Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)
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Transcript of Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)
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Translating better skills into better economic and social
outcomes
Lisbon Council15 September 2011
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rAgenda for this morning
Skills matter for individuals... because skills have an increasing impact on labour market
outcomes and social participation
…and for economies because failure to ensure a good skills match has both
short- term consequences (skills shortages) and longer-term effects on economic growth and equality of opportunities
…but better skills do not automatically translate into higher incomes and higher productivity
Success with converting skills into jobs and growth depends on whether
– we know what those skills are that drive economic outcomes– the right mix of skills is being taught and learned in effective,
equitable and efficient ways– economies and labour-markets fully utilize their skill potential– Governments build strong coalitions with the social partners to find
sustainable approaches to who should pay for what, when and where .
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Many systems have done well in getting more people to higher qualifications
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rAustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
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Tertiary-type A graduation rate
Graduate supply
Cost
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rAustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
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USD
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Tertiary-type A graduation rate
Graduate supply
Cost
per
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United States
Finland
Japan
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Tertiary-type A graduation rate
United Kingdom
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Tertiary-type A graduation rate
Australia
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A world of change – higher education
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Tertiary-type A graduation rate
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A world of change – higher education
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Tertiary-type A graduation rate
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A world of change – higher education
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Tertiary-type A graduation rate
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rAustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
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USD
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Tertiary-type A graduation rate
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A world of change – higher education
0 10 20 30 40 50 60 700.0
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Tertiary-type A graduation rate
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A world of change – higher education
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2007 Ex
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leve
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SD)
Tertiary-type A graduation rate
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A world of change – higher education
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SD)
Tertiary-type A graduation rate
Finland
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The composition of the global talent pool has changed…
Countries’ share in the population with tertiary education, for 25-34 and 55-64 year-old age groups, percentage (2009)
55-64-year-old population 25-34-year-old population
About 39 million people who attained tertiary level
About 81 million people who attained tertiary level
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United States, 35.8
Japan, 12.4
China, 6.9Germany, 6.3
United Kingdom, 5.3
Canada, 4.2
France, 3.5
Brazil, 3.5
Spain, 2.1Italy, 1.9
Mexico, 1.8
Australia, 1.7
Korea, 1.6other, 12.9
55-64-year-old population
United States, 20.5
Japan, 10.9
China, 18.3
Germany, 3.1United Kingdom, 4.4
Canada, 3.1France, 4.1
Brazil, 4.5
Spain, 3.5
Italy, 2.0
Mexico, 3.9
Australia, 1.6
Korea, 5.7
other, 14.5
25-34-year-old population
The composition of the global talent pool has changed…
Countries’ share in the population with tertiary education, for 25-34 and 55-64 year-old age groups, percentage (2009)
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Share of new entrants into tertiary education in 2009 (all OECD and G20 countries)
China, 36.6%
United States, 12.9%
Russian Federa-tion, 10.0%
Indonesia, 4.9%Japan, 4.2%Turkey, 3.7%
United Kingdom, 3.3%
Mexico, 3.1%Korea, 3.1%
Argentina, 2.7%Germany, 2.5%
Poland, 2.1%
Spain, 1.6%Italy, 1.4%
Australia, 1.3%Chile, 1.3%
Netherlands, 0.5%
Other countries, 4.8%
OtherPortugal 0.5%Czech Republic 0.4%Israel 0.4%Sweden 0.4%Belgium 0.4%Hungary 0.4%Austria 0.4%New Zealand 0.3%Switzerland 0.3%Slovak Republic 0.3%Denmark 0.2%Norway 0.2%Ireland 0.2%Finland 0.2%Slovenia 0.1%Estonia 0.1%Iceland 0.0%
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...but qualifications are not the same as skills...
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in each country interview 5000 adults aged 16-65 in their homes and testing their skills
collect information on the antecedents, outcomes and contexts of skill development and use
… in order to… provide a comprehensive assessment
of the human capital stock show to what extent skills held by individuals are
actually used at work and identify the role skills play in improving labour market prospects
improve understanding of the labour market and social returns to education and training
help governments better understand how education and training systems can nurture these skills
help countries prioritise investment of scarce resources in education
contribute to building strategic partnerships for policy implementation .
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Measures of adult competencies
Test-based measures in areas where methodologies exist
Indirect measures in other areas that support PIAAC‘s policy objectives
Measures of key social and economic outcomes Labour-market experience
, status and transitions, earnings, adult learning, social outcomes
Measures of the utilisation of competencies at the workplace
Through a job-requirement survey
A background questionnaire
To contextualise and analyse determinants of competencies, their development, and their use
Surveyed: individuals
Assessment: direct and
indirect
Surveyed: individuals
Assessment: indirect
Surveyed: individuals
Assessment: indirect, e.g. JRA
Surveyed: individuals
Assessment: indirect
Key elements of PIAAC
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No
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Un
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Country A Country B Country C
150
200
250
300
350
Skill score
Source: PIAAC Field trial
Measuring the value of qualificationsInterquartile range in skill distribution by educational qualification
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ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
rPIAAC participating countries Round
1Round 2
![Page 23: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/23.jpg)
2626P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
Skills matter for individuals……because skills have an increasing impact on labour
market outcomes and social participation
![Page 24: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/24.jpg)
2727P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
0 1 2 3 41.0
1.5
2.0
2.5
3.0
3.5
In lowest two quin-tiles of personal income
Unemployed
Received social assistance in last year
Did not receive in-vestment income in last year
Number of skills domains with low performance
Increased likelihood of failure (16-65 year olds)
Low skills and economic outcomes
Odds are adjusted for age, gender and immigration status.
