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Building an Effective Skills Strategy for Spain – Workshop with Stakeholders

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El taller de diagnóstico sobre la estrategia de habilidades de la OCDE para España, celebrado en Cuenca en noviembre de 2014, reunió a diferentes interesados para explorar las fortalezas y desafíos del sistema de habilidades español. Se propusieron diversos ejercicios para comprender mejor el contexto actual y fomentar la participación activa en el desarrollo de una estrategia de habilidades efectiva. Los objetivos incluyen la identificación de prioridades y la colaboración multidisciplinaria para maximizar el potencial de habilidades en el país.

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OECD Skills Strategy Building an effective skills strategy for Spain Diagnostic Workshop with Stakeholders Cuenca, 24-25 November 2014
Purpose To explore the strengths and challenges facing Spain’s Skills System. Objectives skills.oecd Better Skills, Better Jobs, Better Lives 2 1. Generate relevant insights into Spain’s current skills system for use in the diagnostic report 2. Use the OECD’s Skills Strategy framework to inform and structure group discussions 3. Ensure a wide range of stakeholder participation
Agenda – Day 1 Setting the scene: the OECD Skills Strategy Exercise 1: Visioning Exercise Coffee break Exercise 2: Spain’s Skills System Strengths and Challenges Exercise 3: Developing Skills Lunch break Exercise 4: Individual Diagnostic Assessment Questionnaire Exercise 5: Activating Skills Dinner skills.oecd Better Skills, Better Jobs, Better Lives 3
Agenda – Day 2 Opening Remarks Exercise 6: Using Skills Coffee break Exercise 7: Effectiveness of the Skills System Exercise 8: Skills Strategy Obstacle Course Lunch break Reporting on Results of Individual Assessment Questionnaire Closing Remarks and next Steps skills.oecd Better Skills, Better Jobs, Better Lives 4
• Your diverse experience and expertise is a valuable resource. • Making this workshop a success depends upon your active participation. Here are some tips to help you – and everyone else – get the most out of it:  Give the workshop your undivided attention  Contribute your ideas and your experiences – speak up and speak your mind  Focus your comments and keep them short  Listen to, understand and learn from each other  Be constructive and forward-looking skills.oecd Better Skills, Better Jobs, Better Lives 5 Rules of engagement
Guiding principles for Skills Strategy projects  Collaboration between OECD and country  Approach tailored to country context and priorities  Cross-directorate OECD team  National cross-ministry project team  Strengthening skills systems through policy coherence  Whole-of-government approach  Engaging all relevant stakeholders  Bringing together perceptions and evidence  Learning from international comparisons  Learning from international experience • concrete examples • international experts skills.oecd Better Skills, Better Jobs, Better Lives Better Skills, Better Jobs, Better Lives
OECD Skills Strategy country projects underway skills.oecd Better Skills, Better Jobs, Better Lives
OECD-Spain “Building an effective skills strategy for Spain” Overview of project sequencing: Diagnostic Phase (Q3 2014-Q2 2015) How can Spain maximise its skills potential? What are the main challenges ahead? Which challenges are top priority? What actions need to be taken, and by whom? Stakeholder workshops (Q3 2014-Q2 2015) • Consultation workshop with regions (3-4 November2014) • National diagnostic workshop (24 & 25 November 2014) OECD data: • PISA 2012 • PIAAC 2013 • Employment Outlook • Economic Survey of Spain 2014 Skills challenges workshop (Mar 2015) Country examples Diagnostic phase Interministerial project team and OECD team meeting (11 Sept. 2014) Q3 2014 Draft Diagnostic Report (May 2015) Q1 2015 OECD Skills Strategy Diagnostic Report: (published June. 2015) Action phase Spain Q4 2015 – Q2 2016 Outline of Diagnostic Report (Mar 2015) Q2 2015 NOTE: each successive report builds upon the content of the previous one and includes stakeholder input obtained during workshops and latest available OECD data.
• Please introduce yourself to the rest of the group with your name, your role “at work” and your role in the workshop. • You will have a chance to get to know each other better during the breaks. • You have 10 minutes for everyone to introduce themselves to their group. 9 Introductions
OECD Skills Strategy 2012
What do we mean by skills? “Skills (or competencies) are defined as the bundle of knowledge, attributes and capacities that can be learned and that enable individuals to successfully and consistently perform an activity or task and can be built upon and extended through learning.” “The sum of all skills available to the economy at a given point in time forms the human capital of a country.” OECD Skills Strategy (2012) skills.oecd Better Skills, Better Jobs, Better Lives
skills.oecd Better Skills, Better Jobs, Better Lives 12 Why do skills matter to countries?
skills.oecd Better Skills, Better Jobs, Better Lives 13 Why do skills matter to people?
skills.oecd Better Skills, Better Jobs, Better Lives 14 How can we improve skills and their use?
The OECD Skills Strategy skills.oecd Better Skills, Better Jobs, Better Lives
The demand for skills is changing … skills.oecd Better Skills, Better Jobs, Better Lives 16 Levy and Murnane
…and in Spain too Source: CEDEFOP Skills Forecast, 2013-2025 skills.oecd Better Skills, Better Jobs, Better Lives
The OECD Skills Strategy skills.oecd Better Skills, Better Jobs, Better Lives
19
Pillar 1: How can a country develop the right skills?  Gather and use evidence about changing skills demand to guide skills development  Engage social partners in designing and delivering education and training programmes  Ensure that education and training programmes are of high quality  Promote equity by ensuring access to, and success in, quality education for all  Ensure that costs are shared and that tax systems do not discourage investments in learning  Maintain a long-term perspective on skills development, even during economic crises Encourage and enable people to learn throughout life
Pillar 1: How can a country develop the right skills? Foster international mobility of skilled people to fill skills gaps  Facilitate entry for skilled migrants and support their integration  Design policies to encourage international students to remain after their studies  Make it easier for skilled migrants to return to their country of origin skills.oecd Better Skills, Better Jobs, Better Lives
Numeracy and literacy skills among adults in Spain are low Adult Mean Numeracy Skills by Proficiency Levels (PIAAC, 2012) 1.2 0.0 0.0 0.4 2.3 0.3 0.6 2.2 0.4 0.3 1.5 1.2 1.9 0.9 0.3 0.0 1.4 0.5 0.8 0.7 4.2 Japan Finland Sweden Denmark Netherlands Slovak Republic Czech Republic Norway Estonia Austria Flanders (Belgium) Russian Federation³ Germany Average Australia Canada Korea Poland England/N. Ireland (UK) Ireland France Italy United States Source: OECD (2013), PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA , OECD Publishing. skills.oecd Better Skills, Better Jobs, Better Lives 0.8 5.2 1.8 80 60 40 20 0 20 40 60 80 Spain Level 2 Level 1 Below Level 1 Level 3 Level 4/5 No information %
Participation in job-related adult education is low in Spain % of adults 100 80 60 40 20 0 Participation in job-related adult education (PIAAC, 2012) skills.oecd Better Skills, Better Jobs, Better Lives Job-related adult education Source: OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing.
