Embed Size (px)
Citation preview
OECD SKILLS STRATEGY LITHUANIA
Andrew Bell
Head of the OECD Centre for Skills
https://www.oecd.org/skills/centre-for-skills
Skills Strategy Webinar2 June 2020
Agenda for this presentation and Q&A
2
Time Item
30 minutes OECD Presentation (Part 1):
Introduction, young people’s skills and adult learning
15 minutes Q&A (Part 1): Introduction, young people’s skills and adult learning
15 minutes OECD Presentation (Part 2):
Using skills and skills governance
15 minutes Q&A (Part 2): Using skills and skills governance
3
WHY IS A SKILLS STRATEGY
IMPORTANT FOR
LITHUANIA?
3
What do we mean by skills?
COGNITIVE AND
META-
COGNITIVE
SKILLS
TECHNICAL,
PROFESSIONAL
SKILLS
SOCIAL AND
EMOTIONAL
SKILLS
4
5
Positive social and economic outcomes, difference between share of adults with high and
low literacy proficiency, 2012/2015
Skills matter for Social well-being
Source: Survey of Adult Skills (PIAAC) (2012, 2015).
0
5
10
15
20
25
30
35
40
High levels of political
efficacy
Good to excellent
health
Participation in
volunteer activities
High levels of trust Employment rate
Lithuania OECD Average
Skills also matter for
economic prosperity
Source: Survey of Adult Skills (PIAAC) (2012, 2015).5
Labour productivity and the use of reading skills at work, PIAAC 2012/2015Adjusted for literacy and numeracy proficiency
Australia
Austria
Canada Chile
Czech Republic
Denmark
Estonia
Finland
Flanders (Belgium)
France
Germany
Greece
Ireland
Italy
Japan
Korea
Lithuania
Netherlands
New Zealand
Norway
Poland
Slovakia
Slovenia
Spain
Sweden
Turkey
United
Kingdom
United States
Israel
R² = 0,2123
3,2
3,4
3,6
3,8
4,0
4,2
4,4
4,6
2,1 2,2 2,3 2,4 2,5 2,6 2,7 2,8 2,9 3
Lab
ou
r p
rod
uc
tivity (
log
)
Mean use of reading skills at work
Skills will be essential to enhance
Lithuania’s position in the global economy
Source: OECD (2018), OECD Economic Surveys: Lithuania 2018, OECD Publishing, Paris.
https://doi.org/10.1787/eco_surveys-ltu-2018-en
5
GDP and productivity gaps with the OECD, 2017
-40
-35
-30
-25
-20
-15
-10
-5
0
5
CZE EST HUN LTU LVA POL SVK SVN EU¹
%
GDP per capita Labour productivity
0
10
20
30
40
50
60
70
80
90
100
HUN SVK CZE POL SVN EST LVA LTU
% of total
exports
High- and Medium-high technologyMedium technologyLow- and Medium-low technology
Exports by technology intensity, 2017
Mega trends are changing and increasing
the skills needed for success in work and life
GLOBALISATIONTECHNOLOGICAL
CHANGEDEMOGRAPHIC
CHANGE
Rapid development of
new technologies
Emergence of new
forms of work
Expansion of sources
of learning, especially
online
More integrated world
economy than ever
Emergence of global
value chains, offshoring
and outsourcing
Increased vulnerability
of some workers
Ageing and
emigration mean
declines in the
working-age
population
Reallocation of jobs
towards care services
The impact of these trends is evident –
increasing the importance of higher level skills
Employment trends by typical education requirements of occupations,
net and %-change 2005-2015
7Source: OECD calculations based on CEDEFOP (2017), EU-CEDEFOP database: Employment trends, (http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/employment-trends).
-0,40
-0,30
-0,20
-0,10
0,00
0,10
0,20
0,30
-120
-100
-80
-60
-40
-20
0
20
40
60
Lith
ua
nia
Est
on
ia
Latv
ia
Lith
ua
nia
Est
on
ia
Latv
ia
Lith
ua
nia
Est
on
ia
Latv
ia
Lith
ua
nia
Est
on
ia
Latv
ia
Primary (ISCED97-1) Secondary and
post-secondary non-
tertiary (ISCED97-
2+3+4)
Tertiary non-
university (ISCED97-
5B)
Tertiary - university
(ISCED97-5A+6)
%
Nu
mb
er
of
em
plo
ye
es
(in
th
ou
san
ds)
Net change (left) % change (right)
Many jobs are at risk of being
automated in the future
10Source: Nedelkoska and Quintini (2018)
Jobs at risk of AutomationShare of jobs at HIGH RISK (>70%) of automation and at SIGNIFICANT RISK (50-70%)
0
10
20
30
40
50
60
70%
High risk of automation Significant risk of change
42%
21%
A wide range of skills are already currently
in shortage
11
Source: OECD (2017), OECD Skills for Jobs (database), www.oecdskillsforjobsdatabase.org.
