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Articles Tags Source: OECD – Organisation for Economic Co-operation and Development

Education at a Glance 2019

More than 100 charts and tables – as well as links to much more available on the educational database – provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.
https://www.oecd-ilibrary.org/education/education-at-a-glance-2019_f8d7880d-en
En français. Regards sur l’éducation 2019

Education at a Glance 2020. OECD Indicators

The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions.
https://www.oecd-ilibrary.org/education/education-at-a-glance-2020_69096873-en
En français. Regards sur l’éducation 2020. Les indicateurs de l’OCDE

Trends Shaping Education 2019

Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities? This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures.
https://www.oecd-ilibrary.org/education/trends-shaping-education-2019_trends_edu-2019-en 
En français. Les grandes mutations qui transforment l’éducation 2019

Southeast Asia. The role of technical and vocational education and training (TVET) in fostering inclusive growth at the local level in Southeast Asia

The purpose of this paper is to explore the potential of technical and vocational education and training (TVET) for fostering inclusive growth at the local level in the Association of Southeast Asian Nations (ASEAN ) region. Good practice examples from the region are presented to illustrate how countries have used TVET to improve economic and social outcomes at the local level.
https://www.oecd-ilibrary.org/employment/the-role-of-technical-and-vocational-education-and-training-tvet-in-fostering-inclusive-growth-at-the-local-level-in-southeast-asia_5afe6416-en

Israel. Apprenticeship and Vocational Education and Training in Israel

This report suggests several ways in which Israel might reform its vocational and apprenticeship programmes so that they effectively support the Israeli economy by providing the skills in demand on the labour market, and improve life chances and social mobility of individuals.
https://www.oecd-ilibrary.org/education/apprenticeship-and-vocational-education-and-training-in-israel_9789264302051-en

Financial Incentives for Steering Education and Training

The present report examines how governments use financial incentives to promote a better alignment between labour market needs, on the one hand, and the supply of skills, on the other. In doing so, it identifies: i) innovative models that countries may be interested in learning from; ii) best practice in the design and use of financial incentives; iii) framework conditions for their effective use; and iv) limitations and risks in the use of financial incentives.
http://www.oecd.org/publications/financial-incentives-for-steering-education-and-training-acquisition-9789264272415-en.htm
See also Video. Q&A Webinar – Tax incentives to invest in education and skills
This public session will discuss the financial incentives to invest in education, with a particular focus on how tax systems impact skills development in OECD countries.
https://www.youtube.com/watch?v=8Gf6sZ38qpE&t=79s

 

Slovania. Employment and Skills Strategies in Slovenia

This report analyses the management and implementation of policies in Slovenia. It provides a comparative framework to understand the role of the local labour market policy in matching people to jobs, engaging employers in skills development activities.
https://www.oecd-ilibrary.org/employment/employment-and-skills-strategies-in-slovenia_9789264278929-en

Workers at risk as robots set to replace 66m jobs, warns OECD

Automation was most likely to affect jobs in the manufacturing industry and agriculture, although a number of service sectors, such as postal and courier services, land transport and food services are also highly vulnerable. Low-skilled people and youth were among those most at risk, with the jobs at highest risk tending to be in low-skill sectors such as food preparation, cleaning and labouring.
https://www.theguardian.com/business/2018/apr/03/robots-could-take-over-more-than-65m-jobs-warns-oecd-report
Related OECD report. Automation, skills use and training
https://www.oecd-ilibrary.org/employment/automation-skills-use-and-training_2e2f4eea-en

 

The Future of Work

Globalisation, technological progress and demographic change are having a profound impact on OECD labour markets, affecting both the quantity and quality of jobs that are available, as well as how and by whom they are carried out. The future of work offers unparalleled opportunities, but there are also significant challenges associated with these mega-trends. The OECD Future of Work initiative looks at how demographic change, globalisation and technological progress are affecting job quantity and quality, as well as labour market inclusiveness – and what this means for labour market, skills and social policy.
http://www.oecd.org/employment/future-of-work/

