SKILLS FOR A DIGITAL WORLD - Choose your language 2016-02 4... · SKILLS FOR A DIGITAL WORLD OECD Ministerial Meeting on the Digital Economy Cancún (Mexico) 22-23 June 2016 [email protected]

SKILLS FOR A DIGITAL WORLD

OECD Ministerial Meeting on the

Digital Economy

Cancún (Mexico) 22-23 June 2016

[email protected]

PREDICT 2016 Technical Workshop ICTs, R&D and the Economy

18-19 February 2016 Seville (Spain)

• Digital technologies at work raise the demand for new skills

• Major challenges for national skills systems…

• …but new opportunities for skills development

Panel 4.2 Skills for a Digital World

Objectives

1. Identify the demand for new skills

2. Increase the responsiveness of national skills systems to these changes (OECD Skills Strategy)

3. Seize the learning opportunities created by digital technologies

Panel 4.2 Skills for a Digital World

Identifying the Demand of

New Skills

1. ICT generic skills

Job requirement of ICT use in daily work (i.e. send e-mail, find work-related information on the Internet, use software)

2. ICT specialist skills

Job requirement to program software, develop applications, manage networks, etc.

3. ICT complementary skills

Job requirement to carry out work in a technology-rich environment, e.g.: soft skills, e-leadership, etc.

Identifying the demand of new skills

• PIAAC provides information in one year only

• PIAAC sample is small for occupation breakdown

2 steps:

• Intensity of ICT use in each occupation (PIAAC)

• Employment in each occupation (LFS)

Demand for ICT generic skills at work

ICT-intensity by occupation

PIAAC ask how often the respondent:

• a. send/receive e-mail;

• c. find work-related information on the Internet;

• d. conduct transaction on the Internet;

• e. use spreadsheets;

• f. use word processors;

• g. use programming languages; and

• h. have real-time discussions.

Answers range from “Never” to “Every day”

CIS

OPS

1. Questions about ICT use only asked to those who report “having experience with computer in job” => Answers tend to overrate the frequency of ICT use at work

2. Distribution by occupation of those with no computer experience at work is unknown

=> Bias is not uniform

PIAAC specificities

0

5

10

15

20

25

30

35%

Individuals with no experience with

computer use

25% of all (weighted) respondents reported no computer experience at work

Source: OECD, based on PIAAC Database, June 2015.

• Average ICT use intensity by occupation:

– current occupation, if they are employed; or – last occupation, if unemployed < 12 months

• Exploit information available (last occupation) but not out-of-date (<12 month)

• 127 occupations (3-digit ISCO 2008)

• Australia and Finland: 40 occupations (2 digits)

The intensity of ICT use

Top-20 CIS-intensive occupations across

countries

15 out of the top-20 CIS-intensive occupations are not ICT specialist occupations Rank Occupation ISCO-08 Frequency

1 Information and communications technology service managers 133 94%

2 Finance professionals 241 94%

3 Sales, marketing and development managers 122 89%

4 Database and network professionals 252 89%

5 Business services and administration managers 121 78%

6 Administration professionals 242 78%

7 Software and applications developers and analysts 251 72%

8 Legislators and senior officials 111 67%

9 Electrotechnology engineers 215 67%

10 Sales, marketing and public relations professionals 243 67%

11 Physical and earth science professionals 211 61%

12 Mathematicians, actuaries and statisticians 212 61%

13 Engineering professionals (excluding electrotechnology) 214 61%

14 Legal professionals 261 61%

15 Information and communications technology operations and user support

technicians 351 61%

16 Librarians, archivists and curators 262 56%

17 University and higher education teachers 231 50%

18 Managing directors and chief executives 112 44%

19 Professional services managers 134 44%

20 Financial and mathematical associate professionals 331 44%

Top-20 OPS-intensive occupations across

countries

18 out of the top-20 OPS-intensive occupations are not ICT specialist occupations