A high proportion of training is self-funded Percentage of employees who receive training, by funding source 0% 10% 20% 30% 40% 50% 60% Finland Netherlands Sweden Slovenia Norway UK Denmark Ireland Austria Germany Estonia Belgium Luxembourg Poland Spain Portugal Italy France skills.oecd Better Skills, Better Jobs, Better Lives Employer funded Self funded Source: Eurofound (2010), European Survey of Working Conditions, http://www.eurofound.europa.eu/surveys/ewcs/2010/
Pillar 2: How can a country activate the supply of skills? Encourage people to offer their skills to the labour market  Identify inactive individuals and the reasons for their inactivity  Create financial incentives that make work pay  Dismantle non-financial barriers to participation in the labour force skills.oecd Better Skills, Better Jobs, Better Lives Retain skilled people in the labour market  Discourage early retirement  Staunch brain drain
26
A large percentage of Spanish youth is neither employed nor in education or training NEET population among 15 to 29 year-olds (2012) Share of youth population inactive and not in education or training in Q4 2013 Share of youth population unemployed and not in education or training in Q4 2013 NEET rate in Q4 2007 Source: OECD, EU27 and euro area (17) are weighted averages. OECD includes 31 countries (excluding Chile, Israel and Korea). % 40 35 30 25 20 15 10 5 0 skills.oecd Better Skills, Better Jobs, Better Lives
The unemployment rate for youth varies significantly across Spain Source: OECD (2014), Education at a Glance 2014, OECD Publishing. skills.oecd Better Skills, Better Jobs, Better Lives
Spending on labour market programmes is high, but mostly on passive measures. 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Public expenditure on labour market programmes as a percentage of GDP (2011) Source: OECD (2013), OECD Stats. skills.oecd Better Skills, Better Jobs, Better Lives Active measures Passive measures % of GDP
Pillar 3: How can a country put skills to effective use?  Help employers to make better use of their employees’ skills  Provide better information about the skills needed and available  Facilitate internal mobility among local labour markets skills.oecd Better Skills, Better Jobs, Better Lives Create a better match between people’s skills and the requirements of their job Increase the demand for high-level skills  Help economies to move up the value-added chain  Stimulate the creation of more high-skilled and high value-added jobs  Foster entrepreneurship
31
A large share of Spanish workers are over-skilled Share of all workers who are over-skilled for their jobs, (PIAAC, 2012) % of adults Source: OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing. 18 16 14 12 10 8 6 4 2 0
The U.S. has a similar level of skills, but a higher use of those skills at work. Use of Skills at Work (PIAAC, 2012) 2.4 2.2 2 1.8 1.6 1.4 Reading at work Writing at work Numeracy at work ICT at work Problem solving at work Index of Use Average Spain United States Most frequent use= 4 Least frequent use = 0
Gross domestic expenditure on R&D, 2001 and 2011 As a percentage of GDP % 5 4 3 2 1 0 2011 2001 Source: OECD, Main Science and Technology Indicators Database, www.oecd.org/sti/msti.htm, June 2013
Pillar 4: How can a country provide enabling conditions for building an effective skills system?  Create formal systems for information sharing and planning across government portfolios  Assess the interaction effects of policies across ministries and levels of government. skills.oecd Better Skills, Better Jobs, Better Lives By improving policy coherence: By facilitating informed decision making:  Conduct ex-post and ex-ante evaluations of skills policies  Develop and disseminate timely, accurate and targeted information to support policy design and the skills, training and career choices of stakeholders.
Pillar 4: How can a country provide enabling conditions for building an effective skills system? By fostering strong partnerships:  Foster strong linkages and collaboration among governments and stakeholders.  Create effective, efficient and equitable financing policies that reflect the relatives costs and benefits to all skills system actors.  Set up financing policies that create strong incentives for all stakeholders to maximise skills development, activation and use. skills.oecd Better Skills, Better Jobs, Better Lives By establishing effective financing systems:
Putting it all together: OECD Skills Strategy framework 37
Project yourself into the future and share with the group your views on:  Your vision for the future skills system in Spain?  What would ‘success’ look like – in the short term and in the long term?  What are the economic, employment and social outcomes you would expect/hope to see? Discuss as a group then write down on the poster 1:  What ‘skills headline’ will we read in the newspaper in 5 years time?  What will we read in 20 years time? 38 Exercise 1: vision for the future
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 1: Visión Número de Grupo: Titular del periodico en 5 años 24 noviembre 2019
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 1: Visión Número de Grupo: Titular del periodico en 20 años 24 noviembre 2034
Consider the skills system in Spain today:  What are its strengths? (Card 2A)  What are some of the challenges it faces? (Card 2B) On each card, please write down:  Your views on the 3 main strengths  Your views on the 3 main challenges 41 Exercise 2 (individual): identifying strengths and challenges in Spain’s Skills System
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 2A: Fortalezas Número de Grupo: ¿Cuáles son las mayores fortalezas de España en términos de desarrollo, activación y uso de competencias? 1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________ Represento la siguiente organización: _________________________________________
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 2B: Desafíos Número de Grupo: ¿Cuáles son los mayores desafíos de España en términos de desarrollo, activación y uso de competencias? 1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________ Represento la siguiente organización: _________________________________________
Discuss your individual responses at your table  As a group, identify the most common: • 3 strengths • 3 challenges Please write down the results of your group discussion on posters 2A and 2B. 44 Exercise 2 (group): identifying common strengths and challenges in Spain
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Cartel 2A: Observando las fortalezas de España ¿Cuáles son las mayores fortalezas de España, según los pilares de “La Estrategia de Competencias de la OCDE”? Desarrollo de competencias Activación de competencias Uso de competencias ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Cartel 2B: Observando los desafíos de España ¿Dónde están los mayores desafíos de España, según los pilares de “La Estrategia de Competencias de la OCDE”? ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Desarrollo de competencias Activación de competencias Uso de competencias
As a group, identify and circle the three most common challenges 47 Exercise 2 (group): identifying common strengths and challenges in Spain Reducing youth unemployment and NEETs Reducing barriers to employment Improving quality and equity in education Stimulating innovation and creating high-skilled jobs
Discuss at your table the graph and the question  As a group, identify key points. Please write down the results of your group discussion on posters 3. 48 Exercise 3 (group): Developing skills
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 3: Desarrollo de competencias ¿Cuáles son los puntos clave de la discusión?
