OESO_skills_strategy_flanders_presentatie.pdf

OECD SKILLS STRATEGY FLANDERS LAUNCH OF DIAGNOSTIC REPORT Ludger Schuknecht Deputy Secretary-General

OECD Centre for Skills Brussels, 21 January 2019

1. WHY DO SKILLS MATTER?

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What do we mean by skills?

COGNITIVE AND METACOGNITIVE SKILLS

TECHNICAL, PROFESSIONAL SKILLS

SOCIAL AND EMOTIONAL SKILLS

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Skills matter for people’s well-being Differences between the % of adults with high and low literacy proficiency reporting high levels of trust and political efficacy, good to excellent health, or participating in volunteer activities Percentage-point change

30 25 20 15

10 5 0

High levels of trust

High levels of Participation in Good to political efficacy volunteer excellent health activities

High levels of trust

Flanders

High levels of Participation in Good to political efficacy volunteer excellent health activities OECD average

Source: OECD (2016), Skills Matter: Further Results from the Survey of Adult Skill.

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And how these skills are used matters for the economic success of people and countries Labour productivity and the use of reading skills at work, PIAAC 2012/2015 Adjusted for literacy and numeracy proficiency 4,6 Flanders (Belgium)

Labour productivity (log)

4,4

Norway

United States 4,2

Ireland

France Italy Netherlands

4,0

3,8

Turkey

3,6 Lithuania 3,4

Poland

Denmark Germany

Spain

Austria

Sweden United Kingdom Australia Canada Finland Slovenia Israel Greece

Japan Slovak Republic

Adjusted: Slope: 0.774 (0.231) R-squared: 0.261

Chile New Zealand

Korea Czech Republic Estonia

3,2 2,1

2,2

2,3

2,4

Source: Survey of Adult Skills (PIAAC) (2012, 2015).

2,5

2,6

2,7

2,8

2,9

3

Mean use of reading skills at work

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Mega trends are changing and increasing the skills needed for success in work and life

TECHNOLOGICAL DEMOGRAPHIC GLOBALISATION CHANGE CHANGE More integrated world economy than ever

Rapid development of new technologies

Emergence of global value chains, offshoring and outsourcing

Emergence of new forms of work

Increased vulnerability of some workers

Expansion of sources of learning, especially online

Large expected decline in workingage population Important reallocations towards care services Need to ensure youth have the right skills

2. WHAT IS THE OECD SKILLS STRATEGY IN FLANDERS?

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OECD Skills Strategy

Contributes to economic prosperity

Contributes to social cohesion

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A collaboration between the OECD and Flanders Flemish Government Finance and Budget (FB)

Economy, Science and Innovation (EWI)

OECD Directorate for Education and Skills Directorate for Employment, Labour and Social Affairs

Work and Social Economy (WSE)

Education and Training (OV)

VDAB, SERV, VLOR, SYNTRA and more

Centre for Entrepreneurship, SMEs, Regions, and Cities 9

Engaging all relevant stakeholders Diagnostic Workshop (15 May) Approx. 75 participants

Good Practices Workshop (18 Sept) Approx. 75 participants

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5 Priority areas were identified for Flanders 5 priorities: I. Developing a learning culture II. Reducing skills imbalances III. Strengthening skills use in the workplaces IV. Strengthening the governance of adult learning V. Improving the financing of adult learning

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PRIORITY 1:

DEVELOPING A LEARNING CULTURE

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Learning is Life long

Early childhood education and care

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And learning is life-wide

Workplace

Schools

Homes

Community 15

Strengthen the skills of adults to thrive in the digital age Share of adult with well-rounded skills (PIAAC), 2012 or 2015 Level 3-5 in literacy & numeracy, Level 2/3 in problem solving

% 45 40 35 30 25

20 15 10 5 0

Source: OECD calculations based on OECD (2017) Survey of Adults Skills database (PIAAC) (2012, 2015).

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Willingness to participate in adult learning is low Adults not willing to participate, % of 25-64 year-olds, 2012/2015 Participated, but does not want to participate (more) %

Did not participate, and does not want to participate

100 90

80 70 60 50 40 30 20 10 0

Source: OECD calculations based on OECD (2017) Survey of Adults Skills database (PIAAC) (2012, 2015).