Rank Occupation ISCO-08 Frequency

1 Finance professionals 241 100%

2 Administration professionals 242 94%

3 Legal professionals 261 94%

4 Business services and administration managers 121 89%

5 Sales, marketing and development managers 122 83%

6 University and higher education teachers 231 78%

7 Administrative and specialised secretaries 334 78%

8 Physical and earth science professionals 211 72%

9 Authors, journalists and linguists 264 72%

10 Information and communications technology service managers 133 67%

11 Mathematicians, actuaries and statisticians 212 67%

12 Engineering professionals (excluding electrotechnology) 214 61%

13 Database and network professionals 252 61%

14 Regulatory government associate professionals 335 56%

15 Secretaries (general) 412 56%

16 Numerical clerks 431 56%

17 Professional services managers 134 50%

18 Social and religious professionals 263 50%

19 Financial and mathematical associate professionals 331 50%

20 Business services agents 333 50%

Demand for ICT generic skills (CIS) by

country

Share of employed individuals using CIS daily at work, 2011 and 2014

0

10

20

30

40

50

60

70

2014 2011%

Source: DSTI/ICCP/IIS(2015)4/REV1

Demand for ICT generic skills (OPS) by

country

0

5

10

15

20

25

30

35

40

45

2014 2011%

Share of employed individuals using OPS daily at work, 2011 and 2014


• PIAAC performance evaluation: the section Problem Solving in a Technology-Rich Environment (PSTRE) defined as :

“Using digital technology, communication tools and networks to

acquire and evaluate information, communicate with others and perform practical tasks” (OECD 2012)

• PRSTE covers the specific types of problems people deal with when using ICTs:

– The problem is primarily a consequence of new technologies

– The solution requires the use of computer-based artefacts

– The problems are related to the use of the technology

• PRSTE at the cross-roads of “computer literacy” and “cognitive skills to solve problems”.

Supply of ICT generic skills at work

Level Score range Type of tasks completed successfully at each level of proficiency

Below level 1 Below 241 points

Well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical, inferential reasoning or transforming of information.

1 241 to less than 291 points

Use of widely available and familiar technology applications, such as e-mail software or a web browser.


Use of both generic and more specific technology applications (e.g. sort function)

3 Equal to or higher than 341 points

Use of both generic and more specific technology applications, some navigation across pages and applications, use of tools (e.g. a sort function), evaluating the relevance and reliability of information

Proficiency levels of Problem-solving in

technology-rich environments assessment

(PRSTE)











Mapping between PIAAC and O*NET task activity groups











Mapping between PIAAC and O*NET task activity groups

Individuals who use CIS every day:

PRSTE levels

As a percentage of total population, 2012

0

10

20

30

40

50

60

Level 3

Level 2

Level 1

PSL below level 1

%


Individuals who use OPS every day:

PRSTE levels

As a percentage of total population, 2012

0

5

10

15

20

25

30

35

40

Level 3

Level 2

Level 1

PSL below level 1

%


ICT specialists shortage should result in:

• Upward trend in job vacancy rates and/or

• Longer job vacancy duration and/or

• Increase in wage rates

Demand for ICT specialist skills

0

1

2

3

4

5

6

2014 2011%

Demand for ICT specialist skills by country

Share of employed individuals using programming language at work, 2011 and 2014

Source: OECD, based on PIAAC Database, October 2015.

Enterprises that reported hard-to-fill vacancies for ICT specialists, 2012 and 2014

As a percentage of all enterprises

Hard-to-fill vacancies for ICT specialists

58 62 41 39 51 49 46 33 51 39 38 41 51 49 31 37 47 41 26 37 29 30 11 16

0

1

2

3

4

5

6

7

8

9

%

2014 2012

As a percentage of all enterprises looking for an ICT specialist


Vacancy rates - ICT services to total business

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

2014 2009

Annual average of quarterly rates


Changes in wages relative to labour productivity

-4%

-2%

0%

2%

4%

6%

8%

10%

12%

ICT Total business

Annual averages 2001-2014


Online job vacancies

0%

5%

10%

15%

20%

25%

Australia Canada France Germany Netherlands New Zealand UnitedKingdom

United States

2012

2013

2014

2015

As a percentage of all online postings


ICT vacancy duration

0

10

20

30

40

50

60

Netherlands Germany France

2011

2012

2013

2014

Median number of days


• ICTs are changing the way work is carried out

• Demand for ICT complementary skills

• Ability to carry out work in a workplace shaped by ICTs, e.g.:

– Higher frequency of information calls for better capability to plan in advance and to adjust quickly

– More horizontal work organisations calls for more cooperation and stronger leadership

– Wider diffusion of information among workers increases the importance of management and coordination

