OECD Skills Strategy

Transcription

1 Skills strategy

2 OECD har utviklet et analyseverktøy kalt Skills strategy. Norge var første nasjon til å melde seg. Skills strategy er ment som hjelp til nasjoner, for å utarbeide en helhetlig utdanningsstrategi. Både Skills gap og PIAAC-undersøkelsen er interessant i denne forbindelsen.

3 David Robinson General consensus on the importance of higher levels of education, training and skills development for economic growth, personal well-being, and greater social cohesion and equality (OECD Skills Strategy) But key debates remain: What skills are important and who should determine this? Who should pay? Governments? Employers? Individuals? What role, if any, for the private sector? Is there a skills gap or mismatch? Or is there an underutilization of skills?

4 Foundation skills and disadvantage Strong correlation between low level of foundation skills (problem-solving, literacy, numeracy) and: Incidence of unemployment Lower income Poor level of general trust Poor health Poor understanding of major political issues But these also reflect broader socio-economic inequalities that are rising

5 Skills Strategy Highlights Improving quality and quantity of skills Gather and use evidence about changing demand for skills Involve social partners in designing and delivering programs (focus on workplace training) Remove barriers to investing in further learning through improved information and guidance and flexible delivery of relevant programs Ensure the costs of education and training are shared (e.g. income-contingent loan and means-tested grants) Facilitate entry for skilled migrants (but what about brain drain?)

6 More Highlights & Lowlights Activating skills in the labour market Identify inactive individuals why they are inactive Create financial incentives that make work pay Less rigid working-time arrangements Contain early retirement (e.g. raising the age of retirement lengthens the period over which employers could recover training costs) Identify skills mismatch and skills gaps

7 Skills mismatch? Recent focus on job vacancy rates as evidence of skills gap or mismatch rather than lack of jobs Leading some to suggest that schools, educational institutions and teachers are not preparing people for the world of work True?

8 Labour Shortage Index Beveridge curve, EU-27, 2008 (Q1) 2012 (Q3) 12% 2008 Q1 10% 8% 6% 2011 Q Q1 4% 2012 Q3 2% 2009 Q Q1 0% 6,5% 7,0% 7,5% 8,0% 8,5% 9,0% 9,5% 10,0% 10,5% 11,0% Unemployment Rate Source: Eurostat

9 Reported recruitment difficulties, 2010 and 2011 Percentage 90,0 70,0 50,0 30,0 10,0 10,0 30,0 Recruitment difficulties Source: OECD Unemployment rate Australia Austria Belgium Brazil Canada China Czech Republic France Germany Greece Hungary India Ireland Italy Japan Mexico Netherlands New Zealand Norway Poland Slovenia South Africa Spain Sweden Switzerland Turkey United Kingdom United States Share of employers reporting recruitment dificulties 2007 Share of employers reporting recruitment dificulties 2010 Unemployment rates (Q3) 2007 Unemployment rates (Q3) 2010

10 Self-reported under-use of skills, OECD 2010 % Source: OECD

11 A training shortage Despite uptick in job vacancy rate, no real evidence of a skills shortage Most skills employers cite as missing are attitudinal, not academic Wage gap vacancies due to poor terms and conditions Hiring bias against unemployed applicants Employers becoming more picky, looking for experienced (already trained) workers = a training shortage, not a skills shortage

12 Conclusions General consensus on importance of skills development, but major disagreements on design, delivery and financing issues Complex relationship between education and inequality Privatization as a driver of inequality? Implications of the skills gap debate on education systems and teachers?

13 OECD Survey on Adult Skills and the Skills Strategy in Norway Lars Nerdrum Oslo, 4. April 2013

14 Funding of research on adult learning in Norway through Utdanning 2020 Justification Exploit international statistics and surveys to increase evidence on adult learning Develop capacity, competencies and quality of research for adult learning in Norway Call for tender by the Research Council with deadline 13. February worth 28 mill. NOK Decision for support will be taken by the Board of the programme 17. april 2013

15 How can a country improve the effectiveness of its skills system? Encourage and enable people to learn throughout life Foster international mobility of skilled people to fill skills gaps Encourage people to offer their skills to the labour market Retain skilled people in the labour market Create a better match between people s skills and the requirements of their job Increase the demand for high-level skills

16 The Norwegian Skills Strategy project Skills shortages and barriers to developing sufficient and relevant skills for Norway s future development Skills mismatches individuals, sectoral and geographical levels Policy coordination at national and regional levels Unlike ordinary OECD thematic reviews, the Skills Strategy is cross-sectoral involving senior staff from several directorates and committees in the OECD

17 I innstilingen fra Stortingets Kontrollkomite: I praksis har målstyringen like gjerne blitt et hinder for at gode og kvalifiserte avgjørelser blir tatt av de som kjenner området best og et hinder for at etater kan lære av erfaringer og utvikle bedre tjenester. For nåværende og framtidige regjeringer bør det bli en overordnet oppgave å sørge for at de målene som utvikles for offentlige etater er få i tallet, at de er kvalitative, og at ansatte selv er med på å forme disse målene, innenfor rammen av overordnede politiske føringer og årlige budsjettrammer.