of government • Strengthen co-operation across agencies and levels of government to ensure everyone is aligned in addressing labour market relevance and outcomes Recommendations: better co-ordination to enhance labour market relevance and outcomes
- 33. Ensure everyone isworking towards the same aim 33 A strong government role in steering the Norwegian higher education system towards greater labour market relevance will be paramount
- 34. Consult the publicationonline at: http://dx.doi.org/10.1787/9789264301757-en Project website: http://www.oecd.org/education/skills-beyond- school/in-depth-analysis-of-higher-education- topics.htm Follow us on Twitter: https://twitter.com/oecdeduskills Thank you!