Shortages and surpluses for skills and abilities in Lithuania+1 = the largest shortage and -1 = the largest surplus across OECD countries
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
0.25
Syst
em
s Skill
s
Co
mp
lex
Pro
ble
m S
olv
ing
Skill
s
Ba
sic
Skill
s (P
roc
ess
)
Ba
sic
Skill
s (C
on
ten
t)
Re
sou
rce
Ma
na
ge
me
nt
Skill
s
So
cia
l Skill
s
Tec
hn
ica
l Skill
s
Ve
rba
l A
bili
tie
s
Qu
an
tita
tiv
e A
bili
tie
s
Re
aso
nin
g A
bili
tie
s
Co
gn
itiv
e A
bili
tie
s
Pe
rce
ptu
al A
bili
tie
s
Me
mo
ry
Att
en
tive
ne
ss
Au
dito
ry a
nd
Sp
ee
ch
Ab
ilitie
s
Sp
atia
l Ab
ilitie
s
Se
nso
ry A
bili
tie
s
Vis
ua
l Ab
ilitie
s
Re
ac
tio
n T
ime
an
d S
pe
ed
Ab
ilitie
s
Fin
e M
an
ipu
lative
Ab
ilitie
s
Psy
ch
om
oto
r A
bili
tie
s
Fle
xib
ility
, Ba
lan
ce
an
d
Co
ord
ina
tio
n
Str
en
gth
an
d F
lexi
bili
ty
Co
ntr
ol M
ov
em
en
t A
bili
tie
s
Ph
ysi
ca
l Str
en
gth
En
du
ran
ce
Skills Abilities
Lithuania OECD Average
SHORTA
GE
SURPLUS
SKILLS ABILITIES
Emigration and ageing mean fewer people
to offer skills in the labour market
12
Emigration and immigration, Lithuania, 2001-2017
-100
-80
-60
-40
-20
0
20
40
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Thousands of
persons
Emigration Immigration including return migrants
Source: OECD (2018), OECD Economic Surveys: Lithuania 2018
Source: OECD (2016), Skills Matter: Further Results from the Survey of Adult Skills.
% ofOECD workers reporting the need for further training for their job Share of total workers, by education level, 2012/2015
0
10
20
30
40
50
60
Lower secondary or
less
Upper secondary Post-secondary, non-
tertiaryTertiary – professional
degree
Tertiary – bachelor
degree
Tertiary – master /
research degree
Highly digital environment
Less digital environment
Even highly-skilled adults will need to
upskill and reskill
13
14
WHAT IS THE OECD SKILLS STRATEGY?
14
15
The 2019 OECD Skills Strategy Framework
15
Mexico
Peru
Korea
Flanders (BE)
Italy
KazakhstanNetherlands
Norway
Latvia
Poland
Slovak Republic
Spain
Portugal Austria
Slovenia
N Ireland (UK)
Applied in 17 diverse countries so far
Lithuania
16
Making important contributions in…
Mapping the
skills system
Aligning policies
Making policy
recommendations
Raising awareness
Identifying good
practices
Identifying
policy priorities
17
Employing a whole-of-government approachfor OECD Skills Strategy projects
Directorate for
Education and Skills
Economics Department
Directorate for
Employment, Labour
and Social Affairs
Directorate for Science,
Technology and
Innovation
Centre for Tax Policy
and Administration
Local Employment,
Skills and Social
Inclusion
OECD Lithuania
Ministry of Social
Security and Labour
Ministry of Education,
Science and Sport
Ministry of Economy
and Innovation
Ministry of Finance
OECD Centre for Skills The Government
Strategic Analysis
CenterOECD Skills Strategy LithuaniaAssessment and Recommendations
Tripartite Council
Office of the
Government
18
Engaging stakeholders in several workshops and meetings
Assessment Workshop
The Hague, Netherlands
12 May 2016
Assessment Workshop
Brussels, Belgium
15 May 2018
Skills Strategy projects
South Korea
2013 to 2020
Recommendations Workshop
Warsaw, Poland
28 May 201919
Recommendations Workshop
Belfast, Northern Ireland22 January, 2020
Assessment Workshop
Riga, Latvia
14 February 2019
Scoping
(Q1 2020)
Assessment
(Q2 2020)
Recommendations
(Q3 2020)
Drafting(Q4 2020)
Launch(Q1 2021)
2
Skills Strategy
Seminar
• Introduce skills
strategy
• Discuss priority
areas of focus
Assessment video-
consultations
(27 May-24 June)
• Webinar
• Bilateral meetings
• Small group
thematic/regional
discussions
Recommendations mission
(21-25 Sep)1
• Workshop
• Focus groups
• Bilateral meetings
Final report
(mid/late March
2021 TBC)
• OECD draft final
report
• Project Team
approves final
version
Report launch
(mid/late April 2021
TBC)
• Inter-ministerial
briefing
• Public launch of
Report
• Press conference
Questionnaire
(18 Mar-24 April)
• Sending and
completing
questionnaire
Draft report
(27 November)
• OECD draft report
for review
• Project Team
provides comments
Chapter outlines
(17 July)
• OECD sends
chapter outlines for
review
• Project Team
provides comments
Mis
sio
ns
Re
po
rt d
raft
ing
1Could be video consultations if Covid-19 related travel restrictions remain in place.
