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

OECD Skills Strategy Building an effective skills strategy for Spain

Consultation Workshop with Regional GovernmentMadrid, 3-4 November 2014

skills.oecd

Better Skills, Better Jobs, Better Lives

To explore the strengths and challenges facing Spain’s Skills System.

2

1. Generate relevant insights into Spain’s current skills system for use in the

diagnostic report

2. Use the OECD’s Skills Strategy framework to inform and structure group

discussions

3. Ensure a wide range of stakeholder participation

Objectives

Purpose

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Better Skills, Better Jobs, Better Lives 3

Setting the scene: the OECD Skills Strategy

Exercise 1: Visioning Exercise

Exercise 2/3: Individual Assessment Questionnaire and Individual Skills Strengths and

Challenges Cards

Coffee break

Exercise 4: Identifying Common Strengths and Challenges across Regions in Spain

Lunch break

Exercise 5: Exploring Regional Perspectives on the Collaboration of Spain’s Skills System

Coffee break

Reporting on Results of Individual Assessment Questionnaire

Closing Remarks and next Steps

Agenda

• Please 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 other

Be constructive and forward-looking

5

Rules

skills.oecd


Collaboration between OECD and country

Approach tailored to country context and priorities

Cross-directorate OECD team

National cross-ministry project team

Guiding principles for National Skills Strategy projects

Strengthening skills systems through policy coherence

Whole-of-government approach

Engaging all relevant stakeholders

Bringing together perceptions and evidence

Learning from international comparisons

Learning from international experience

• concrete examples

• international experts


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Better Skills, Better Jobs, Better Lives7

Why do skills matter to countries?

skills.oecd


Why do skills matter to people?

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How can we improve skills and their use?

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OECD Skills Strategy country projects now underway

OECD-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 2012• PIAAC 2013 • Employment Outlook• Economic Survey of Spain 2014

Country examples

Diagnostic phase

Interministerial project team

and OECD team meeting(11 Sept. 2014)

Q3 2014

Draft Diagnostic

Report

(May 2015)

Q1 2015

Action phase

Q4 2015 – Q2 2016

Outline 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 Spain’s full skills potential?

13

skills.oecd


Pillar 1: How can a country develop the right skills?

Gather and use evidence about changing skills demand to guide skills

development

Engage social partners in designing and delivering education and training

programmes

Ensure that education and training programmes are of high quality

Promote equity by ensuring access to, and success in, quality education for all

Ensure that costs are shared and that tax systems do not discourage

investments in learning

Maintain a long-term perspective on skills development, even during economic

crises

Encourage and enable people to learn throughout life

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Foster international mobility of skilled people to fill skills gaps

Facilitate entry for skilled migrants and support their integration

Design policies to encourage international students to remain after their studies

Make it easier for skilled migrants to return to their country of origin

Pillar 1: How can a country develop the right skills?

Low numeracy skills levels among adults – same in literacy

Source: OECD (2013), PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA , OECD Publishing.

0.8

4.2

0.7

0.8

0.5

1.4

0.0

0.3

0.9

1.9

1.2

1.5

0.3

5.2

1.8

0.4

2.2

0.6

0.3

2.3

0.4

0.0

0.0

1.2

80 60 40 20 0 20 40 60 80

Spain

United States

Italy

France

Ireland

England/N. Ireland (UK)

Poland

Korea

Canada

Australia

Average

Germany

Russian Federation³

Flanders (Belgium)

Austria

Estonia

Norway

Czech Republic

Slovak Republic

Netherlands

Denmark

Sweden

Finland

Japan

Level 2 Level 1 Below Level 1 Level 3 Level 4/5 No information

%

Adult Mean Numeracy Skills by Proficiency Levels (PIAAC, 2012)

Low levels of skill regardless of educational attainment relative to other countries

Source: 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)

200

220

240

260

280

300

320

Jap

an 2

96

Net

her

lan

ds

28

2

Fin

lan

d 2

87

Swed

en 2

79

Au

stra

lia 2

80

Cze

ch R

epu

blic

27

3

Flan

der

s (B

elgi

um

) 2

74

No

rway

28

0

Un

ited

Sta

tes

26

9

Ave

rage

27

2

Po

lan

d 2

64

Au

stri

a 26

8

Engl

and

/N. I

rela

nd

(U

K)