Please share your own individual assessment of the current situation of Spain’s skills system today, where:  1 = poor/weak  5 = excellent/strong Please do hand them to Sam – the overall results will be reflected in the workshop report. 50 Exercise 4: individual assessment questionnaire bit.do/spainskills2014
Ejercicio 4: La estrategia de competencias de España: evaluación de fortalezas y desafíos La estrategia de competencias de España: evaluación de fortalezas y desafíos ¿Cúal es tú opinión sobre el sistema de competencias en España? Nos gustaría conocer tú opinión sobre la forma en que el sistema actual de competencias se desarrolla en España. Por favor toma unos minutos para completar este cuestionario, marcando una casilla para cada resultado. Da una puntuación baja si piensas que el sistema de competencias actual tiene un mal desempeño en la entrega de los resultados descritos en cada afirmación (por ejemplo, una puntuación de "1" habla de un mal desempeño). Si piensas que el sistema actual se desempeña muy bien da una puntuación alta (una puntuación de “5” si consideras que tiene un excelente desempeño). Si piensas que el desempeño del sistema de competencias de España se encuentra en algún punto intermedio, elije el número de la escala de 1 a 5 que mejor represente tu opinión. Desarrollo de competencias 1 2 3 4 5 1 La gente desarrolla las competencias que exige el mercado laboral. 2 Los programas de desarrollo de competencias y de formación se adaptan a las necesidades de las empresas y las PYMEs. 3 Los adultos de todas las edades (incluyendo adultos mayores) tienen en promedio un buen nivel de comprensión de lectura y matemáticas. 4 Un número cada vez mayor de jóvenes obtiene algún tipo de experiencia laboral antes de terminar la educación inicial. 5 Se hacen esfuerzos para reducir el abandono escolar y los jóvenes que abandonan la escuela son dirigidos hacia "programas de segunda oportunidad” y vías de aprendizaje alternativas. 6 Jóvenes talentosos, de alto potencial y con buenos logros académicos tienen la oportunidad de sobresalir y ampliar y profundizan sus competencias. La activación de la oferta de competencias 1 2 3 4 5 7 Las oficinas públicas de empleo orientan a las personas desempleadas hacia trabajos que les corresponden adecuadamente o hacia programas de formación dirigidos a mejorar sus oportunidades de empleo dentro de los seis meses que siguen al inicio de su situación de desempleo. 8 Las alianzas sólidas a nivel local y nacional, que incluyen a las escuelas, universidades, servicios de empleo y empleadores, aseguran una adecuada transición entre la educación, la formación y el empleo. 9 La información sobre las necesidades del mercado de trabajo a nivel local y nacional es fácilmente accesible. 10 Las razones por las cuales la gente está desempleada o en situación de inactividad están bien identificadas y se ponen en marcha políticas específicas para hacerles frente. 11 Las políticas específicamente dirigidas a asegurar que la gente esté empleada o participe en la educación y la formación, y que los desempleados encuentren trabajo, son exitosas. Por favor vease la parte de atrás 12 Las competencias que son adquiridas de manera no-formal o informal pueden ser validadas o certificadas por medio de mecanismos aprobados por todas las partes interesadas, especialmente por los empleadores y empleados. El uso de competencias 1 2 3 4 5 13 Los empleadores son capaces de contratar un número suficiente de personas cualificadas que cumplen con los requisitos del puesto. 14 A nivel nacional, la información sobre el mercado de trabajo y las previsiones de la demanda de competencias son fácilmente accesibles. 15 Los empleadores invierten en el desarrollo de competencias de sus trabajadores de acuerdo con sus estrategias de negocio a medio y largo plazo. 16 Las competencias de los empleados se utilizan de manera efectiva en el lugar de trabajo a través de prácticas de gestión y de organización. 17 Los empleadores contratan a más de la mitad de sus aprendices después de la finalización de un aprendizaje. 18 Existen grupos de investigación que facilitan el traspaso de nuevas tecnologías y conocimientos entre las universidades y las empresas. Sistemas eficientes de competencias 1 2 3 4 5 19 Políticas, leyes y reglamentos están sujetos a una evaluación de impacto ex-ante con el fin de analizar su posible interacción e impacto sobre las políticas de competencias ya existentes. Su aplicación efectiva está garantizada a través del monitoreo regular de sus procesos y resultados. 20 Instituciones del sector público se reúnen y publican datos e información relevantes sobre la evolución de la demanda de competencias, monitorean el rendimiento y los resultados de sus acciones y utilizan esta información para el desarrollo de políticas en el futuro. 21 Los mecanismos de coordinación en el sector público (entre ministerios y diferentes niveles de gobierno), garantizan coherencia en el diseño de nuevas políticas, legislaciones y reglamentos sobre competencias. 22 Las instituciones del sector público tienen la capacidad y los recursos (incluyendo experiencia, previsión, recursos financieros y humanos) para diseñar políticas, legislaciones y reglamentos sobre competencias en el futuro. 23 Las alianzas sólidas entre los actores gubernamentales y no gubernamentales (por ejemplo, las empresas, los sindicatos, los organismos sectoriales, asociaciones empresariales, cámaras de comercio, instituciones de formación y enseñanza) a nivel nacional y local, apoyan la elaboración, ejecución y financiamiento de las políticas de competencias y los programas de educación y de formación pertinentes para las necesidades actuales y futuras. 24 Los sistemas de financiación, incluidas las subvenciones públicas, los préstamos y los subsidios están alineados para proporcionar incentivos financieros para individuos y empresas, para fomentar las inversiones en competencias a corto y a largo plazo. Gracias por sus comentarios Por favor entrege esta hoja a un miembro del equipo de la OCDE, una vez completada.
