GETTING SKILLS RIGHT. Adapting to changing skill needs

Transcription

1 GETTING SKILLS RIGHT Adapting to changing skill needs Marieke Vandeweyer Labour Market Economist - Skills and Employability Directorate for Employment, Labour and Social Affairs DHET LMIP Meeting 14 November 2017, Pretoria

2 OECD s Getting Skills Right project

3 OECD Skills for Jobs indicators OECD Skills for Jobs Indicator Skills Needs Indicators Mismatch Indicators Shortage/surplus of occupations Shortage/surplus of skills Qualification mismatch Field-of-study mismatch

4 Skill needs indicators Skills Shortage index Occupational Shortage index O*NET skill requirements Wage Pressure Employment Pressure Talent Pressure Hourly wage Total employment Unemployment rate Hours worked Underqualification

5 Skills shortage index Moving from occupations to skills Objective and comparable information Complex problem solving Critical thinking Engineering and technology Arts and humanities Wage Employment O*NET Skills Knowledge Unemployment Hours worked Under-qualification Abilities Finger dexterity Deductive reasoning

6 Surplus Shortage Many cognitive skills in shortage Skills needs Surpluses in routine/manual skills Shortages in cognitive skills

7 Surplus Shortage and routine/manual skills in surplus Abilities needs Surpluses in routine/manual abilities Shortages in cognitive abilities

8 Surplus Shortage Knowledge shortages in specific areas Knowledge needs Education Health and social care IT

9 Written Expression Written Comprehension Oral Expression Deductive Reasoning Inductive Reasoning Fluency of Ideas Oral Comprehension Problem Sensitivity Originality Mathematical Reasoning Speech Clarity Peripheral Vision Glare Sensitivity Spatial Orientation Response Orientation Gross Body Equilibrium Depth Perception Rate Control Speed of Limb Movement Reaction Time Arm-Hand Steadiness Gross Body Coordination Dynamic Strength Control Precision Stamina Manual Dexterity Multilimb Coordination Trunk Strength Extent Flexibility Static Strength Similar pattern across countries, and more pronounced over time Initial year Final year Surpluses in routine and physical abilities have become more evident Shortages in cognitive skills have become more pervasive Source: OECD Skills for Jobs Database

10 Czech Republic Slovak Republic Poland Bulgaria Slovenia Finland Romania Luxembourg Hungary Latvia Europe Denmark Belgium France Austria Norway Lithuania Switzerland Estonia Sweden Iceland Germany Italy Netherlands United Kingdom Spain Portugal Ireland Greece South Africa Many workers are mismatched to their job Underqualification Overqualification Field-of-study mismatch 60% 50% 40% 30% 20% 10% 0%

11 Discover the Skills for Jobs indicators

12 Getting Skills Right: South Africa Content: Key drivers of skills demand and supply How does South Africa assess its skill needs? Which policies have been put in place to tackle skills imbalances? What can be done to better align the supply and demand of skills? Recommendations Best practice examples

13 Skill needs information DHET s list of occupations in high demand Qualitative and quantitative analysis Stakeholder input Continuous efforts to improve methodology 21-step plan for Strategic Integrated Projects Holistic approach LMIP

14 Skill needs information Key recommendations Develop a uniform method for SETAs to identify skill needs Collect information on employer skill needs on the basis of narrowly-defined and easily measurable concepts (e.g. number of hard-to-fill vacancies) Make the list of occupations in high demand more userfriendly, in order to reach a wide audience

15 Quality of education Mathematics performance of eight graders, 2015 (TIMSS) Mathematics Science Average score Source: Mullis, I.V.S. et al. (2016), TIMSS 2015 International Results in Mathematics, Retrieved from Boston College, TIMSS & PIRLS International Study Center website.

16 Quality of education Key recommendations Improve the quality of teacher training and make teaching a more attractive career choice Provide career guidance early-on, linked to students abilities Develop clear pathways to vocational and occupational programmes Assure quality through regular inspections Provide sufficient financial opportunities for students to access further education Closely monitor and evaluate the outcomes of different education programmes

17 Number of students in postschool education and training Registration for workplace training programmes Work-based and lifelong learning Increased participation in TVET and workplace training programmes (SETA-supported) AET centres TVET colleges Higher education institutions unemployed employed Source: DHET Statistics on post-school education and training Interesting initiatives Skills development levy Learnership tax incentive Recognition of prior learning Community colleges

18 Work-based and lifelong learning Key recommendations Better align TVET to workplace practices and skill needs Reduce the administrative burden of the levy system and further promote existing tax incentives Promote RPL among employees, employers and unemployed Scale up training measures for the unemployed, and transform the PES in a one-stop-shop for training

19 Coordination and implementation Many stakeholders involved in areas related to skills demand and supply Ministries (Education, Labour, DHET, Home affairs, Trade ) Education and training providers Social partners Survey evidence shows poor cooperation in South Africa Labour-employer cooperation Switzerland Nicaragua South Africa Business-government relations Singapore Azerbaijan South Africa (101) Venezuela Source: INSEAD (2017) Global talent competitiveness report

20 Coordination and implementation Key recommendations Coordination between government departments should happen at early stages, and co-ownership should be encouraged Employers should be given the opportunity to voice their ideas an concerns, preferably through existing bodies (e.g. SETAs, employer organisation) SETAs should serve as intermediaries to improve cooperation between employers and training providers Set measurable targets in strategic documents, and actively involve stakeholders in the target-setting Evaluate measures put in place to ensure they are delivering the intended results in a cost-effective way

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