Separation of Lanthanides/ Lanthanides and Actinides
Skills in Norway: Prioritising Challenges (OECD Skills Strategy - Key findings from the Survey of Adult Skills)
1. Skills in Norway:
Prioritising Challenges
OECD SKILLS STRATEGY
KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS
Prioritization Workshop
Oslo 23rd October
2. Survey of Adult Skills
in brief
157 000 adults across
24 countries/economies
representing 724 million
Answered a questionnaire
about themselves
Provided information about the
skills they use at work
Completed internationally agreed assessment
of literacy, numeracy and problem solving
in technology-rich environments
1
4. Challenge 1: Ensure Strong Foundation Skills For All
.
Distribution of numeracy proficiency scores
5th
25th
percentile
percentile
Mean and .95
confidence
interval for
mean
75th
percentile
95th
percentile
Japan
Finland
Flanders…
Netherlands
Sweden
Norway
Denmark
Slovak Republic
Czech Republic
Austria
Estonia
Germany
Average
Australia
Canada
Korea
England/N.…
Poland
Ireland
France
United States
Italy
Spain
100
150
200
250
300
350
Scor
400
5. Challenge 1: Ensure Strong Foundation Skills For All
.
Distribution of literacy proficiency scores
.
5th
percentile
25th
percentile
Mean and .95
confidence
interval for
mean
75th
percentile
95th
percentile
Japan
Finland
Netherlands
Australia
Sweden
Norway
Estonia
Flanders…
Czech Republic
Slovak Republic
Canada
Average
Korea
England/N.…
Denmark
Germany
United States
Austria
Poland
Ireland
France
Spain
Italy
100
150
200
250
300
350
Scor
400
6. Mean score on numeracy by age group
55- 65
Korea
Spain
France
Poland
Finland
Netherlands
45- 54
Flanders…
Italy
Austria
35- 44
Australia
Ireland
25-34
Estonia
Germany
16 - 24
Average
Canada
Czech…
Slovak…
Japan
Sweden
Denmark
Norway
United States
England/NI…
Challenge 1:
Ensure Strong Foundation Skills For All
Score
325
300
275
250
225
200
6
7. All adult education and training
by literacy proficiency
Per cent
Below level 1
Level 1
Level 2
Level 3
Level 4/5
100
80
60
40
20
0
8
8. Challenge 2: Reduce Drop-outs
Literacy proficiency: score differences by educational attainment
Score point difference
70
60
50
Difference between tertiary and below upper secondary
Difference between tertiary and upper secondary
40
30
20
10
0
-10
9
9. Challenge 3: Inform Educational Choices
Introduction of new processes or technologies
Per cent
Low-skilled
clerical
High-skilled
clerical
Low-skilled
manual
High-skilled
manual
Total
60
50
40
30
20
10
0
10
Poland
Greece
Hungary
Czech Republic
Slovenia
Spain
Italy
Portugal
France
Slovak Republic
Estonia
Average
Austria
Korea
Germany
Belgium
Ireland
Netherlands
United Kingdom
Denmark
Norway
Finland
Sweden
20
Share of workers who reported introduction of new processes or technologies
in their current workplace during previous three years that affected their work
10
10. Challenge 3: Inform Educational Choices
Relative earnings from employment by educational attainment
190
Index
Below upper secondary education
Tertiary education
Upper secondary and post-secondary non-tertiary education
170
150
130
110
90
70
New Zealand
Sweden
Denmark
Norway
Korea
Belgium
Australia
Estonia
Canada
Spain
Finland
France
Japan
Italy
Greece
OECD average
Switzerland
Austria
Germany
Netherlands
United Kingdom
Ireland
Poland
Portugal
United States
50
11
12. Challenge 4: Enhancing Participation Among Those
Receiving Disability Benefit
Disability benefit recipients as a percentage of the population aged 20-64
1
4
13. Challenge 4: Enhancing Participation Among Those
Receiving Disability Benefit
.
Labour market status for adults at each literacy skill
15
14. Challenge 5: Increase Attachment Among Low-Skilled
Effect of education and literacy on labour market participation
.