![Page 25: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/25.jpg)
2828P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
rMarginal probability of being unemployed by skill decile
Adjusted for age, gender, foreign language status, and country.
1 2 3 4 5 6 7 8 9 10
-0.02
0.00
0.02
0.04
0.06
0.08
0.10
0.12
f(x) = − 0.00772664172839507 x + 0.11537928664903
f(x) = − 0.0047602224691358 x + 0.0751142450088183
Skill decile
Prob
abili
ty o
f bei
ng u
nem
ploy
ed
Level 1 Level 2 Level 3 Level 4/5
![Page 26: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/26.jpg)
2929P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
Low skills and social outcomes
Odds are adjusted for age, gender, pand immigration status.
Level 5 Level 4 Level 3 Level 2 Level 11.0
1.2
1.4
1.6
1.8
2.0
2.2
2.4
2.6Has fair to poor health
Does not volunteer for charity or non-profit organizations
Poor understanding of po-litical issues facing coun-try
Poor level of general trust
Higher propensity of be-lieving people try to take of advantage of others
Lower propensity to reciprocate
Poor political efficacyPIAAC skill level
Odds ratios
![Page 27: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/27.jpg)
3030P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
Low skills and ICT outcomes
Source: PIAAC Field trialOdds are adjusted for age, gender, education, parents' education and immigration status.
Level 5 Level 4 Level 3 Level 2 Level 10.0
0.5
1.0
1.5
2.0
2.5
3.0
In bottom half of computer engagement at home in-dex
Do not use internet at work
Proxy skill level
Odds ratios
![Page 28: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/28.jpg)
3131P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
Producing an effective skill mix
Drivers of current and future demand of skills
Instruments to ensure responsiveness of education provision to labour demand
Optimising access to education and training throughout life
Impact of migration and international labour mobility on skill formation systems
![Page 29: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/29.jpg)
3232P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
rDemographic challenges
Skills by age
15 25 35 45 55 65225
235
245
255
265
275
285
295
305
No adjustmentAdjusted for immigrant status and educationAdjusted for immigrant status, education and reading engagement
Age
Skill score
![Page 30: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/30.jpg)
3333P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
rKeeping learning beyond school
Cross-sectional skill-age profiles for youths by education and work status
16 17 18 19 20 21 22 23 24 25220
230
240
250
260
270
280
290
300
310
320
Age
Mean skill score
Youth in education
Youth in education and work
Youth in work
Not in education, not
in work
![Page 31: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/31.jpg)
3434P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
Optimising the use of skills
Which measures help optimise the utilisation of skills on the job?
How can workforce participation be boosted?
Which tools facilitate the recognition of skills?
How can transparency of skills systems be ensured?
What information is necessary to facilitate matching of skills?
![Page 32: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/32.jpg)
3535P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
rHow the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
1960 1970 1980 1990 200240
45
50
55
60
65
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine inter-active
(Levy and Murnane)
Mean t
ask
inp
ut
as
perc
en
tile
s of
the 1
960
task
dis
trib
uti
on
The dilemma for education and training:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource
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3636P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
rChanges in employment shares by
occupation1960-2009, selected OECD countries
Australia, Austria, Belgium, Canada, Chile, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Japan, Korea, Luxembourg, Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, United Kingdom and United States.
Prof. and Tech.
Admin. and Manag.
Clerical Sales Service Farm Prod. and labour.
-30
-25
-20
-15
-10
-5
0
5
10
15
20
![Page 34: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/34.jpg)
3737P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
Skill use by occupational groups
Source: PIAAC Field trial
Problem solvingTeamwork
Oral communication
Influence others
Plan own time
Plan others time
Fine motor skills
Gross motor skillsRead prose type texts
Read document type texts
Write
Advanced numeracy
Basic numeracy
Internet use
Computer use
-1.00
0.00
1.00
Total Service (low-skill) Goods Information (low-skill) Information (high-skill)
Managers Knowledge (expert)
![Page 35: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/35.jpg)
3838P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
HIGH-SKILL MATCH
MISMATCH-SKILL SURPLUS
LOW-SKILL MATCH
MISMATCH-SKILL DEFICIT 0%
10%
20%
30%
40%
50%
60%
Goods Service (low-skill) Information (low-skill)
Information (high-skill) Managers Knowledge (expert)
Skill mismatch by occupational groups
Source: PIAAC Field trial
![Page 36: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/36.jpg)
4040A
ndre
as S
chle
iche
r16
Sep
tem
ber
2009
Imp
act
of
inte
rnat
ion
al A
sse
ssm
en
ts
Making investment in skill development and utilisation more
efficient
Who should pay for what, when and how?Which is the right level of intervention
(regional and local dimension)?