Getting Skills Right: Assessing and Anticipating Changing Skill Needs

Digitalisation, globalisation, demographic shifts and other changes in work organisation are constantly reshaping skill needs. This can lead to persistent skill shortages and mismatch which are costly for individuals, firms and society in terms of lost wages and lower productivity and growth.
http://www.keepeek.com/Digital-Asset-Management/oecd/employment/getting-skills-right-assessing-and-anticipating-changing-skill-needs_9789264252073-en#.WoXiiKinFPY#page1

OECD Handbook for Internationally Comparative Education Statistics

This Handbook aims to facilitate a greater understanding of the education statistics and indicators produced and so allow for their more effective use in policy analysis. Equally, it provides a ready reference of international standards and conventions for others to follow in the collection and assimilation of educational data.
http://www.oecd-ilibrary.org/education/oecd-handbook-for-internationally-comparative-education-statistics_9789264279889-en

Transition from school to work How hard is it across different age groups?

The transition from school to work can be a difficult period associated with spells of unemployment. Data show that those who leave school early have comparatively low skills and low educational attainment and face the greatest challenges in the labour market compared to their peers who stayed in education longer. Efforts should be made to ensure that people remain in education until they complete at least upper secondary education – considered the minimum threshold for successful entry into the labour market. Remaining in education not only leads to higher educational attainment, but also fosters the skills needed to ensure a successful transition into the labour market.
http://www.oecd-ilibrary.org/education/transition-from-school-to-work_1e604198-en?utm_source=Adestra&utm_medium=email&utm_content=Transition%20from%20school%20to%20work%3A%20How%20hard%20is%20it%20across%20different%20age%20groups%3F&utm_campaign=OECD%20Education%20%26%20Skills%20Newsletter%3A%20July%2FAugust%2017&utm_term=demo

Education at a Glance 2017

OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database.
http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-at-a-glance-2017_eag-2017-en#.Wm9RQK5l_IV

Latin american economic outlook 2017: Youth, skills and entrepreneurship

While development can stem from different sources, skills and entrepreneurship can empower youth to develop knowledge-intensive economic activities, boost productivity and transform the region’s politics as they transition successfully from the world of school to the world of productive work and create the future they seek.
http://www.oecd.org/fr/publications/latin-american-economic-outlook-20725140.htm

OECD Skills Outlook 2017 Skills and Global Value Chains

The report shows how countries can make the most of global value chains, socially and economically, by investing in the skills of their populations. Applying a “whole of government” approach is crucial. Countries need to develop a consistent set of skills-related policies such as education, employment protection legislation, and migration policies, in coordination with trade and innovation policies.
http://www.oecd-ilibrary.org/education/oecd-skills-outlook-2017_9789264273351-en
En français (résumé). Perspectives de l’OCDE sur les compétences 2017 / Compétences et chaînes de valeur mondiales 
http://www.oecd-ilibrary.org/sites/35c13d0b-fr/index.html?itemId=/content/summary/35c13d0b-fr&mimeType=text/html&

 

 

Getting Skills Right: Good Practice in Adapting to Changing Skill Needs

This report identifies effective strategies to tackle skills imbalances, based on five country-specific policy notes for France, Italy, Spain, South Africa and the United Kingdom.
http://www.keepeek.com/Digital-Asset-Management/oecd/employment/getting-skills-right-good-practice-in-adapting-to-changing-skill-needs_9789264277892-en#page3

 

Philippines. Employment and Skills Strategies in the Philippines

Skills represent a key driver of development and growth in the Philippines. Educational attainment of the Filipino population has steadily increased in recent decades, but while the country is regionally successful within Southeast Asia, it has yet to reach the standards of more developed countries.
http://www.oecd.org/publications/employment-and-skills-strategies-in-the-philippines-9789264273436-en.htm