1.8
1.7
1.6
1.5
1.4
1.3
1.2
1.1
1.0
Odds ratio
Years of education
Proficiency in literacy
Statistically significant
differences are marked
in a darker tone
15. Challenge 6: Ensuring Norwegians Remain
Active Longer
Labour market status by age and gender
1
7
17. Challenge 7: Engaging Employers in Ensuring
a Highly-Skilled Workforce
Percentage of workers who are over/under qualified over/under-skilled (literacy)
.
Under-skilled
Sweden
Underqualification
Overqualification
Finland
Over-skilled
Canada
Netherlands
Estonia
Poland
Denmark
Flanders…
England/N…
Norway
United…
Australia
Japan
Average
Korea
Italy
Slovak…
Germany
Ireland
Czech…
Spain
Austria
%40
%
30
20
10
0
0
10
20
30
%
40
18. Challenge 8: Promoting Entrepreneurship
Self-employment as a share of total employment
.
2
2
21. Challenge 10: A Whole of Government Approach
Involving a broad set of stakeholders
.
• Successful skills strategies can
be characterised by ‘institutional
thickness’ - supported by a
dense network of stakeholders
from both the public and private
sectors
• Many stakeholders have a role
to play including public
employment services, economic
development actors, vocational
education
institutes, universities, unions, e
mployers, industry
representatives
Employment
Services
Vocational
training /
universities
Unions
Economic
development
Local
councils
actors
Employers &
employers
associations
2
7
22. Challenge 11: Local Flexibility and Adaptability
Stark Disparities across regions
.
1
Oslo
0.8
Skills
Shortage
Akershus
Rogaland
High Skill
Equilibrium
0.6
Hordaland
0.4
Buskerud
Sør-Trøndelag
0.2
-1
-0.8
Møre og Romsdal
Vest-Agder
Aust-Agder
Troms Romsa
Sogn og Fjordane
0
Telemark
Vestfold
-0.6
-0.4
0
0.2
0.4
0.6
Østfold-0.2
Nordland
Finnmark
-0.2
Hedmark Nord-Trøndelag
Oppland
Rural
Intermediate
0.8
-0.4
-0.6
Low Skill
Equilibrium
-0.8
-1
Skills Surplus
1
Metropolitan
23. Challenge 12: Building Partnerships for
Implementation
• Building Partnerships
• Collecting Information
• Collecting information
• Using information
• Effecting Evaluation
• Scale up success
• Scale down those that are not working
24. Thank you
Emily Farchy
Education and Skills
Emily.Farchy@oecd.org
Kristine Langenbucher
Employment, Labour and Social Affairs
Kristine.Langenbucher@oecd.org
Jonathan Barr
Local Employment and Economic Development
Jonathan.Barr@oecd.org
Pierce O’Reilly
Centre for Tax Policy
Pierce.oreilly@oecd.org
30
Hinweis der Redaktion
Good morning, thank you Aim: to provide you with a brief overview of the 3 main pillars of the OECD Skills Strategy to engage you in discussion – your perspectives regional authorities are very valuable to us. We need to understand better how skills systems can be strengthened at the national, regional and local levels.
their skills.
Ensuring youth leave school with strong foundational skills Enabling lifelong learning
Norway performs relatively wellVariation within countries substantially greater than variation betweenFocus on the tails as well as the mean
But little progressRisk shrinking talent poolYoung Koreans, for example, are outperformed only by their Japanese counterparts, while Korea’s 55 to 64 year-olds are among the three lowest-performing groups of this age across all participating countries. Every decade, Korea has been the equivalent of two years in quality, wihtout raising quantity.The results from Finland tell a similar story. But progress has been uneven. Young Brits and Americans are entering a much more demanding job market with similar literacy and numeracy skills as their compatriots who are retiring. The talent pool in these countries could shrink significantly over the next decades unless urgent action is taken both to improve schooling and to provide adults with better opportunities to develop and maintain their skills
Lets look at young people with different types of educational pathways come out, who have upper secondary level as their highest level of attainment. Lets put the average of academic qualifications also on the left side. And now I add the distribution of literacy skills among vocational graduates. What you see clearly is that, in all countries, there is a significant gap in foundation skills between people with academic and vocational qualifications. Minister Hancock asked whether this chart destroys the myth that in Austria and Germany, vocational education attracts the best and brightest. And yes, it does. But you can turn that argument around and say that vocational programmes in these countries start with a lower transversal skill base, but get people highly labour-market relevant qualifications with a good chance to succeed in the labour market, which makes them all the more impressive.