Discuss at your table the graph and the question  As a group, identify key points. Please write down the results of your group discussion on poster 5. 52 Exercise 5 (group): Activating Skills
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 5: Activación de la oferta de competencias ¿Cuáles son los puntos clave de la discusión?
Discuss at your table the graph and the question  As a group, identify key points. Please write down the results of your group discussion on poster 6. 54 Exercise 6 (group): Using Skills
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 6: Uso de competencias ¿Cuáles son los puntos clave de la discusión?
Discuss at your table the graph and the question  As a group, identify key points. Please write down the results of your group discussion on poster 7. 56 Exercise 7 (group): Effective Skills System
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 7: Sistemas eficientes de competencias ¿Cuáles son los puntos clave de la discusión?
Discuss at your table the profile and the question  As a group, identify challenges and resources needed to overcome the obstacle. Please write down the results of your group discussion on poster 8. 58 Exercise 8 (group): Skills Strategy Obstacle Course
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 8: Curso de obstáculos en el sistema de competencias Desafíos Recursos Nombre: Número de grupo:
Please provide us with any additional comments or questions on this card.  Electronically, you will receive a document through which you may submit best practice examples of developing, activating or using skills in or through your organization. Please return by December 9th. 60 Final Words
OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Más pensamientos, sugerencias y preguntas….. ¿Tienes ideas, preguntas o comentarios adicionales? Si es así, nos gustaría recibirlos. Por favor escríbelo abajo y dáselos al facilitador. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ A5
Resultados del cuestionario individual de diagnóstico Desarrollo de competencias Redución del abandono escolar y más "programas de segunda oportunidad” Jóvenes talentosos tienen la oportunidad de sobresalir y profundizan sus competencias Jóvenes obtienen algún tipo de experiencia laboral antes de terminar la educación inicial Programas de desarrollo de competencias y de formación se adaptan a las necesidades de las empresas y las PYMEs La gente desarrolla las competencias que exige el mercado laboral Adultos de todas las edades tienen en promedio un buen nivel de comprensión de lectura y matemáticas 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Débil Promedio Bueno Sin respuesta
Resultados del cuestionario individual de diagnóstico La activación de la oferta de competencias Competencias adquiridas de manera no-formal o informal pueden ser validadas o certificadas Oficinas públicas de empleo orientan a las personas desempleadas hacia trabajos o programas de formación Información sobre las necesidades del mercado de trabajo a nivel local y nacional es fácilmente accesible Alianzas sólidas a nivel local y nacional Políticas dirigidas a asegurar que la gente esté empleada o participe en la educación y la formación Razones por las cuales la gente está desempleada están bien identificadas 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Débil Promedio Bueno Sin respuesta
Resultados del cuestionario individual de diagnóstico El uso de competencias 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Contratación de aprendices después de la finalización de un aprendizaje Transferencia de nuevas tecnologías y conocimientos entre las universidades y las empresas Uso efectivo de las competencias en el lugar de trabajo Información sobre el mercado de trabajo y las previsiones de la demanda de competencias Empleadores invierten en el desarrollo de competencias de sus trabajadores Contratación de personas cualificadas que cumplen con los requisitos del puesto Débil Promedio Bueno Sin respuesta
Resultados del cuestionario individual de diagnóstico Sistemas eficientes de competencias 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Instituciones del sector público diseñan políticas, legislaciones y reglamentos sobre competencias en el futuro Datos e información relevantes sobre la evaluación de la demanda de competencias Coordinación en el sector público garantiza coherencia en el diseño de la política Alianzas sólidas entre los actores gubernamentales y no gubernamentales Evaluación de impacto de políticas, leyes y reglamentos de competencias Incentivos financieros para individuos y empresas Débil Promedio Bueno Sin respuesta
For more information To discuss OECD’s work with countries on building more effective skills strategies at national and local levels contact: joanne.caddy@oecd.org To learn more about the OECD’s work on skills visit: oecd.skills.org

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Building an Effective Skills Strategy for Spain – Workshop with Stakeholders

  • 1. OECD Skills Strategy Building an effective skills strategy for Spain Diagnostic Workshop with Stakeholders Cuenca, 24-25 November 2014
  • 2. Purpose To explore the strengths and challenges facing Spain’s Skills System. Objectives skills.oecd Better Skills, Better Jobs, Better Lives 2 1. Generate relevant insights into Spain’s current skills system for use in the diagnostic report 2. Use the OECD’s Skills Strategy framework to inform and structure group discussions 3. Ensure a wide range of stakeholder participation
  • 3. Agenda – Day 1 Setting the scene: the OECD Skills Strategy Exercise 1: Visioning Exercise Coffee break Exercise 2: Spain’s Skills System Strengths and Challenges Exercise 3: Developing Skills Lunch break Exercise 4: Individual Diagnostic Assessment Questionnaire Exercise 5: Activating Skills Dinner skills.oecd Better Skills, Better Jobs, Better Lives 3