Work-based Learning for Youth at Risk: Getting Employers on Board

This paper looks at tools designed to help get employers on board for work-based learning, with an emphasis on work-based learning for youth at risk. International experience suggests that financial incentives, such as subsidies and tax breaks are not the answer. Attention should be focused instead on non-financial measures that improve the cost-benefit balance of apprenticeship to employers. These include adjusting key parameters of apprenticeship schemes, better preparing youth at risk for apprenticeship and providing support (e.g. remedial courses, mentoring) to youth at risk during apprenticeship.
http://www.oecd-ilibrary.org/education/work-based-learning-for-youth-at-risk_5e122a91-en

World Indicators of Skills for Employment (WISE) database

The WISE database provides a statistical snapshot of skills development in 214 countries.
It contains 64 indicators in five broad areas: contextual factors; skill acquisition; skill requirements; skill mismatch; economic and social outcomes.
http://www.oecd.org/employment/skills-for-employment-indicators.htm
En français. Base de données des indicateurs mondiaux des compétences pour l’emploi (WISE)
http://www.oecd.org/fr/emploi/indicateurs-des-competences-emploi.htm

 

Canada/Saskatchewan and the Yukon. Employment and skills strategies

This report looks at a range of local employment and economic development issues in Saskatchewan and the Yukon, Canada, with a focus on indigenous peoples. The report provides a comparative framework to understand the role of the local level in contributing to more and better quality jobs, and practical recommendations to help federal, provincial/territorial, and local policy makers in Canada build effective and sustainable partnerships that join-up efforts across employment, training, and economic development policies.
http://www.keepeek.com/Digital-Asset-Management/oecd/employment/employment-and-skills-strategies-in-saskatchewan-and-the-yukon-canada_9789264259225-en#.WDziZLIrLIU#page2

G20. Enhancing employability

This paper aims to set out the challenges confronting G20 economies and to develop a proposal for a set of concrete actionable measures to improve the employability of each economy’s workforce, making skills more transferable and workplaces more adaptable.
https://www.oecd.org/g20/topics/employment-and-social-policy/Enhancing-Employability-G20-Report-2016.pdf

G20 countries. Enhancing Workforce Employability in G20 countries

The report sets out the challenges confronting G20 economies and proposes a set of concrete actionable policy principles that are needed to improve the employability of each economy’s workforce by making skills more transferable and workplaces more adaptable.
http://www.oecd.org/g20/topics/employment-and-social-policy/Enhancing-Employability-G20-Report-2016.pdf

OECD Employment Outlook 2016

This 2016 edition of the OECD Employment Outlook provides an in-depth review of recent labour market trends and short-term prospects in OECD countries.
The size of this group has grown in recent years in many OECD countries and governments will need to take vigorous policy measures if they are to meet the target, recently adopted by G20 governments, of reducing the share of youth who are vulnerable by 15% by 2025. Chapter 2 considers skills use at work: are countries doing enough to assure that workers are able to make full use of their skills on the job? Chapter 3 looks at the short-term effects of structural reforms on employment and identifies successful strategies for reducing transition costs. Chapter 4 looks at how to close the labour market gender gap in emerging economies, proposing a comprehensive policy response to the problem.
http://www.keepeek.com/Digital-Asset-Management/oecd/employment/oecd-employment-outlook-2016_empl_outlook-2016-en#.V5I-hfkrLIU

Tunisia. Supporting entrepreneurship in the vocational training system in Tunisia

The basic framework for entrepreneurship training and start-up support in vocational training is in place in Tunisia. The Tunisian Agency for Vocational Training already has a mandate from the Ministry of Vocational Training and Employment to introduce students to entrepreneurship and many organisations support this. However, the entrepreneurship support system involves several ministries and agencies, many different types of business development support organisations as well as training centres, and their activities often overlap and would benefit from increased co-ordination.
https://www.oecd.org/countries/tunisia/Support-Graduate-Tunisia-Final-HD.pdf

