OECD - Getting Skills Right: Future-Ready Adult Learning Systems
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OECD (2019), Getting Skills Right: Future-Ready Adult Learning Systems , Getting Skills Right, OECD Publishing, Paris.
https://doi.org/10.1787/9789264311756-en
The world of work is changing. Digitalisation, globalisation and population ageing are having a profound impact on the type and quality of jobs that are available and the skills required to perform them. The extent to which individuals, firms and economies can reap the benefits of these changes will depend critically on the readiness of adult learning systems to help people develop and maintain relevant skills over their working careers.
To explore this issue, the OECD has undertaken an ambitious programme of work on the functioning, effectiveness and resilience of adult learning systems across countries. This includes the creation of the Priorities for Adult Learning (PAL) Dashboard for comparing the readiness of each countrys adult learning system to address future skill challenges. Seven dimensions are distinguished, namely: i) urgency, ii) coverage, iii) inclusiveness, iv) flexibility and guidance, v) alignment with skill needs, vi) perceived training impact, and vii) financing of adult learning.
This report presents the results from the dashboard and identifies those areas for each country where action is needed to improve the future-readiness of its adult learning system. The type of action that should be taken is illustrated throughout the report by policy examples from OECD and emerging countries.
Data for the dashboard and report are derived from a variety of quantitative and qualitative data sources, including the OECD Survey of Adult Skills (PIAAC), the European Continuing Vocational Training Survey, and the European Adult Education Survey. Qualitative information, including on recent policy initiatives, is based on questionnaire responses from 35 OECD countries and four non-member countries provided by the relevant ministries and social partners, as well as the wider literature.
The work on this report was carried out in the Skills and Employability Division of the Directorate for Employment, Labour and Social Affairs by Alessia Forti, Anja Meierkord and Marieke Vandeweyer, with research assistance from Anna Vindics, under the supervision of Glenda Quintini (Team Manager on Skills) and Mark Keese (Head of Division). The report has benefited from helpful comments provided by Mark Pearson (Deputy-Director for Employment, Labour and Social Affairs), Stefano Scarpetta (Director for Employment, Labour and Social Affairs) and staff at the JPMorgan Chase Foundation.
Financial assistance was provided by the JPMorgan Chase Foundation. The views expressed in this report should not be taken to reflect the official position of the JPMorgan Chase Foundation. This report is published under the responsibility of the Secretary-General of the OECD.
The world of work is changing. New technologies, globalisation, and population ageing are having a profound impact on the type and quality of jobs that are available and the skill-sets they require. For instance, the number of manufacturing jobs has decreased in advanced economies in the past decades, and an increasing number of the remaining jobs in this sector now require the ability to operate, monitor and maintain advanced industrial robots. At the same time, new jobs requiring new combinations of skills have emerged, such as data scientists, web developer or social media manager. Further changes are expected in the future. For example, the latest OECD research suggests that, should current cutting-edge technology become widespread, 32% of current jobs across the 32 countries analysed are likely to see significant changes in how they are carried out and a further 14% of jobs could be completely automated.
The extent to which individuals, firms and economies can harness the benefits of these changes critically depends on the readiness of each countrys adult learning system to help people develop and maintain relevant skills over their working careers. Yet, many adult learning systems are insufficiently prepared for the challenges ahead. Only two-in-five adults (41%) participate in education and training in any given year, according to data from the OECD Survey of Adults Skills (PIAAC). Participation is especially low amongst those most in need of upskilling and reskilling. Adults with low skill levels, for example, are three times less likely to participate in training than those with high-level skills (20% v. 58%). Further, in many countries adult learning does not systematically prepare people for the changing skill demands of the labour market.
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