  • 4. Agenda – Day 2 Opening Remarks Exercise 6: Using Skills Coffee break Exercise 7: Effectiveness of the Skills System Exercise 8: Skills Strategy Obstacle Course Lunch break Reporting on Results of Individual Assessment Questionnaire Closing Remarks and next Steps skills.oecd Better Skills, Better Jobs, Better Lives 4
  • 5. • Your diverse experience and expertise is a valuable resource. • Making this workshop a success depends upon your active participation. Here are some tips to help you – and everyone else – get the most out of it:  Give the workshop your undivided attention  Contribute your ideas and your experiences – speak up and speak your mind  Focus your comments and keep them short  Listen to, understand and learn from each other  Be constructive and forward-looking skills.oecd Better Skills, Better Jobs, Better Lives 5 Rules of engagement
  • 6. Guiding principles for Skills Strategy projects  Collaboration between OECD and country  Approach tailored to country context and priorities  Cross-directorate OECD team  National cross-ministry project team  Strengthening skills systems through policy coherence  Whole-of-government approach  Engaging all relevant stakeholders  Bringing together perceptions and evidence  Learning from international comparisons  Learning from international experience • concrete examples • international experts skills.oecd Better Skills, Better Jobs, Better Lives Better Skills, Better Jobs, Better Lives
  • 7. OECD Skills Strategy country projects underway skills.oecd Better Skills, Better Jobs, Better Lives
  • 8. OECD-Spain “Building an effective skills strategy for Spain” Overview of project sequencing: Diagnostic Phase (Q3 2014-Q2 2015) How can Spain maximise its skills potential? What are the main challenges ahead? Which challenges are top priority? What actions need to be taken, and by whom? Stakeholder workshops (Q3 2014-Q2 2015) • Consultation workshop with regions (3-4 November2014) • National diagnostic workshop (24 & 25 November 2014) OECD data: • PISA 2012 • PIAAC 2013 • Employment Outlook • Economic Survey of Spain 2014 Skills challenges workshop (Mar 2015) Country examples Diagnostic phase Interministerial project team and OECD team meeting (11 Sept. 2014) Q3 2014 Draft Diagnostic Report (May 2015) Q1 2015 OECD Skills Strategy Diagnostic Report: (published June. 2015) Action phase Spain Q4 2015 – Q2 2016 Outline of Diagnostic Report (Mar 2015) Q2 2015 NOTE: each successive report builds upon the content of the previous one and includes stakeholder input obtained during workshops and latest available OECD data.
  • 9. • Please introduce yourself to the rest of the group with your name, your role “at work” and your role in the workshop. • You will have a chance to get to know each other better during the breaks. • You have 10 minutes for everyone to introduce themselves to their group. 9 Introductions
  • 11. What do we mean by skills? “Skills (or competencies) are defined as the bundle of knowledge, attributes and capacities that can be learned and that enable individuals to successfully and consistently perform an activity or task and can be built upon and extended through learning.” “The sum of all skills available to the economy at a given point in time forms the human capital of a country.” OECD Skills Strategy (2012) skills.oecd Better Skills, Better Jobs, Better Lives
  • 12. skills.oecd Better Skills, Better Jobs, Better Lives 12 Why do skills matter to countries?
  • 13. skills.oecd Better Skills, Better Jobs, Better Lives 13 Why do skills matter to people?
  • 14. skills.oecd Better Skills, Better Jobs, Better Lives 14 How can we improve skills and their use?
  • 15. The OECD Skills Strategy skills.oecd Better Skills, Better Jobs, Better Lives
  • 16. The demand for skills is changing … skills.oecd Better Skills, Better Jobs, Better Lives 16 Levy and Murnane
  • 17. …and in Spain too Source: CEDEFOP Skills Forecast, 2013-2025 skills.oecd Better Skills, Better Jobs, Better Lives
  • 18. The OECD Skills Strategy skills.oecd Better Skills, Better Jobs, Better Lives
  • 19. 19
  • 20. Pillar 1: How can a country develop the right skills?  Gather and use evidence about changing skills demand to guide skills development  Engage social partners in designing and delivering education and training programmes  Ensure that education and training programmes are of high quality  Promote equity by ensuring access to, and success in, quality education for all  Ensure that costs are shared and that tax systems do not discourage investments in learning  Maintain a long-term perspective on skills development, even during economic crises Encourage and enable people to learn throughout life
  • 21. Pillar 1: How can a country develop the right skills? Foster international mobility of skilled people to fill skills gaps  Facilitate entry for skilled migrants and support their integration  Design policies to encourage international students to remain after their studies  Make it easier for skilled migrants to return to their country of origin skills.oecd Better Skills, Better Jobs, Better Lives
  • 22. Numeracy and literacy skills among adults in Spain are low Adult Mean Numeracy Skills by Proficiency Levels (PIAAC, 2012) 1.2 0.0 0.0 0.4 2.3 0.3 0.6 2.2 0.4 0.3 1.5 1.2 1.9 0.9 0.3 0.0 1.4 0.5 0.8 0.7 4.2 Japan Finland Sweden Denmark Netherlands Slovak Republic Czech Republic Norway Estonia Austria Flanders (Belgium) Russian Federation³ Germany Average Australia Canada Korea Poland England/N. Ireland (UK) Ireland France Italy United States Source: OECD (2013), PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA , OECD Publishing. skills.oecd Better Skills, Better Jobs, Better Lives 0.8 5.2 1.8 80 60 40 20 0 20 40 60 80 Spain Level 2 Level 1 Below Level 1 Level 3 Level 4/5 No information %
  • 23. Participation in job-related adult education is low in Spain % of adults 100 80 60 40 20 0 Participation in job-related adult education (PIAAC, 2012) skills.oecd Better Skills, Better Jobs, Better Lives Job-related adult education Source: OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing.