20
Project Milestones and Timeline
21
LITHUANIA’S SKILLSPERFORMANCE
AND PRIORITY AREAS FOR THE PROJECT
21
Lithuania
Czech Republic
Denmark
Estonia
Finland
Germany
Latvia
Norway
Poland
Slovak Republic
Sweden
How skilled are youth?
Are skills of youth improving?
Are skills of youth being developed inclusively?
How many young adults attain tertiary education?
How skilled are young tertiary educated adults? x
How inclusive is tertiary education? x
How strong are foundational skills of adults? x
Do adults have a broad set of skills? x
Is there a strong culture of adult education? x
Are skills of adults being developed inclusively? x
Dev
elo
pin
g r
elev
ant
skill
s
Dashboard indicators across
pillars of the Skills Strategy1 Top 20%
2 Top 20-40%
3 Around the average
4 Bottom 20-40%
5 Bottom 20%
Lithuania’s performance developing skills and
proposed priority areas
Priority 1: Equipping
young people with skills
for work and life
Priority 2: Raising adults’
and enterprises’
participation in learning
22
Lithuania’s performance using skills and
proposed priority areas
Lithuania
Czech Republic
Denmark
Estonia
Finland
Germany
Latvia
Norway
Poland
Slovak Republic
Sweden
How well are skills activated in the labour market?
How inclusive is the labour market?
How well aligned are skills with the labour market?
Do workplaces make intensive use of skills? x
Do people use their skills intensively in daily life? x
Is the use of skills at work improving? x
Are firms designing workplaces to use skills effectively? x
Is skills use stimulated by innovation?
Usi
ng
ski
lls e
ffec
tive
ly
Dashboard indicators across
pillars of the Skills Strategy1 Top 20%
2 Top 20-40%
3 Around the average
4 Bottom 20-40%
5 Bottom 20%
Priority 4: Strengthening the governance of skills policies
Priority 3: Using people’s
skills more effectively in
workplaces
23
Summary of priority areas
Horizontal themes:
Developing key competencies, including in non-formal learning
Reducing skills imbalances in the economy
Priority 1: Equipping young people with skills for work and life
Priority 2: Raising adults’ and enterprises’
participation in learning
Priority 3: Using people’s skills more
effectively in workplaces
Priority 4: Strengthening the governance of skills policies
Skills Strategy Lithuania
24
Respondents to the pre-webinar survey on priority areas
Respondents by sector
25
0
2
4
6
8
10
12
14
16
Government
of Lithuania
Education or
training
institution
Local
government
Civil society,
non-
governmental
organisation
Employer
association /
Chamber of
commerce
Trade union Business Other
Number of participants
(n=56)
Importance of each priority area in the pre-webinar survey
Relative importance of the priority areas
26
9,4
8,9 9,0
8,6
5,0
5,5
6,0
6,5
7,0
7,5
8,0
8,5
9,0
9,5
10,0
1. Equipping young people in
Lithuania with skills for work
and life
2. Raising adults’ and
enterprises’ engagement in
education and training in
Lithuania
3.Using people’s skills more
effectively in Lithuania’s
workplaces
4. Strengthening the
governance of Lithuania’s
skills system
Average rating
21
PRIORITY 1:
Equipping youth with
skills for work and life
27
Ben Game
Analyst, Project leader, OECD
The cognitive skills of Lithuania’s youth
could be improved
Performance of 15-year-old students in reading in 2018, and long-term trend
Source: PISA 2018
-10
-8
-6
-4
-2
0
2
4
6
8
10
400
420
440
460
480
500
520
540
Mean reading score in PISA 2018 (left-hand side)
Long-term trend in reading performance (right-hand side)
28
Lithuania’s youth lack strong social skills, like
collaborative problem solving
Performance of 15-year-old students in collaborative problem solving in PISA 2015
Source: PISA 2015
400
420
440
460
480
500
520
540
560
29
The skill levels of recent graduates are not consistently high
Numeracy proficiency of recent graduates (25-34 years old), PIAAC 2015