Skills and Wage Inequality Evidence from PIAAC

This paper exploits data from the Survey of Adult Skills (PIAAC) to shed light on the link between measured cognitive skills (proficiency), (formal) educational attainment and labour market outcomes. Formal education is found to have a larger impact on inequality, given that returns to education are in general much higher at the top than at the bottom of the distribution. The profile of returns to proficiency, by contrary, is much flatter. This is consistent with the idea that PIAAC measures rather general skills, while at the top end of the distribution the labour market rewards specialised knowledge that is necessarily acquired through tertiary and graduate education. Finally, a decomposition exercise shows that composition effects are able to explain a very limited amount of the observed cross-country differences in wage inequality. This suggests that economic institutions, by shaping the way personal characteristics are rewarded in the labour market, are the main determinants of wage inequality.
http://www.keepeek.com/Digital-Asset-Management/oecd/education/skills-and-wage-inequality_5js4xfgl4ks0-en#page1

Africa. Millions of graduates quit Sub-Saharan Africa

In total, 13 per cent of all degree holders from Sub-Saharan Africa emigrated over this period, the highest proportion of any region around the world. But the situation in some countries is critical. In Zimbabwe, 44 per cent of people with a degree emigrated between 2000 and 2011. For Mauritius, the figure over this period is 43 per cent and for Sierra Leone 33 per cent.
http://www.scidev.net/global/education/news/millions-graduates-migrate-sub-saharan-africa.html
Related report. Connecting with Emigrants: A Global Profile of Diasporas 2015
http://www.keepeek.com/Digital-Asset-Management/oecd/social-issues-migration-health/connecting-with-emigrants_9789264239845-en#page2

Focus on vocational education and training (VET) programmes 2012

In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work‑based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities. However, in many OECD countries, the share of young people who are neither employed, nor in education or training (NEET) is still higher for graduates from upper secondary VET than from upper secondary general programmes. Students who enter vocational programmes are less likely to graduate than those who are enrolled in general programmes. Moreover, they are nearly five times less likely to enrol in further education than graduates from general secondary schools with similar proficiency in literacy.
http://www.oecd-ilibrary.org/education/focus-on-vocational-education-and-training-vet-programmes_5jrxtk4cg7wg-en
En français. Zoom sur l’enseignement et la formation professionnels (EFP) 
http://www.oecd-ilibrary.org/education/zoom-sur-l-enseignement-et-la-formation-professionnels-efp_5jrxtk43b246-fr

 

Are we getting it right? The importance of assessing and anticipating skill needs

Recent empirical literature warns about the negative impact that skills mismatch can have on individuals and economies as a whole. At the individual level, over-qualification and over-skilling entail lower earnings, lower job satisfaction and a higher risk of unemployment relative to well-matched workers. At the aggregate level, skill and qualifications mismatch are associated with lower labour productivity within industries.
https://oecdskillsandwork.wordpress.com/2015/09/09/are-we-getting-it-right-the-importance-of-assessing-and-anticipating-skills-needs/

OECD Skills Outlook 2015: Youth, Skills and Employability

Young people around the world are struggling to enter the labour market. In some OECD countries, one in four 16-29 year-olds is neither employed nor in education or training. The document shows how improving the employability of youth requires a comprehensive approach. While education, social, and labour market policies have key roles to play, co-ordination between public policies and the private sector is also crucial. The publication also presents examples of successful policies in selected countries.
http://www.keepeek.com/Digital-Asset-Management/oecd/education/oecd-skills-outlook-2015_9789264234178-en#page1
En français. Perspectives de l’OCDE sur les compétences 2015: Les jeunes, les compétences et l’employabilité
http://www.keepeek.com/Digital-Asset-Management/oecd/education/perspectives-de-l-ocde-sur-les-competences-2015_9789264235465-fr#page1

Education Policy Outlook 2015. Making Reforms Happen

Given different national contexts, individual countries’ reform challenges cannot be simply transposed into a different country or system. Nevertheless, countries face many similar challenges and implement reforms in similar areas. The 2015 edition of the Education Policy Outlook provides a comparative review of policy trends. It explores specific reforms adopted across the OECD over the past seven years to help countries learn from one another and choose the reforms best adapted to their needs and context.
http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-policy-outlook-2015_9789264225442-en#page1
En français. Perspectives des politiques de l’éducation 2015: Les réformes en marche