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and barriers to participation are high Main obstacles to participation, % of total, 2012/2015 Flanders

OECD average

Too busy at work Childcare, family responsibilities Inconvenient time or place

Other Lack of employer’s support Too expensive Something unexpected came up Did not have the prerequisites 0

10

20

30

40 %

Source: OECD calculations based on OECD (2017) Survey of Adults Skills database (PIAAC) (2012, 2015).

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Recommendations: Learning culture Embed adult learning within a lifelong development approach Make adult education more accessible and relevant Enlarge the accessible course offerings for adult learners in higher education 19

Recommendations: Learning culture Raise awareness of the importance of adult learning Transform adult learning providers into learning organisations Establish a co-operation network to identify and disseminate best practices in stimulating a learning culture in the workplace

Expand work-based learning in university colleges, universities and adult education

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PRIORITY 2: REDUCING SKILLS IMBALANCES

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Flanders has a tightening labour market

VRT, 14/02/2018

VRT, 28/06/2017

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A large share of vacant jobs and low unemployment contribute to skills shortages Job vacancy rate and unemployment rate, OECD-EU countries, 2017 Job vacancy rate, 2017 4

Czech Republic Flanders (Belgium) Belgium

3,5 3

Brussels

Germany

Wallonia United Kingdom Austria Sweden Netherlands Hungary Slovenia Finland Norway Estonia Latvia European Union

2,5 2 1,5

Luxembourg

Switzerland

1

Ireland

Poland

Slovak Republic Portugal

Spain

Greece

0,5 0 0

5

10

15

20

25

Unemployment rate, 15-64 year-olds, 2017

Note: the job vacancy rate is defined as the number of job vacancies expressed as a percentage of the sum of the number of occupied posts and the number of job vacancies.

Source: Eurostat (2018), Job vacancy rate by NACE Rev. 2 activity - annual data (from 2001 onwards) [jvs_a_rate_r2]; Statbel (2018), Job vacancy rate,; OECD (2018), Regional Labour statistics.

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Skills shortages are largely concentrated in STEM and ICT occupations Job vacancy rate for selected economic activities and total, Flanders, 2013 and 2017

Job vacancy rate

2013

2017

10% 9% 8% 7% 6% 5% 4% 3% 2% 1% 0%

Professional, scientific and technical activities

Information and communication

Construction

All other economic activities

Total

Economic activities

Note: The job vacancy rate is the number of job vacancies divided by total labour demand (i.e. job vacancies plus occupied positions). Classification of economic activities based on NACE Rev. 2.

Source: Statbel (2018), Job vacancy rate, https://statbel.fgov.be/en/themes/work-training/labour-market/job-vacancy#news.

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Recommendations: Skills Imbalances Make the education system more responsive to changing skills demand

Mobilise sectoral training funds to address skills shortages Create bridges between learning and career development support Support assessments of skills needs and skills forecast exercises

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Recommendations: Skills Imbalances Prioritize training in skills in high demand for jobseekers, particularly those at risk of longterm unemployment Raise awareness about skills validation (Erkennen van Competenties, EVC) among employers and potential users Provide individuals with a balanced portfolio of skills 26

PRIORITY 3: STRENGTHENING SKILLS USE IN THE WORKPLACE

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Skills are not used to their full potential in the workplace, especially numeracy skills Use of numeracy skills and numeracy proficiency Numeracy proficiency (score) 300

290

Japan

Flanders (Belgium)

Sweden

280

Netherlands 270

Australia

Norway

Denmark

Austria OECD

260

Poland France

Ireland

250

Germany Estonia

Slovak Republic

Czech Republic New Zealand

England (UK) Korea Slovenia

Canada

Northern Ireland (UK)

United States

Greece Spain

240 230

2,2

2,3

2,4

2,5

2,6

2,7

2,8

2,9

3

Use of numeracy skills at work Note: Skills use indicators are between 1 "Never" and 5 "Every day".

Source: OECD Survey of Adult Skills database (PIAAC) (2012, ‘15).

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Higher intensity of High-performance work practices (HPWP) help drive skills use Skills use at work and High Performance Workplace Practices, PIAAC 2012,2015 Reading at work index

Management and organization practices such as:

3,2 3,1

Australia

3

England (UK)

New Zealand

R² = 0,5463

United States N. Ireland (UK)

2,9 2,8

Germany

Ireland

Korea

OECD

Slovak Republic

2,5

Slovenia

France

Chile

Japan

Spain

Netherlands

Austria Flanders (Belgium)

Estonia

• Autonomy

Denmark

• use of incentive pay,

Czech Republic

• training practices, and

Poland

2,4 2,3

• Teamwork

Sweden

2,7 2,6

Finland

Norway

• flexibility in working hours

Italy

2,2 2,5

2,55

2,6

2,65

2,7

2,75

2,8

2,85

2,9

2,95

3

Mean HPWP index 29

Source: Survey of Adult Skills (PIAAC) (2012, 2015).