– The sales skills in face-to-face commercial transaction are not the same as in an anonymous e-commerce sale

The demand for ICT complementary

skills

• Cooperation: – Cooperating or collaboration with co-workers

• Horizontal interaction: – Sharing work-related information with co-workers – Instructing, training or teaching people, individually or in groups – Making speeches or giving presentations in front of five or more people

• Client interaction: – Selling a product or a service – Advising people

• Self-direction: – Planning of own activities – Organising own time

• Managerial tasks: – Planning the activities of others

• Influence: – Persuading or influencing people – Negotiating with people inside or outside the organisation

• Problem solving: – Problem solving in less than 5 minutes – Thinking about a solution for a problem for at least 30 minutes

• Physical tasks: – Working physically

• Skilled manual tasks: – Using skill or accuracy with hands or fingers

Tasks performed at work (PIAAC)

Correlations between CIS/OPS

intensity and task frequency

Average across occupations and countries

-0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8

Numeracy

Writing

Reading

Using skill or accuracy with hands or fingers

Working physically

Thinking about a solution for at least 30 minutes

Problem solving in less than 5 minutes

Negotiating with people

Persuading people

Planning activities of others

Organising own time

Planning of own activities

Advising others

Selling a product or service

Giving presentations

Training others

Information sharing

Collaboration

CIS OPS

Cooperation

Horizontal interaction

Client interaction

Self-direction

Managerial skills

Influence

Problem solving

Physical skills

Manual skills

Cognitive skills


-0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3 0.4

Numeracy

Writing

Reading

Using skill or accuracy with hands or fingers

Working physically

Thinking about a solution for at least 30 minutes

Problem solving in less than 5 minutes

Negotiating with people

Persuading people

Planning activities of others

Organising own time

Planning of own activities

Advising others

Selling a product or service

Giving presentations

Training others

Information sharing

Collaboration

High skilled Medium skilled Low skilled

Cooperation

Horizontal interaction

Client interaction

Self-direction

Managerial skills

Influence

Problem solving

Physical skills

Manual skills

Cognitive skills

Correlations between OPS intensity and

task frequency – by education, 2012

Average across countries


Activities classified in five groups :

• Information Input - Where and how are the information and data gained that are needed to perform this job?

• Mental Processes - What processing, planning, problem-solving, decision-making, and innovating activities are performed with job-relevant information?

• Interacting with Others - What interactions with other persons or supervisory activities occur while performing this job?

• Work Output (complex, technical) - What skilled activities using coordinated movements are done to perform this job?

• Work Output (physical, manual) - What activities using the body and hands are done to perform this job?

What skills are complementary to

ICTs? Evidence from O*NET

0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8

Work Output (physical, manual)

Information Input

Work Output (complex, technical)

Mental Processes

Interacting with Others

job zone 1 job zone 2 job zone 3 job zone 4 job zone 5

O*NET: correlations between ICTs and

activity groups over time

By typical skill level of occupations (job zone)

1

2

3

4

5


The OECD Skills Strategy:

a Focus on the Digital

Economy

The OECD Skills Strategy: 3 pillars

Source: OECD Skills Strategy Diagnostic reports

• Foundation skills, digital literacies, higher order thinking, social and emotional skills are key for individuals to adapt rapidly to changes in occupations and skills demands

• Foundation skills as the basis for success in the digital economy.

– Digital literacies are positively correlated with reading performance (PISA 2015)

– More even distribution of foundation skills may mitigate the negative employment effects of digital technologies

Developing relevant skills for the

digital economy

• North Union Local Schools, Ohio, USA: individualized learning

• Swiss “Call Them Emotions”: promotion of life skills and socio-emotional competencies

• Learners Network Nanaimo Ladysmith, British Columbia, CA: learning as a socially constructed process

• Mevo’ot a Negev school, Israel: project-based learning

School examples

• Sweden: ICT education in curricula as learning outcome. “Every pupil …must be able to use modern technology as tool for knowledge seeking, communication, creation and learning”.