27

4

Slo

vak

Rep

ub

lic 2

73

Fran

ce 2

60

Ger

man

y 2

69

Den

mar

k 2

70

Irel

and

26

6

Ko

rea

26

9

Can

ada

27

3

Esto

nia

27

4

Spai

n 2

51

Ital

y 2

49

Ru

ssia

n F

ede

rati

on

* 2

76

Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary education

PIAAC mean literacy score for all levels of education combined

0

20

40

60

80

100

Job-related adult education

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

19

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Pillar 2: How can a country activate the supply of skills?

Identify inactive individuals and the reasons for their inactivity

Create financial incentives that make work pay

Dismantle non-financial barriers to participation in the labour force

Encourage people to offer their skills to the labour market

Retain skilled people in the labour market

Discourage early retirement

Staunch brain drain

A large percentage of Spanish youth is neither employed nor in education or training

Source: OECD (2014), Education at a Glance 2014, OECD Publishing.

0

5

10

15

20

25

30

Tu

rke

y

Sp

ain

Italy

Ch

ile

Me

xic

o

Ire

lan

d

Bra

zil

Hu

nga

ry

Slo

va

k R

ep

ub

lic

Ko

rea

Po

rtu

gal

Fra

nce

Un

ited

Kin

gd

om

Po

lan

d

Esto

nia

Isra

el

United S

tate

s

OE

CD

avera

ge

Be

lgiu

m

Ne

w Z

eala

nd

Gre

ece

Czech R

epublic

Ca

nad

a

De

nm

ark

Fin

land

Au

str

alia

Slo

ve

nia

Ge

rman

y

Au

str

ia

Sw

ed

en

Sw

itze

rla

nd

Ice

lan

d

No

rwa

y

Luxe

mbo

urg

Ne

the

rla

nd

s

% of 15-29

year-olds

NEET population among 15 to 29 year-olds (2012)

The unemployment rate for youth varies significantly across Spain

Source: OECD (2014), Education at a Glance 2014, OECD Publishing.

Spending on labour market programmes is high, but mostly on passive measures

Source: OECD (2013), OECD Stats.

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Public expenditure on labour market programmes as a percentage of GDP (2011)

Active measures Passive measures

% of GDP

24

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Pillar 3: How can a country put skills to effective use?

Help employers to make better use of their employees’ skills

Provide better information about the skills needed and available

Facilitate internal mobility among local labour markets

Create a better match between people’s skills and

the requirements of their job

Increase the demand for high-level skills

Help economies to move up the value-added chain

Stimulate the creation of more high-skilled and high value-added jobs

Foster entrepreneurship

The U.S. has a similar levels of skill, but a greater use of those skills at work

Use of Skills at Work (PIAAC, 2012)

1.4

1.6

1.8

2

2.2

2.4

Reading at work Writing at work Numeracy at work ICT at work Problem solving atwork

Ind

ex

of

Us

e

Average Spain United States

Most frequent use= 4

Least frequent use = 0

A large share of Spanish workers are over-skilled

Source: 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)

0

2

4

6

8

10

12

14

16

18

% of adults

Spain 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?

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Exercise 1: vision for the future

Please share your own individual assessment of the current situation of Spain’s skills system today, where:

1 = poor/weak

5 = excellent/strong

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

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Exercise 2: individual assessment questionnaire

bit.do/Spainskills

bit.do/Spainskills

Consider 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

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Exercise 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.