  • 24. A high proportion of training is self-funded Percentage of employees who receive training, by funding source 0% 10% 20% 30% 40% 50% 60% Finland Netherlands Sweden Slovenia Norway UK Denmark Ireland Austria Germany Estonia Belgium Luxembourg Poland Spain Portugal Italy France skills.oecd Better Skills, Better Jobs, Better Lives Employer funded Self funded Source: Eurofound (2010), European Survey of Working Conditions, http://www.eurofound.europa.eu/surveys/ewcs/2010/
  • 25. Pillar 2: How can a country activate the supply of skills? Encourage people to offer their skills to the labour market  Identify inactive individuals and the reasons for their inactivity  Create financial incentives that make work pay  Dismantle non-financial barriers to participation in the labour force skills.oecd Better Skills, Better Jobs, Better Lives Retain skilled people in the labour market  Discourage early retirement  Staunch brain drain
  • 26. 26
  • 27. A large percentage of Spanish youth is neither employed nor in education or training NEET population among 15 to 29 year-olds (2012) Share of youth population inactive and not in education or training in Q4 2013 Share of youth population unemployed and not in education or training in Q4 2013 NEET rate in Q4 2007 Source: OECD, EU27 and euro area (17) are weighted averages. OECD includes 31 countries (excluding Chile, Israel and Korea). % 40 35 30 25 20 15 10 5 0 skills.oecd Better Skills, Better Jobs, Better Lives
  • 28. The unemployment rate for youth varies significantly across Spain Source: OECD (2014), Education at a Glance 2014, OECD Publishing. skills.oecd Better Skills, Better Jobs, Better Lives
  • 29. Spending on labour market programmes is high, but mostly on passive measures. 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Public expenditure on labour market programmes as a percentage of GDP (2011) Source: OECD (2013), OECD Stats. skills.oecd Better Skills, Better Jobs, Better Lives Active measures Passive measures % of GDP
  • 30. Pillar 3: How can a country put skills to effective use?  Help employers to make better use of their employees’ skills  Provide better information about the skills needed and available  Facilitate internal mobility among local labour markets skills.oecd Better Skills, Better Jobs, Better Lives Create a better match between people’s skills and the requirements of their job Increase the demand for high-level skills  Help economies to move up the value-added chain  Stimulate the creation of more high-skilled and high value-added jobs  Foster entrepreneurship
  • 31. 31
  • 32. A large share of Spanish workers are over-skilled Share of all workers who are over-skilled for their jobs, (PIAAC, 2012) % of adults Source: OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing. 18 16 14 12 10 8 6 4 2 0
  • 33. The U.S. has a similar level of skills, but a higher use of those skills at work. Use of Skills at Work (PIAAC, 2012) 2.4 2.2 2 1.8 1.6 1.4 Reading at work Writing at work Numeracy at work ICT at work Problem solving at work Index of Use Average Spain United States Most frequent use= 4 Least frequent use = 0
  • 34. Gross domestic expenditure on R&D, 2001 and 2011 As a percentage of GDP % 5 4 3 2 1 0 2011 2001 Source: OECD, Main Science and Technology Indicators Database, www.oecd.org/sti/msti.htm, June 2013
  • 35. Pillar 4: How can a country provide enabling conditions for building an effective skills system?  Create formal systems for information sharing and planning across government portfolios  Assess the interaction effects of policies across ministries and levels of government. skills.oecd Better Skills, Better Jobs, Better Lives By improving policy coherence: By facilitating informed decision making:  Conduct ex-post and ex-ante evaluations of skills policies  Develop and disseminate timely, accurate and targeted information to support policy design and the skills, training and career choices of stakeholders.
  • 36. Pillar 4: How can a country provide enabling conditions for building an effective skills system? By fostering strong partnerships:  Foster strong linkages and collaboration among governments and stakeholders.  Create effective, efficient and equitable financing policies that reflect the relatives costs and benefits to all skills system actors.  Set up financing policies that create strong incentives for all stakeholders to maximise skills development, activation and use. skills.oecd Better Skills, Better Jobs, Better Lives By establishing effective financing systems:
  • 37. Putting it all together: OECD Skills Strategy framework 37
  • 38. Project yourself into the future and share with the group your views on:  Your vision for the future skills system in Spain?  What would ‘success’ look like – in the short term and in the long term?  What are the economic, employment and social outcomes you would expect/hope to see? Discuss as a group then write down on the poster 1:  What ‘skills headline’ will we read in the newspaper in 5 years time?  What will we read in 20 years time? 38 Exercise 1: vision for the future
  • 39. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 1: Visión Número de Grupo: Titular del periodico en 5 años 24 noviembre 2019
  • 40. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 1: Visión Número de Grupo: Titular del periodico en 20 años 24 noviembre 2034
  • 41. Consider the skills system in Spain today:  What are its strengths? (Card 2A)  What are some of the challenges it faces? (Card 2B) On each card, please write down:  Your views on the 3 main strengths  Your views on the 3 main challenges 41 Exercise 2 (individual): identifying strengths and challenges in Spain’s Skills System
  • 42. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 2A: Fortalezas Número de Grupo: ¿Cuáles son las mayores fortalezas de España en términos de desarrollo, activación y uso de competencias? 1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________ Represento la siguiente organización: _________________________________________
  • 43. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 2B: Desafíos Número de Grupo: ¿Cuáles son los mayores desafíos de España en términos de desarrollo, activación y uso de competencias? 1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________ Represento la siguiente organización: _________________________________________
  • 44. Discuss your individual responses at your table  As a group, identify the most common: • 3 strengths • 3 challenges Please write down the results of your group discussion on posters 2A and 2B. 44 Exercise 2 (group): identifying common strengths and challenges in Spain
  • 45. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Cartel 2A: Observando las fortalezas de España ¿Cuáles son las mayores fortalezas de España, según los pilares de “La Estrategia de Competencias de la OCDE”? Desarrollo de competencias Activación de competencias Uso de competencias ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________
  • 46. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Cartel 2B: Observando los desafíos de España ¿Dónde están los mayores desafíos de España, según los pilares de “La Estrategia de Competencias de la OCDE”? ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Desarrollo de competencias Activación de competencias Uso de competencias
  • 47. As a group, identify and circle the three most common challenges 47 Exercise 2 (group): identifying common strengths and challenges in Spain Reducing youth unemployment and NEETs Reducing barriers to employment Improving quality and equity in education Stimulating innovation and creating high-skilled jobs
  • 48. Discuss at your table the graph and the question  As a group, identify key points. Please write down the results of your group discussion on posters 3. 48 Exercise 3 (group): Developing skills
  • 49. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 3: Desarrollo de competencias ¿Cuáles son los puntos clave de la discusión?