• Germany: national computer science contest for school children “Informatik-Biber”

• Japan: Curricular reform to strengthen critically and creatively thinking and problem solving. Cross curricular learning

• Alberta, Canada: new framework for critical thinking, problem solving and decision making as key cross-curriculum competencies

• EU: “European e-Competence Framework” and “e-Skills Strategy”

State/national examples

• Rapid population ageing, high rates of youth unemployment and increasing dependency ratios…

• … call for skills-based labour market activation policies

Policy examples:

• Spain: EU Youth Guarantee programme to address digital skills gaps

• Ireland: “Fast Track Into Information Technology” for long term unemployed

• Luxembourg: e-skills for Women

• Belgium: Interface 3

Activating skills in the digital economy

Skills Assessment and Anticipation – digital skills

• OECD survey: 29 out of 34 countries do some

• Denmark: CGE model forecasts skills needs over a 50 years (DREAM)

• Australia: Industry Skills Councils use interviews and focus groups

• Canada: Canadian Occupational Projection System (COPS) and Sectorial Initiative Programme

• Ireland, Austria and Norway

Activating skills in the digital economy

• Changes in technology require lifelong learning to keep skills

up-to-date

• Young people and older workers use digital skills less than

prime age workers (PIAAC)

• Training is key for firms competing in the global economy

• Training opportunities uneven among workers

Putting digital skills to effective use

Policy examples

• Innovative Workplaces (OECD, 2010)

• Netherlands: Technology Pact 2020 deals with obsolescence of ICT skills

• Korea: support for ICT training in SMEs

• Ireland: Skillnets promotes workplace training and upskilling by SMEs

• EU: LEAD program for SMEs as part of the e-Leadership Initiative

• EU DIGICOMP in Italy, Spain and the UK

• Netherlands: PPP Working Group on e-CF

• UK: Commission on Employment and Skills

Putting digital skills to effective use

Leveraging Digital

Technologies for Better

Skills

Digital technologies create new opportunities for

education:

• Can foster new forms of learning

• Change expectations on the teaching profession

• Provide opportunities for lifelong learning

• Can better inform skills development

• Provide intelligence on labour markets

Leveraging digital technologies for

better skills

• Technology can facilitate teaching practices that build on learners’ previous knowledge through “flipped classroom” approaches

• Video lectures from The Khan Academy are used to free up time from frontal instruction and focus on interactive group learning activities on learners’ doubts, concerns and misunderstandings

Digital technologies foster new

forms of learning

In technology-enabled learning environments, students work in groups and/or interact with each other

Canada: Elementary Connected Classroom (BC) students participate in videoconferencing, online collaborative work, online literature circles, and exchange of student-created multimedia content

Digital technologies foster new

forms of learning

• Over 50% of teachers report the need for professional development on the use digital technologies (TALIS 2012)

• France and Italy have developed programmes to foster teacher professional development in ICTs with online resources and competencies standards.

Digital technologies change

expectations on teaching profession

Massive Open Online Courses (MOOCs) can be used to efficiently target workplace training needs and provide access to training for the unemployed

• Deloitte encourages consultants to sign up for Coursera courses

• Yahoo reimburses software developers and engineers for participating in verified Coursera’s MOOCs

• Udacity’s Nanodegree programmes provide courses to develop ICT skills

Online courses provide opportunities

for lifelong learning

MOOCs and digital administrative records enable the collection of data on skills development processes

Data analytics provide fine granularity that can help spotting weaknesses and address skills development needs

The ability to track individuals from early childhood to the labour market improve understanding of the school-to-work transition

Data driven innovation can better

inform skills development

Digital technology help to identify emerging skills needs, evolving demands and potential skills gaps in real time

Analysis of online vacancies can provide:

• detailed description of the skills required

• analysis of shifts in skills demands

• shifts in job profiles

• evidence of skills gaps at local level

Digital technologies can provide

intelligence on labour markets

Q1 – What approaches can help to ensure that the diffusion of digital technologies is accompanied by the skills development needed for their effective use?

Q2 – What approaches are most effective to help people identify and develop the complementary skills they need and receive recognition for the skills they have acquired through formal education and informal learning?

Q3 – What approaches could foster the diffusion and use of the new tools enabled by digital technologies, to promote timely, relevant and effective skills development?

Ministerial discussion paper

Documents

SKILLS FOR A DIGITAL WORLD - Choose your language 2016-02 4... · SKILLS FOR A DIGITAL WORLD OECD Ministerial Meeting on the Digital Economy Cancún (Mexico) 22-23 June 2016 [email protected]