Especially small firms tend to use the skills of their workers less Use of information-processing skills at work, by firm size, 2012 or 2015 Flanders

OECD average

Most frequent use = 4 2,3

Least frequent use = 0

Numeracy at work

Note: Skills use indicators are between 1 "Never" and 5 "Every day".

Source: OECD Survey of Adult Skills database (PIAAC) (2012, ‘15).

1000+ employees

251-1000 employees

51-250 employees

11-50 employees

1-10 employees

1000+ employees

251-1000 employees

51-250 employees

1,7

11-50 employees

1,9

1-10 employees

Index of use

2,1

ICT at work 30

Recommendations Skills Use Raise awareness of the importance of skills use in the workplace Provide direct funding to employers to re-shape the workplace and encourage more management training, especially among small and medium enterprises Promote flexible career mobility opportunities within sectors and firms Examine company working conditions and human resource practices to help fill job vacancies and address potential skills shortages 31

PRIORITY 4:

STRENGTHENING THE GOVERNANCE OF ADULT LEARNING

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Responsibilities for adult learning are shared widely across governments

Culture, youth and media

• • • • •

Flemish government Provision of adult education Budget Sectoral training funds Paid educational leave …

Agriculture and fisheries Education and Training (OV)

Work and Social Economy (WSE)

Federal government Economy, Science and Innovation (EWI)

• Collective labour agreements • Time credit • Degree standards • Taxation

Finance and Budget (FB)

Provinces: Antwerp, East-Flanders, Flemish Brabant, Limburg, West-Flanders

308 municipalities

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And there is a large number of providers of adult learning in Flanders Centres for Adult Education 101

Centres for Basic Education 13

University colleges 16

Universities 6

Academies for visual arts

Academies music, dance and drama

Syntra

Employers

Adult education institutes

National training institutes

Public employment service VDAB

NGO providers (sector funds)

Associations and movements

Libraries

Others 34

Coordinating, aligning, sequencing reforms is key to optimise the output of policies Instead of piecemeal reforms, introduce a multidimensional approach with reforms in all policy dimensions related to skills

Coordinate policies

Align policies

Sequence policies

Optimal effectiveness and possible complementary effect 34

Recommendations: Governance Establish a comprehensive and concrete vision for adult learning Promote coherence and complementarity between levels of government in adult learning

Establish a common knowledge and evidence base Support local community organisations to foster, host and co-ordinate local networks of stakeholders that work to improve adult learning

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PRIORITY 5: IMPROVING FINANCING OF ADULT LEARNING

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Despite many financial incentives, the motivation to participate in adult learning remains low Paid educational leave 8 out of 10 adults do not want to participate in adult learning

Training credit

Sectoral training funds

Training vouchers

Registration fee exemptions

SME wallet

Strategic transition support

Career guidance vouchers

Tax deduction

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And financial measures do not seem to reach the groups most in need % of employees receiving employer financial support for education or training, by skills level, 25-64 year-olds % 90

low skilled

high skilled

80 70 60 50

40 30 20 10 0

Note: High-skilled adults score at level 5 or above in literacy and/or numeracy, while low-skilled adults score below level 2 in literacy and/or numeracy.

Source: OECD (2018), OECD calculations based on Survey of Adults Skills database (PIAAC) (2012, 2015), www.oecd.org/skills/piaac.

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Recommendations: Financing Group all existing training incentives into a single learning account Expand programmes to reach out to marginalised groups with information, advice and guidance about training

Explore options for financially supporting transitions from job to job or from one employment status to another Ensure that training incentives support flexible modes of training delivery

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Engaging everyone in a clear, comprehensive, mobilizing vision 5 priorities: I. Developing a learning culture II. Reducing skills imbalances III. Strengthening skills use in the workplaces IV. Strengthening the governance of adult learning V. Improving the financing of adult learning

Government Education institutions

Companies

Learner Public employment service

Social partners 41

For more information To discuss OECD’s work with countries on National Skills Strategy projects contact:

montserrat.gomendio@oecd.org andrew.bell@oecd.org

To learn more about the OECD’s work on skills visit: www.oecd.org/skills/

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