Percentage of adults who participated in adult education and training during year prior to the survey, by level of proficiency in literacy
Small skill difference between tertiary and below upper secondary.….However, relatively large difference between those with tertiary and uppersecondary -> Raises questions about efficiency of upper secondary education
Long length of time required for skill developmentvery difficult to predict what education will be demanded by the time they graduate. If we cannot easily say how skills needs will change in the future we need to ensure that the system, and the individuals within it, are responsive to these changes as they emergeAt the individual level: this means ensuring individuals are well equiped to learn new skills as they emergeIndeed Survey of adult skills shows strong correlation between literacy/numeracy skills and ability to solve problems in a technology rich environment foundation skills are a fundamental pre-requisite in ensuring that people remain flexible in their skills – that they are able to build on their foundation, to learn new skills and to adapt to evolving skills demands.
At the systemic level this requires that signals regarding changing skills needs are passed on to young people who are making their educational choicesOne of the main mechanisms through which the signal is transmitted is through wages. Skills demanded attract higher wages.In Norway, the limited distribution in wages ensures that this signal is relatively weak.Need to think creatively about alternative mechanismsCause or Effect?Cause – people not choosing to develop appropriate skills because limited reward on the labour market (and my colleague Pierce will talk a bit more about the incentives engendered within the tax system)Consequence – Limited premium because the types of tertiary skills young people are choosing are not those demanded by labour force
What is clear is that foundation skills will be a pre-requisite.
Providing incentives and conditions for individuals to access workEncouraging skilled people to remain in the labour market.
Large number of skills that are not active in the system
Can also have long-term consequencesSkills can atrophy if not used
Education has a large impact on labour market attachmentLiteracy also has a substantial impact (double check whether same regression or separate regressions)Odds ratios showing the effect of education and proficiency in literacy on the likelihood of participating in the labour market among adults not in formal education. Results are adjusted for gender, age, marital and foreign-born status. The odds ratios correspond to a one-standard-deviation increase in proficiency/years of education. Statistically significant values are shown in darker tones. Years of education have a standard deviation of 3.05, literacy has a standard deviation of 45.76.Adjusted scores (or differences) are based on a regression model, which takes account of variations associated with age, gender, education, socio-economic background, and type of occupationOdds ratios reflect the relative likelihood of an event occurring to a particular relative to a reference group An odds ratio of 1 represents equal chances for both groups. A value greater than 1 represents a higher chance of the event occurring for the particular group than the reference group
Retire relatively earlyMany on disability benefits (> 20% of those between 50-65 are disability benefit recipients. Over 30% between 60 and 64)
This represents a big leakageParticularly in a country where much of the skill endowment is embodied in adults
Many employers report struggling to recruit appropriately skilled workersSkill shortages occur 1. labour shortage 2. geographical imbalances 3. Shortfall in appropriately skilled indivsActually, in terms of literacy skills most workers in Norway are well-matched to the literacy skill requirements of their jobs. While 20% of workers consider they are over-qualified and around 15% consider they are under-qualified Survey also shows that a much smaller share of workers are mis-matched on the basis of their literacy skills. <10% are over-skilled <5% are under-skilled. of employers worldwide point to a lack of available skilled talent as a continuing drag on business performance.
Need to engage employersActually Norway is not doing too badly on this front
Norways level of self-employment is low by OECD standards
Despite seeing many opportunities many Norwegians feel they lack the skills to start a businessMany are worried that they may failDespite the fact that survival rates are relatively high by OECD standards
Migrant outcomes lag behind their native counterpartsAnd make limited progress towards labour market integration
More worrisome still disparities pass from one generation to the nextBig skills disparity remains even among second generation migrants