Documents. Skills Outlook 2013

Page on the first OECD Skills Outlook. The initial results of the Survey of Adult Skills (PIAAC) evaluates the skills of adults in 24 countries. It provides insights into the availability of some of the key skills and how they are used at work and at home. A major component is the direct assessment of key information-processing skills: literacy, numeracy and problem solving in the context of technology-rich environments.
https://www.oecd.org/skills/piaac/Skills%20volume%201%20(eng)–full%20v12–eBook%20(04%2011%202013).pdf
Results for Canada
http://gpseducation.oecd.org/CountryProfile?primaryCountry=CAN&treshold=10&topic=AS

Boosting skills essential for tackling joblessness and improving well-being, says OECD

The low-skilled are more likely than others to be unemployed, have bad health and earn much less. Countries with greater inequality in skills proficiency also have higher income inequality.
http://www.oecd.org/newsroom/boosting-skills-essential-for-tackling-joblessness-and-improving-well-being.htm

Interns are workers, too

Everyone loses from unpaid internships – young people, society, even businesses. Companies that expect young people to work without pay are excluding graduates and school-leavers whose parents can’t afford to support them. They’re also shrinking the size of their potential talent pool and failing to develop a potentially valuable recruitment tool.
http://www.oecd.org/employment/interns-are-workers-too.htm

Better Skills, Better Jobs, Better Lives A Strategic. Approach to Skills Policies

The OECD Skills Strategy provides an integrated, cross-government strategic framework to help countries understand more about how to invest in skills in a way that will transform lives and drive economies. it will help countries to identify the strengths and weaknesses of their existing national skills pool and skills systems, benchmark them internationally, and develop policies for improvement.
http://www.oecd.org/edu/imhe/IMHEinfos_Jult12_EN%20-%20web.pdf

Approaches to Internationalisation and Their Implications for Strategic Management and Institutional Practice

One of the main goals of internationalised higher education is to provide the most relevant education to students, who will be the citizens, entrepreneurs and scientists of tomorrow. Internationalisation is not an end in itself, but a driver for change and improvement – it should help generate the skills required in the 21st century, spur on innovation and create alternatives while, ultimately, fostering job creation. Yet the current economic climate calls for a closer examination of the tangible benefits of internationalisation for the economies and societies of, and beyond, the OECD.
http://www.oecd.org/edu/imhe/Approaches%20to%20internationalisation%20-%20final%20-%20web.pdf

The OECD Skills Strategy

The OECD Skills Strategy provides an integrated, cross-government framework to help countries understand more about how to invest in skills in a way that will transform lives and drive economies. It is designed to provide a basis on which governments can begin converting “better skills policies” into jobs, growth, and “better lives”.
http://www.oecd.org/skills/

Southeast Asia. Employment and Skills Strategies in Southeast Asia: Setting the Scene

The Southeast Asian region has experienced some of the highest growth rates in the world, with investments in skills playing a significant role in helping national economies to adjust to changes in working practices, advances in technology, and challenges associated with globalisation. In some countries this process has been more successfully managed and significant advances have been achieved in growth rates and employment levels, but in others it has resulted in stagnation of economic sectors, underemployment, rising unemployment levels and social exclusion for large sections of society.
http://www.oecd-ilibrary.org/content/workingpaper/5kmbjglh34r5-en

Canada. Leveraging Training and Skills Development in SMEs: An Analysis of Two Canadian Urban Regions – Montreal and Winnipeg

This study raises three important policy issues. First the uneven development of learning and innovation activities is related not only to size of firms but also to their orientation towards innovation change and shared productivity measures. Second, SMEs, not having internal resources and flexibility to drive productivity growth through learning and training, need some forms of Group based mechanism to solve this structural problem. Finally, the study illustrates the importance, for efficient and relevant skill development, of situated or grounded local approaches proceeding through proper evaluation of local needs and contexts in line with firms’ prospective action plan.
http://www.oecd-ilibrary.org/industry-and-services/leveraging-training-and-skills-development-in-smes_5k8x6l198524-en

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