  • 50. Please share your own individual assessment of the current situation of Spain’s skills system today, where:  1 = poor/weak  5 = excellent/strong Please do hand them to Sam – the overall results will be reflected in the workshop report. 50 Exercise 4: individual assessment questionnaire bit.do/spainskills2014
  • 51. Ejercicio 4: La estrategia de competencias de España: evaluación de fortalezas y desafíos La estrategia de competencias de España: evaluación de fortalezas y desafíos ¿Cúal es tú opinión sobre el sistema de competencias en España? Nos gustaría conocer tú opinión sobre la forma en que el sistema actual de competencias se desarrolla en España. Por favor toma unos minutos para completar este cuestionario, marcando una casilla para cada resultado. Da una puntuación baja si piensas que el sistema de competencias actual tiene un mal desempeño en la entrega de los resultados descritos en cada afirmación (por ejemplo, una puntuación de "1" habla de un mal desempeño). Si piensas que el sistema actual se desempeña muy bien da una puntuación alta (una puntuación de “5” si consideras que tiene un excelente desempeño). Si piensas que el desempeño del sistema de competencias de España se encuentra en algún punto intermedio, elije el número de la escala de 1 a 5 que mejor represente tu opinión. Desarrollo de competencias 1 2 3 4 5 1 La gente desarrolla las competencias que exige el mercado laboral. 2 Los programas de desarrollo de competencias y de formación se adaptan a las necesidades de las empresas y las PYMEs. 3 Los adultos de todas las edades (incluyendo adultos mayores) tienen en promedio un buen nivel de comprensión de lectura y matemáticas. 4 Un número cada vez mayor de jóvenes obtiene algún tipo de experiencia laboral antes de terminar la educación inicial. 5 Se hacen esfuerzos para reducir el abandono escolar y los jóvenes que abandonan la escuela son dirigidos hacia "programas de segunda oportunidad” y vías de aprendizaje alternativas. 6 Jóvenes talentosos, de alto potencial y con buenos logros académicos tienen la oportunidad de sobresalir y ampliar y profundizan sus competencias. La activación de la oferta de competencias 1 2 3 4 5 7 Las oficinas públicas de empleo orientan a las personas desempleadas hacia trabajos que les corresponden adecuadamente o hacia programas de formación dirigidos a mejorar sus oportunidades de empleo dentro de los seis meses que siguen al inicio de su situación de desempleo. 8 Las alianzas sólidas a nivel local y nacional, que incluyen a las escuelas, universidades, servicios de empleo y empleadores, aseguran una adecuada transición entre la educación, la formación y el empleo. 9 La información sobre las necesidades del mercado de trabajo a nivel local y nacional es fácilmente accesible. 10 Las razones por las cuales la gente está desempleada o en situación de inactividad están bien identificadas y se ponen en marcha políticas específicas para hacerles frente. 11 Las políticas específicamente dirigidas a asegurar que la gente esté empleada o participe en la educación y la formación, y que los desempleados encuentren trabajo, son exitosas. Por favor vease la parte de atrás 12 Las competencias que son adquiridas de manera no-formal o informal pueden ser validadas o certificadas por medio de mecanismos aprobados por todas las partes interesadas, especialmente por los empleadores y empleados. El uso de competencias 1 2 3 4 5 13 Los empleadores son capaces de contratar un número suficiente de personas cualificadas que cumplen con los requisitos del puesto. 14 A nivel nacional, la información sobre el mercado de trabajo y las previsiones de la demanda de competencias son fácilmente accesibles. 15 Los empleadores invierten en el desarrollo de competencias de sus trabajadores de acuerdo con sus estrategias de negocio a medio y largo plazo. 16 Las competencias de los empleados se utilizan de manera efectiva en el lugar de trabajo a través de prácticas de gestión y de organización. 17 Los empleadores contratan a más de la mitad de sus aprendices después de la finalización de un aprendizaje. 18 Existen grupos de investigación que facilitan el traspaso de nuevas tecnologías y conocimientos entre las universidades y las empresas. Sistemas eficientes de competencias 1 2 3 4 5 19 Políticas, leyes y reglamentos están sujetos a una evaluación de impacto ex-ante con el fin de analizar su posible interacción e impacto sobre las políticas de competencias ya existentes. Su aplicación efectiva está garantizada a través del monitoreo regular de sus procesos y resultados. 20 Instituciones del sector público se reúnen y publican datos e información relevantes sobre la evolución de la demanda de competencias, monitorean el rendimiento y los resultados de sus acciones y utilizan esta información para el desarrollo de políticas en el futuro. 21 Los mecanismos de coordinación en el sector público (entre ministerios y diferentes niveles de gobierno), garantizan coherencia en el diseño de nuevas políticas, legislaciones y reglamentos sobre competencias. 22 Las instituciones del sector público tienen la capacidad y los recursos (incluyendo experiencia, previsión, recursos financieros y humanos) para diseñar políticas, legislaciones y reglamentos sobre competencias en el futuro. 23 Las alianzas sólidas entre los actores gubernamentales y no gubernamentales (por ejemplo, las empresas, los sindicatos, los organismos sectoriales, asociaciones empresariales, cámaras de comercio, instituciones de formación y enseñanza) a nivel nacional y local, apoyan la elaboración, ejecución y financiamiento de las políticas de competencias y los programas de educación y de formación pertinentes para las necesidades actuales y futuras. 24 Los sistemas de financiación, incluidas las subvenciones públicas, los préstamos y los subsidios están alineados para proporcionar incentivos financieros para individuos y empresas, para fomentar las inversiones en competencias a corto y a largo plazo. Gracias por sus comentarios Por favor entrege esta hoja a un miembro del equipo de la OCDE, una vez completada.
  • 52. Discuss at your table the graph and the question  As a group, identify key points. Please write down the results of your group discussion on poster 5. 52 Exercise 5 (group): Activating Skills
  • 53. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 5: Activación de la oferta de competencias ¿Cuáles son los puntos clave de la discusión?
  • 54. Discuss at your table the graph and the question  As a group, identify key points. Please write down the results of your group discussion on poster 6. 54 Exercise 6 (group): Using Skills
  • 55. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 6: Uso de competencias ¿Cuáles son los puntos clave de la discusión?
  • 56. Discuss at your table the graph and the question  As a group, identify key points. Please write down the results of your group discussion on poster 7. 56 Exercise 7 (group): Effective Skills System
  • 57. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 7: Sistemas eficientes de competencias ¿Cuáles son los puntos clave de la discusión?
