Building an Effective Skills Strategy for Spain Consultation Workshop with Regional Governments

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This presentation was prepared for the Diagnostic Workshop with Regional Governments in Madrid (November 3-4, 2014) in the context of the Building an Effective Skills Strategy for Spain project, a collaborative project of the OECD and the Government of Spain. The material was intended as input to the Diagnostic Workshop with Regional Governments and does not aim to provide a comprehensive assessment of Spains Skills System.

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Slide 1

OECD Skills Strategy Building an effective skills strategy for Spain

Consultation Workshop with Regional GovernmentMadrid, 3-4 November 2014

1To explore the strengths and challenges facing Spains Skills System.

2Generate relevant insights into Spains current skills system for use in the diagnostic reportUse the OECDs Skills Strategy framework to inform and structure group discussions Ensure a wide range of stakeholder participationObjectivesPurposeskills.oecdBetter Skills, Better Jobs, Better Lives3Setting the scene: the OECD Skills StrategyExercise 1: Visioning ExerciseExercise 2/3: Individual Assessment Questionnaire and Individual Skills Strengths and Challenges Cards Coffee breakExercise 4: Identifying Common Strengths and Challenges across Regions in SpainLunch breakExercise 5: Exploring Regional Perspectives on the Collaboration of Spains Skills SystemCoffee breakReporting on Results of Individual Assessment QuestionnaireClosing Remarks and next StepsAgendaskills.oecdBetter Skills, Better Jobs, Better LivesPlease introduce yourself to the rest of the group with your name, your role at work and your role in the workshop.You will have a chance to get to know each other better during the breaks. You have 10 minutes for everyone to introduce themselves to their group. 4

Introductions

Your diverse experience and expertise is a valuable resource. Making this workshop a success depends upon your active participation. Here are some tips to help you and everyone else get the most out of it:Give the workshop your undivided attention Contribute your ideas and your experiences speak up and speak your mind Focus your comments and keep them short Listen to, understand and learn from each otherBe constructive and forward-looking

5

Rules

Collaboration between OECD and countryApproach tailored to country context and prioritiesCross-directorate OECD team National cross-ministry project team Guiding principles for National Skills Strategy projectsStrengthening skills systems through policy coherence Whole-of-government approachEngaging all relevant stakeholders Bringing together perceptions and evidence Learning from international comparisons Learning from international experience concrete examples international expertsBetter Skills, Better Jobs, Better Lives skills.oecdBetter Skills, Better Jobs, Better Lives6

7Why do skills matter to countries?skills.oecdBetter Skills, Better Jobs, Better Lives 7

8Why do skills matter to people?skills.oecdBetter Skills, Better Jobs, Better Lives8

9How can we improve skills and their use?skills.oecdBetter Skills, Better Jobs, Better Lives9

OECD Skills Strategy country projects now underwayskills.oecdBetter Skills, Better Jobs, Better LivesBuilding effective national & local skills strategies: These projects consists of 2 main phases: diagnostic and action phaseEntails close collaboration between an OECD cross-directorate team and an inter-ministerial project team in capitalIncludes significant stakeholder engagement in interactive workshops

New round of countries 2014-2015Latest country to launch is Spain We welcome the substantive and financial support offered by the EC for these national and local skills strategy projects The Secretariat would welcome expressions of interest and delegates should contact Joanne Caddy (Team Leader) for more informationA project brochure is available in the room

10OECD-Spain Building an effective skills strategy for Spain Overview of project sequencing: Diagnostic Phase (Q3 2014-Q2 2015)How can Spain maximise its skills potential?What are the main challenges ahead?Which challenges are top priority?What actions need to be taken, and by whom?Stakeholder workshops (Q3 2014-Q2 2015)

Consultation workshop with regions (3-4 November2014)National diagnostic workshop (24 & 25 November 2014)OECD data:PISA 2012PIAAC 2013 Employment OutlookEconomic Survey of Spain 2014Country examples

Diagnostic phaseInterministerial project team and OECD team meeting(11 Sept. 2014)Q3 2014Draft Diagnostic Report

(May 2015)

Q1 2015Action phase Q4 2015 Q2 2016Outline of Diagnostic Report

(Mar 2015)

NOTE: each successive report builds upon the content of the previous one and includes stakeholder input obtained during workshops and latest available OECD data. Skills challenges workshop

(Mar 2015)

OECD Skills Strategy Diagnostic Report: Spain

(published June. 2015)

Q2 2015

How to unlock Spains full skills potential?

