skills outlook 2015: youth, skills and employability
TRANSCRIPT
May 2015
Andreas Schleicher
Skills Outlook 2015Youth, Skills and
Employability
Young people in OECD countries
Many young people strugglein their transition to the labour-market
Youth who are neither employed nor in education (NEET)
0
5
10
15
20
25
30
35
2013 2008%
As a percentage of population, 15-29 year-olds
Young workers in routine jobs
Share of workers who consider they have little freedom to change the order of their tasks
0
5
10
15
20
25
30
35
16-29 year-olds 30-54 year-olds%
Youth who are badly prepared
Share of individuals with low numeracy skills
0
5
10
15
20
25
30
35%
16-29 year-olds 30-54 year-olds
7
Share of young NEET by parents’ place of birth
0
5
10
15
20
25
30
%
Native-born offspring of immigrants Offspring of native-born
8
What can we do to strengthen young people’s skills and employability?
Make a better use of young
people’s skills at work
Integrate youth into the
labour market
Improve young people
education and skills
Build a comprehensive approach
Skills Scoreboard: strengths and weaknesses
Make a better use of
young people’s skills at
work
Integrate youth into
the labour market
Improve young
people education and
skills
Make a better use of
young people’s skills at
work
Integrate youth into
the labour market
Improve young
people education and
skills
Make a better use of
young people’s skills at
work
Integrate youth into
the labour market
Improve young
people education and
skills
France IrelandItalySpain
Denmark Korea Norway Poland
AustriaCheck Rep. Slovak Rep. Sweden UK, US
Australia Belgium Canada Estonia Finland Germany Japan Netherlands
Improve young people education and
skills
Make a better use of young people’s skills at
work
Integrate youth into the labour market
Preparing youths
Ensure that all youths leave school with relevant skills
11
Gap in literacy and problem-solving skills between
young NEETs and employed youth
-14
-12
-10
-8
-6
-4
-2
0
%Literacy Problem solving in technology-rich environments
New graduates (<2-years) with low numeracy skills (<226 points)
240
250
260
270
280
290
300
0
5
10
15
20
25
% Score
Share of new graduates with low numeracy skills Average numeracy score (right axis)
Students and their experience with the labour market
0
10
20
30
40
50
60
70
%
Students combining studies and work (as a share of studying youth)
Studying youth (as a share of total youth)
18
Gap in numeracy skills between post-secondary VET students and students in
academic programmes who have spent the same number of years in education
-40
-30
-20
-10
0
10
20
30
40
Percentage points
Level 1 and below Level 2 Level 3 Levels 4 and 5
Students in upper secondary vocational education
who are participating in work-based learning
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
%
apprenticeship working outside of apprenticeship studying only
22
0
5
10
15
20
25
30
35
40
Below level1 Level 1 Level 2 Level 3 Level 4 Level 5
16-29 year-olds 30-54 year-olds%
Share of workers in routine jobs by level of numeracy skills
Japan
United States
Australia
Netherlands
ItalyFinland Germany
Canada
Belgium Denmark
Ireland
Norway Poland
United KingdomSpain
Estonia
Austria
Sweden
France
Korea
Slovak Republic
Czech Republic
Skills Scoreboard: Is the development of skills inclusive?
Inequity
Equity
Low performance at school
Strong link between social background and student performance
Strong influence of migration background
Ensure that all young people leave school with relevant skills
• Take a holistic approach to skills
• Provide multiple pathways within the education system. Give disengaged youth a second chance to reintegrate into the education system
• Develop work-based learning programmes across different types of education, including universities
• Design high quality vocational education and training programmes that develop cognitive and social and emotional skills, and labour market experience
• Base career guidance services on relevant assessment of the market returns of various career paths
• Engage employers and other stakeholders in the education system at all levels .
Reengage youths
Identify and help NEETs to reengage
Youth who risk of falling under the radar NEET who are not looking for a job
0
10
20
30
40
50
60
70
80
90
0
5
10
15
20
25
30
35
Unemployed NEETs Inactive NEETs Share of inactive NEETs in total NEETs%
%
Youth who are NEET and not looking for a job (inactive) or looking for a job (unemployed), 2013
Skills scoreboard: How close are NEETs to the labour market?
