OECD skills strategy 6th peer learning workshop 2019

OECD skills strategy 6th peer learning workshop 2019

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  OECD SKILLS STRATEGY BUILDINGEFFECTIVE 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
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  Mexico Peru Korea Flanders (BE) Italy Kazakhstan Netherland s Norway Latvia Poland Slovak Republic Spain Portugal Austria Sloveni a NIreland (UK) Applied in 16 diverse countries so far
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  Mega trends arechanging 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
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  Megatrends are contributingto 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 %
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  In the futurea 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%
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  10 Creating pressure fora new approach to skills policy
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  7 Lessons learned from workingwith 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
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  8 2019 OECD SkillsStrategy Framework
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  9 Skills Strategy Dashboard: Developingrelevant skills
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  11 Skills Strategy Dashboard: UsingSkills Effectively
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  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
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  TOPIC OF TODAY’SWORKSHOP Financing skills development across the life course € $ Cartoonist: David Parkins Source: https://www.economist.com/node/21714341/all-comments?page=6
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  FINANCING ARRANGEMENTS AREIMPORTANT 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
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  FINANCING SKILLS DEVELOPMENT Keyfinancing 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
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  SKILLS FUNDING HASGROWN 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
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  SKILLS FUNDING LEVELSDIFFER 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
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  DISCUSSION QUESTIONS 1. Whatis 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?
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  For more information Todiscuss OECD’s work on National Skills Strategy projects, please contact: [email protected] [email protected]