12

1313Pillar 1: How can a country develop the right skills? Gather and use evidence about changing skills demand to guide skills developmentEngage social partners in designing and delivering education and training programmesEnsure that education and training programmes are of high qualityPromote equity by ensuring access to, and success in, quality education for allEnsure that costs are shared and that tax systems do not discourage investments in learningMaintain a long-term perspective on skills development, even during economic crisesEncourage and enable people to learn throughout life

skills.oecdBetter Skills, Better Jobs, Better Lives[Read text]14Foster international mobility of skilled people to fill skills gapsFacilitate entry for skilled migrants and support their integrationDesign policies to encourage international students to remain after their studiesMake it easier for skilled migrants to return to their country of origin

Pillar 1: How can a country develop the right skills? skills.oecdBetter Skills, Better Jobs, Better Lives15Low numeracy skills levels among adults same in literacySource: OECD (2013), PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA , OECD Publishing.Adult Mean Numeracy Skills by Proficiency Levels (PIAAC, 2012)Low levels of skill regardless of educational attainment relative to other countriesSource: OECD (2013), PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA , OECD Publishing.Mean literacy score of 25-64 year olds, by educational attainment (PIAAC, 2012)Participation in job-related adult education is low.Source: OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing.Participation in job-related adult education (PIAAC, 2012)% of adults

1919Pillar 2: How can a country activate the supply of skills? Identify inactive individuals and the reasons for their inactivityCreate financial incentives that make work payDismantle non-financial barriers to participation in the labour forceEncourage people to offer their skills to the labour marketRetain skilled people in the labour marketDiscourage early retirementStaunch brain drain

skills.oecdBetter Skills, Better Jobs, Better Lives20A large percentage of Spanish youth is neither employed nor in education or trainingSource: OECD (2014), Education at a Glance 2014, OECD Publishing.NEET population among 15 to 29 year-olds (2012)The unemployment rate for youth varies significantly across SpainSource: OECD (2014), Education at a Glance 2014, OECD Publishing.

Spending on labour market programmes is high, but mostly on passive measuresSource: OECD (2013), OECD Stats.

2424Pillar 3: How can a country put skills to effective use? Help employers to make better use of their employees skillsProvide better information about the skills needed and availableFacilitate internal mobility among local labour marketsCreate a better match between peoples skills and the requirements of their job Increase the demand for high-level skills Help economies to move up the value-added chainStimulate the creation of more high-skilled and high value-added jobsFoster entrepreneurship

skills.oecdBetter Skills, Better Jobs, Better Lives25The U.S. has a similar levels of skill, but a greater use of those skills at workUse of Skills at Work (PIAAC, 2012)A large share of Spanish workers are over-skilledSource: OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing.Share of all workers who are over-skilled for their jobs, (PIAAC, 2012)% of adultsSpain performs below the OECD average on a number of innovation measures

Exercise 1: vision for the future

Project yourself into the future and share with the group your views on: Your vision for the future skills system in Spain? What would success look like in the short term and in the long term? What are the economic, employment and social outcomes you would expect/hope to see?

Discuss as a group then write down on the poster 1A:What skills headline will we read in the newspaper in 5 years time?What will we read in 20 years time?

30Exercise 1: vision for the futurePlease share your own individual assessment of the current situation of Spains skills system today, where: 1 = poor/weak5 = excellent/strong

Please do hand them to Sam the overall results will be reflected in the workshop report.

31Exercise 2: individual assessment questionnaire

bit.do/SpainskillsConsider the skills system in your Autonomous Community today: What are its strengths? (Card 3A)What are some of the challenges it faces? (Card 3B)

On each card, please write down: Your views on the 3 main strengths Your views on the 3 main challenges 32Exercise 3 (individual): identifying common strengths and challenges across Autonomous Communities in Spain

Discuss your individual responses at your table As a group, identify the most common:

3 strengths

3 challenges

Please write down the results of your group discussion on posters 3A and 3B.33Exercise 4 (group): identifying common strengths and challenges across Autonomous Communities in Spain

asfsAs a group, identify and circle the three most common challenges34Exercise 4 (group): identifying common strengths and challenges across Autonomous Communities in Spain