Japan
United States
Australia
Netherlands
Italy
Finland
Germany
Canada
Belgium
Denmark Ireland
Norway
Poland
United Kingdom
Spain
Estonia
AustriaSweden
France
Korea
Slovak Republic
Czech Republic
Close
Far
High share of inactive NEETs
Share of NEETs with poor skills
Share of NEETs without baseline qualifications
Share of long-term unemployed NEETs
28
Identify and help the NEETs to re-engage
•Develop a system of mutual obligations between youth and institutions
•Encourage employment through efficient job-search assistance and training, monitoring and financial incentives
•Target places in training programmes and job subsidies to youth with low skills and those who face specific barriers in the labour market .
Reengaging youths
Remove institutional barriers to youth employment
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Remove institutional barriers to youth employment
• Design skills-friendly tax policies to foster employment of low-skilled youth
• Continue to lower the gap in employment protection legislation between temporary and permanent contracts
• Encourage end-of-study internships within a framework that combines flexibility and obligations to firms .
Using skills
Make better use of young workers skills
Young workers on temporary contracts As a share of total employment in each age group, 2013
0
10
20
30
40
50
60
%15-24 year-olds 25-54 year-olds
35
Use of skills at work, by type of employment contract
OECD Average
England/N. Ireland (UK)
Flanders (Belgium)
United States
Sweden
Spain
Slovak Republic
Poland
Norway
Netherlands
Korea
Japan
Italy
Ireland
Germany
France
Finland
Estonia
Denmark
Czech Republic
Canada
Austria
Australia
Indefinite minus fixed-term (unadjusted)
Indefinite minus fixed-term (adjusted)
-2 0 0 20 40
Numeracy
%
-2 0 0 20 40
ICT
%
-2 0 0 20 40
Problem Solving
%
Skills Scoreboard: do workplaces promote skills?
Japan
United States
Australia
Netherlands
Italy
Finland
Germany
CanadaBelgium
Denmark
Ireland
Norway
Poland United Kingdom
Spain
Estonia
Austria
Sweden
France
Korea Slovak Republic
Czech Republic
To a large extent
To a small extent
Task discretionLearning by doing
Use of problem-solving skills at workUse of co-operation skills at work
39
Skills mismatch
by type of mismatch and age group
0
5
10
15
20
25
Youth (16-29) Prime-age workers(30-49)
Older workers (50-65)
Over-qualified and mismatched by field of study
0
5
10
15
20
25
Youth (16-29) Prime-ageworkers (30-49)
Older workers (50-65)
Mismatched by field of study only
0
5
10
15
20
25
Youth (16-29) Prime-age workers(30-49)
Older workers (50-65)
Over-qualified only
0
5
10
15
20
25
Youth (16-29) Prime-age workers(30-49)
Older workers (50-65)
Literacy over-skilled only
40
Wages and mismatch, by type of mismatch and age group
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0
0
***
***
***
***
0
***
***
***
**
0
***
***
-25
-20
-15
-10
-5
0
5
10
15
20
Mismatched byfield of study
Over-skilled Under-skilled Over-qualified Under-qualified
Youth (16-29) Prime-age workers (30-49) Older workers (50-65)
As a percentage change in wages due to mismatch, 2012
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Share of individuals interested in entrepreneurship, European
countries
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Average
15–24 years
25–39 years
40–54 years
More than 55 years
Very/Quite feasible Not very/Not feasible Don't know/Not applicable
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Making a better use of young workers’ skills
• Remove barriers to geographical mobility to allow for local matching of jobs and skills
• Develop (inter)national qualification frameworks and formal recognition of skills acquired through non-formal and informal learning
• Promote more effective work organisation and human resource management strategies
• Remove barriers to entrepreneurship
• Invest in tools for assessing and anticipating skills needs .
Find Out More at:
http://skills.oecd.org/skillsoutlook.htm
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