How should financing and incentives (to employers and individuals)
be structured?
What are good models of policy evaluation to ensure efficiency/continuity of skills policies?
![Page 37: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/37.jpg)
4141P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
Individuals are getting a good return…
![Page 38: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/38.jpg)
4242P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
DenmarkSwedenTurkey
New ZealandNorway
SpainAustralia
NetherlandsBelgiumFinland
JapanFrance
GermanyAustria
OECD AverageCanada
United KingdomPoland
SloveniaHungary
Czech RepublicIreland
KoreaItaly
United StatesPortugal
-400,000 -200,000 0 200,000 400,000 600,000 800,000
55,946 62,481
64,177 74,457
92,320 95,320
100,520 112,928
115,464 135,515 143,018
144,133 147,769
173,522 175,067
175,670 207,653
215,125 225,663 230,098
240,449 253,947
300,868 311,966
323,808 373,851
Foregone earnings Income tax effect Social contribution effectTransfers effect Grosss earnings benefits Unemployment effectNet Present value
USD equivalentC hart A9.3
Components of the private net present value for a man with higher education (2007 or latest available
year)
Net present value in USD equ.
![Page 39: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/39.jpg)
4444P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
…Taxpayers are getting a good return too
![Page 40: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/40.jpg)
4545P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
TurkeyDenmark
SpainSweden
New ZealandNorwayFranceJapan
CanadaCzech Republic
ItalyAustralia
IrelandKorea
PortugalAustria
OECD AveragePoland
NetherlandsUnited Kingdom
FinlandSloveniaHungaryBelgium
GermanyUnited States
0 50,000 100,000 150,000 200,000 250,000
21,724
28,621
29,58237,542
46,482
43,41963,701
67,411
79,77481,307
82,93284,532
85,91789,034
89,46489,705
91,036
94,12595,030
95,322
100,177155,664
166,872167,241
168,649
193,584
Public benefits Public costs
Chart A9.5 In equivalent USD
Public cost and benefits for a man obtaining tertiary education (2007 or latest available year)
Net present value
![Page 41: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/41.jpg)
4747P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
The crisis hit the least educated hardest
Lack of relevant skills/experience brings higher unemployment risk for recent entrants
to the labour force
![Page 42: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/42.jpg)
4848P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
When the crisis hitPercentage-point change between 2008-09 in unemployment rate for 15-29
year-olds
Norway
Switzerland
United Kingdom
Korea
Australia
Denmark
Slovenia
Japan
Belgium
France
Poland
Germany
Finland
Portugal
Greece
Slovak Republic
Turkey
Spain
- 10 20 30 40 C3.1Norway
Switzerland
United Kingdom
Korea
Australia
Denmark
Slovenia
Japan
Belgium
France
Poland
Germany
Finland
Portugal
Greece
Slovak Republic
Turkey
Spain
- 10 20 30 40
Tertiary education (%) Below upper secondary education
(%)
2008 2009
![Page 43: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/43.jpg)
5151P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
We can do better(probably a lot)
![Page 44: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/44.jpg)
5252P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
rWhat we need to resolve…
Some people have poor foundation skills Shortages, skills gaps exist Skills are underutilised (unemployment, low
rates of labour market participation) There is evidence of mismatch Are we skilling for future jobs
(quantity and quality)?
![Page 45: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/45.jpg)
5353P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
rWhat we can do
Mobilise and develop comparative intelligence on skills and skill utilisation
Prioritise investment of scarce resources in skills development
Foster peer learning and look at skills beyond the nation state
Contribute to building strategic partnerships for policy implementation .
![Page 46: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/46.jpg)
5454P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
Pillar 1: Labour market responsiveness
• Curricula and provision is informed by labour market needs
• Education systems are flexible and responsive
• Preparing for future labour market needs
Pillar 2:Attention to quality
• Setting high performance standards
• Quality assurance at all levels of education
• Preparing, attracting and retaining good quality teachers
Pillar 3:Adequateskills use
• Good quality career guidance
• Transparent skills systems (recognition, assessment, qualification frameworks)
• Effective HRM in firms
• High demand
Pillar 4: Open/equal
access
• No barriers to participation in education
• easy re-entry and second chance options
• Labour market participation (including marginalised groups)
Pillar 5: Effective
partnerships
• Co-ordination at all levels of government
• Engagement of social partners and education stakeholders
• Co-ordinating policy fields (skills, labour, family, migration)
In Conclusion
![Page 47: Translating better skills into better economic and social outcomes (Lisbon Council15 September 2011)](https://reader033.fdocuments.us/reader033/viewer/2022052522/554adbdbb4c905a37c8b49da/html5/thumbnails/47.jpg)
5555P
IAA
CO
EC
D P
rogr
amm
e fo
r th
e in
tern
atio
nal
asse
ssm
ent o
f adu
lt co
mpe
tenc
ies
Lisb
on C
ounc
il1
5 S
ep
tem
be
r 2
011
An
dre
as
Sch
leic
he
r
Thank you !