  • 58. Discuss at your table the profile and the question  As a group, identify challenges and resources needed to overcome the obstacle. Please write down the results of your group discussion on poster 8. 58 Exercise 8 (group): Skills Strategy Obstacle Course
  • 59. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Ejercicio 8: Curso de obstáculos en el sistema de competencias Desafíos Recursos Nombre: Número de grupo:
  • 60. Please provide us with any additional comments or questions on this card.  Electronically, you will receive a document through which you may submit best practice examples of developing, activating or using skills in or through your organization. Please return by December 9th. 60 Final Words
  • 61. OECD Skills Strategy Better Skills, Better Jobs, Better Lives skills.oecd Más pensamientos, sugerencias y preguntas….. ¿Tienes ideas, preguntas o comentarios adicionales? Si es así, nos gustaría recibirlos. Por favor escríbelo abajo y dáselos al facilitador. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ A5
  • 62. Resultados del cuestionario individual de diagnóstico Desarrollo de competencias Redución del abandono escolar y más "programas de segunda oportunidad” Jóvenes talentosos tienen la oportunidad de sobresalir y profundizan sus competencias Jóvenes obtienen algún tipo de experiencia laboral antes de terminar la educación inicial Programas de desarrollo de competencias y de formación se adaptan a las necesidades de las empresas y las PYMEs La gente desarrolla las competencias que exige el mercado laboral Adultos de todas las edades tienen en promedio un buen nivel de comprensión de lectura y matemáticas 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Débil Promedio Bueno Sin respuesta
  • 63. Resultados del cuestionario individual de diagnóstico La activación de la oferta de competencias Competencias adquiridas de manera no-formal o informal pueden ser validadas o certificadas Oficinas públicas de empleo orientan a las personas desempleadas hacia trabajos o programas de formación Información sobre las necesidades del mercado de trabajo a nivel local y nacional es fácilmente accesible Alianzas sólidas a nivel local y nacional Políticas dirigidas a asegurar que la gente esté empleada o participe en la educación y la formación Razones por las cuales la gente está desempleada están bien identificadas 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Débil Promedio Bueno Sin respuesta
  • 64. Resultados del cuestionario individual de diagnóstico El uso de competencias 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Contratación de aprendices después de la finalización de un aprendizaje Transferencia de nuevas tecnologías y conocimientos entre las universidades y las empresas Uso efectivo de las competencias en el lugar de trabajo Información sobre el mercado de trabajo y las previsiones de la demanda de competencias Empleadores invierten en el desarrollo de competencias de sus trabajadores Contratación de personas cualificadas que cumplen con los requisitos del puesto Débil Promedio Bueno Sin respuesta
  • 65. Resultados del cuestionario individual de diagnóstico Sistemas eficientes de competencias 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Instituciones del sector público diseñan políticas, legislaciones y reglamentos sobre competencias en el futuro Datos e información relevantes sobre la evaluación de la demanda de competencias Coordinación en el sector público garantiza coherencia en el diseño de la política Alianzas sólidas entre los actores gubernamentales y no gubernamentales Evaluación de impacto de políticas, leyes y reglamentos de competencias Incentivos financieros para individuos y empresas Débil Promedio Bueno Sin respuesta
  • 66. For more information To discuss OECD’s work with countries on building more effective skills strategies at national and local levels contact: joanne.caddy@oecd.org To learn more about the OECD’s work on skills visit: oecd.skills.org

Notas del editor

  • #8: Building effective national & local skills strategies: These projects consists of 2 main phases: diagnostic and action phase Entails close collaboration between an OECD cross-directorate team and an inter-ministerial project team in capital Includes significant stakeholder engagement in interactive workshops New round of countries 2014-2015 Latest country to launch is Spain We welcome the substantive and financial support offered by the EC for these national and local skills strategy projects The Secretariat would welcome expressions of interest and delegates should contact Joanne Caddy (Team Leader) for more information A project brochure is available in the room
  • #17: The pace of economic and labour market change has accelerated – and with it we see drastically changing skills requirements in the labour market the world over, and especially in the advanced OECD economies. One way of looking at this is provided by Autor, Levy and Murnane (2003), who classify jobs into routine and non-routine tasks and analysed changing job tasks performed by American workers has since 1960. The graph shows that the share of non-routine analytic and interactive job tasks, which involve expert thinking and complex communication skills, has increased steadily. The share of routine cognitive and manual tasks began to decline in the early 1970s and 1980s, respectively – coinciding with the introduction of computers. This is one example underlining that countries need to be able to adjust and to embark upon new growth areas. The more economies strive to rely on the highest levels of innovation and competitiveness the more countries have to provide the relevant skills mix to underpin their capacity to innovate.
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  • #63: On the question of information sharing, transparency and accountability: Nation-wide up-to-date labour market information Impact assessment of existing policies and effective implementation Enhancing partnerships and co-operation: At the national and local level Between universities and businesses A focus on specific target groups: School drop-outs The long-term unemployed Finally, a focus on skills’ relevance for the labour market and call for greater recognition of skills acquired outside formal education.
  • #64: On the question of information sharing, transparency and accountability: Nation-wide up-to-date labour market information Impact assessment of existing policies and effective implementation Enhancing partnerships and co-operation: At the national and local level Between universities and businesses A focus on specific target groups: School drop-outs The long-term unemployed Finally, a focus on skills’ relevance for the labour market and call for greater recognition of skills acquired outside formal education.
  • #65: On the question of information sharing, transparency and accountability: Nation-wide up-to-date labour market information Impact assessment of existing policies and effective implementation Enhancing partnerships and co-operation: At the national and local level Between universities and businesses A focus on specific target groups: School drop-outs The long-term unemployed Finally, a focus on skills’ relevance for the labour market and call for greater recognition of skills acquired outside formal education.
  • #66: On the question of information sharing, transparency and accountability: Nation-wide up-to-date labour market information Impact assessment of existing policies and effective implementation Enhancing partnerships and co-operation: At the national and local level Between universities and businesses A focus on specific target groups: School drop-outs The long-term unemployed Finally, a focus on skills’ relevance for the labour market and call for greater recognition of skills acquired outside formal education.