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Exercise 4 (group): identifying common strengths and challenges across Autonomous Communities in Spain

asfs

As a group, identify and circle the three most common challenges

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Exercise 4 (group): identifying common strengths and challenges across Autonomous Communities in Spain

Reducing youth

unemployment and NEETsReducing barriers to

employment

Improving quality and equity

in education

Stimulating innovation and

creating high-skilled jobs

Information Gap

Objective Gap

Asymmetries of information (quantity, quality, type)

between different stakeholders

Different rationalities creating obstacles for adopting

convergent targets

Capacity GapInsufficient scientific, technical, infrastructural capacity of

local actors, in particular for designing appropriate strategies

Policy Gap Sectoral fragmentation across ministries and agencies

Administrative Gap

Funding Gap

Accountability Gap

“Mismatch” between functional areas and administrative

boundaries

Unstable or insufficient revenues undermining effective

implementation of responsibilities at regional and local level

or for crossing policies

Difficulty to ensure the transparency of practices across

the different constituencies

Exercise 5 (individual): exploring regional perspectives on the collaboration of Spain’s skills system

Vacío de Información

Falta de Metas

Asimetría en la información (cantidad, calidad, tipo)

entre las partes interesadas

Los razonamientos diferentes obstaculizan los objetivos

convergentes

Ausencia de Capacidades

Insuficiente capacidad científica, técnica y de infraestructura

en los participantes locales, en particular para diseñar

estrategias adecuadas

Falta de PolíticaFragmentación sectorial a través de los ministerios,

consejerías y agencias

Huecoadministrativo

Falta de fondos

Falta de transparencia

“Discordancia” entre áreas funcionales y límites

administrativos

Débiles o insuficientes ingresos debilitando la implantación

eficaz de las responsabilidades a nivel regional o local o

para políticas transversales

Dificultad para garantizar la transparencia de las prácticas

en las diferentes regiones


Using 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

37


Discuss your individual responses at your table

As a group, identify the most common:

• 3 challenges

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Exercise 5 (group): exploring regional perspectives on the collaboration of Spain’s 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 workshop

Electronically, submit examples to Aurora or Isabel (Spanish National Team) by November 14th

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Exercise 5 (group): exploring regional perspectives on the collaboration of Spain’s Skills System

Resultados del cuestionario

Desarrollo de competencias

Adultos de todas las edades tienen en promedio un buen nivel de comprensión de lectura y matemáticas

La gente desarrolla las competencias que exige el mercado laboral

Programas de desarrollo de competencias y de formación se adaptan a las necesidades de las empresas y las PYMEs

Jóvenes obtienen algún tipo de experiencia laboral antes de terminar la educación inicial

Jóvenes talentosos tienen la oportunidad de sobresalir y profundizan sus competencias

Reducción del abandono escolar y más "programas de segunda oportunidad”

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Débil

Promedio

Bueno

Sin respuesta


La activación de la oferta de competencias

Razones por las cuales la gente está desempleada están bien identificadas

Políticas dirigidas a asegurar que la gente esté empleada o participe en la educación y la formación

Alianzas sólidas a nivel local y nacional

Información sobre las necesidades del mercado de trabajo a nivel local y nacional es fácilmente accesible

Oficinas públicas de empleo orientan a las personas desempleadas hacia trabajos o programas de formación

Competencias adquiridas de manera no-formal o informal pueden ser validadas o certificadas

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Débil

Promedio

Bueno

Sin respuesta


El uso de competencias

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Contratación de personas cualificadas que cumplen con losrequisitos del puesto

Empleadores invierten en el desarrollo de competencias desus trabajadores

Información sobre el mercado de trabajo y las previsiones dela demanda de competencias

Uso efectivo de las competencias en el lugar de trabajo

Transferencia de nuevas tecnologías y conocimientos entrelas universidades y las empresas

Contratación de aprendices después de la finalización de unaprendizaje

Débil

Promedio

Bueno

Sin respuesta


Sistemas eficientes de competencias

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Incentivos financieros para individuos y empresas

Evaluación de impacto de políticas, leyes y reglamentos decompetencias

Alianzas sólidas entre los actores gubernamentales y nogubernamentales

Coordinación en el sector público garantiza coherencia enel diseño de la política

Datos e información relevantes sobre la evaluación de lademanda de competencias

Instituciones del sector público diseñan políticas,legislaciones y reglamentos sobre competencias en el

futuro

Débil

Promedio

Bueno

Sin respuesta

Closing remarks

Any further thoughts, suggestions and questions

To discuss OECD’s work with countries on building more effective skills

strategies at national and local levels contact: [email protected]

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

For more information

http://oecd.skills.org/

Documents

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