Reducing youth unemployment and NEETsReducing barriers to employmentImproving quality and equity in educationStimulating innovation and creating high-skilled jobsInformation GapObjective GapAsymmetries of information (quantity, quality, type) between different stakeholdersDifferent rationalities creating obstacles for adopting convergent targetsCapacity GapInsufficient scientific, technical, infrastructural capacity of local actors, in particular for designing appropriate strategies Policy GapSectoral fragmentation across ministries and agenciesAdministrative GapFunding GapAccountability GapMismatch between functional areas and administrative boundariesUnstable or insufficient revenues undermining effective implementation of responsibilities at regional and local level or for crossing policiesDifficulty to ensure the transparency of practices across the different constituenciesExercise 5 (individual): exploring regional perspectives on the collaboration of Spains skills systemVaco de InformacinFalta de MetasAsimetra en la informacin (cantidad, calidad, tipo) entre las partes interesadasLos razonamientos diferentes obstaculizan los objetivos convergentesAusencia de CapacidadesInsuficiente capacidad cientfica, tcnica y de infraestructura en los participantes locales, en particular para disear estrategias adecuadas Falta de PolticaFragmentacin sectorial a travs de los ministerios, consejeras y agenciasHueco administrativoFalta de fondosFalta de transparenciaDiscordancia entre reas funcionales y lmites administrativosDbiles o insuficientes ingresos debilitando la implantacin eficaz de las responsabilidades a nivel regional o local o para polticas transversalesDificultad para garantizar la transparencia de las prcticas en las diferentes regionesExercise 5 (individual): exploring regional perspectives on the collaboration of Spains skills systemUsing the Mind the Gaps framework, consider the issue of Skills System collaboration in your region today. Identify how national and regional governments (vertical) and line ministries within each region (horizontal) could collaborate more effectively. What are some of the strengths? (Card 4A)What are some of the challenges?(Card 4B)

On each card, please write down: Your views on the 3 main strengths Your views on the 3 main challenges 37Exercise 5 (individual): exploring regional perspectives on the collaboration of Spains skills system

Discuss your individual responses at your table As a group, identify the most common:

3 challenges

38Exercise 5 (group): exploring regional perspectives on the collaboration of Spains Skills System

Consider the reasons why the 3 common challenges exist and write them down on the space provided on poster 4C.

Time permitting, write down concrete examples of what has been done to address the challenges (best practices) on card 4D.

Please hand in your examples (card 4D) to Sam at the end of the workshopElectronically, submit examples to Aurora or Isabel (Spanish National Team) by November 14th39Exercise 5 (group): exploring regional perspectives on the collaboration of Spains Skills System

Resultados del cuestionario Desarrollo de competenciasOn the question of information sharing, transparency and accountability:Nation-wide up-to-date labour market informationImpact assessment of existing policies and effective implementation

Enhancing partnerships and co-operation:At the national and local levelBetween universities and businesses

A focus on specific target groups:School drop-outsThe long-term unemployed

Finally, a focus on skills relevance for the labour market and call for greater recognition of skills acquired outside formal education.40Resultados del cuestionarioLa activacin de la oferta de competenciasOn the question of information sharing, transparency and accountability:Nation-wide up-to-date labour market informationImpact assessment of existing policies and effective implementation

Enhancing partnerships and co-operation:At the national and local levelBetween universities and businesses

A focus on specific target groups:School drop-outsThe long-term unemployed

Finally, a focus on skills relevance for the labour market and call for greater recognition of skills acquired outside formal education.41Resultados del cuestionarioEl uso de competenciasOn the question of information sharing, transparency and accountability:Nation-wide up-to-date labour market informationImpact assessment of existing policies and effective implementation

Enhancing partnerships and co-operation:At the national and local levelBetween universities and businesses

A focus on specific target groups:School drop-outsThe long-term unemployed

Finally, a focus on skills relevance for the labour market and call for greater recognition of skills acquired outside formal education.42Resultados del cuestionarioSistemas eficientes de competenciasOn the question of information sharing, transparency and accountability:Nation-wide up-to-date labour market informationImpact assessment of existing policies and effective implementation

Enhancing partnerships and co-operation:At the national and local levelBetween universities and businesses

A focus on specific target groups:School drop-outsThe long-term unemployed

Finally, a focus on skills relevance for the labour market and call for greater recognition of skills acquired outside formal education.43Closing remarksAny further thoughts, suggestions and questions

On the question of information sharing, transparency and accountability:Nation-wide up-to-date labour market informationImpact assessment of existing policies and effective implementation

Enhancing partnerships and co-operation:At the national and local levelBetween universities and businesses

A focus on specific target groups:School drop-outsThe long-term unemployed

Finally, a focus on skills relevance for the labour market and call for greater recognition of skills acquired outside formal education.44To discuss OECDs work with countries on building more effective skills strategies at national and local levels contact: joanne.caddy@oecd.org

To learn more about the OECDs work on skills visit: oecd.skills.org

For more information45