220
240
260
280
300
320
340
Fin
lan
d
De
nm
ark
Est
on
ia
OEC
D a
ve
rag
e
(un
we
igh
ted
)
Lith
ua
nia
Po
lan
d
Gre
ec
e
220
240
260
280
300
320
340
Fin
lan
d
De
nm
ark
Est
on
ia
Lith
ua
nia
OEC
D a
ve
rag
e
(un
we
igh
ted
)
Po
lan
d
Gre
ec
e
A. VET graduates (ISCED 3 and 4) B. Tertiary graduates (ISCED 5-8)
30
Graduates’ employment outcomes are good, but could be strengthened further
Employment rate for recent graduates 1 to 3 years since completion, 2014-2018
Source: Eurostat, [edat_lfse_24]
60
65
70
75
80
85
90
95
100
2014 2015 2016 2017 2018
A. VET graduates (ISCED11 3 and 4)
60
65
70
75
80
85
90
95
100
2014 2015 2016 2017 2018
B. Tertiary graduates (ISCED11 5-8)
31
57
5. Expanding and improving non-formal education and training for young
people, in homes, communities and workplaces
1. Improving incentives and support for teachers to deliver 21st century skills
3. Ensuring that young people have equal opportunities for high quality learning
Potential opportunities for equipping young people with skills for work and life
6. Expanding and improving career counselling services in education institutions
4. Strengthening incentives for VET and HE institutions to meet labour market needs
32
2. Developing a shared vision and strategy for improving education in Lithuania
Pre-webinar survey: Young people’s skills
How important are the following opportunities for
equipping young people with skills for work and life in Lithuania?
33
0 10 20 30 40 50 60 70 80 90 100
Increasing (post-)secondary student enrolments in VET, to better meet
labour market needs
Expanding and improving career counselling services in education
institutions, to help students choose programmes needed in labour market
Expanding and improving non-formal education and training for young
people (e.g. in homes, communities, workplaces)
Strengthening incentives for VET and higher education institutions to
respond to labour market needs, and engage with employers
Ensuring that young people have equal opportunities to access high
quality learning
Developing a shared vision and strategy for improving education,
involving government, institutions, teachers, and others
Improving attraction, retention, pathways and professional development
for teachers, to better equip students with 21st century skills
%
Essential Important to Very Important Slightly important or not important
21
PRIORITY 2:
Raising adults’ and
enterprises’ participation
in learning
34
Stefano Piano
Analyst, OECD
Participation in adult learning is
comparatively low
Source: OECD (2018), OECD calculations based on Survey of Adults Skills database (PIAAC) (2012, 2015].
Participation in adult learning (PIAAC), by type of learning, 2012, 2015
0
10
20
30
40
50
60
70
80
Participation in both formal and non-formal educationParticipation in non-formal education onlyParticipation in formal education only
35
Intensity of training is also low
Source: Eurostat
Mean instruction hours spent by participant in education and training, 2016
36
0
20
40
60
80
100
120
140
160
180
200
Hours
Participation is especially low for the unemployed
Source: Eurostat
Participation rate in education and training (last 4 weeks) 2019 by employment status
37
0
2
4
6
8
10
12
14
Inactive Unemployed Employed
%Lithuania European Union - 28 countries (2013-2020)
Schedule and cost are the major barriers for individuals
and cost is also a major barrier for firms
Panel A. Individuals wanting to participate in education
and training, by reason for not participating, 2016
Source: Eurostat38
0
5
10
15
20
25
30
35
40
45
50
Schedule Costs Family reasons
%
0
10
20
30
40
50
60
70
80
90
100
Existing qualifications,
skills and
competences
corresponded to
current needs
People recruited with
the skills needed
High costs of CVT
courses
%
Lithuania European Union - 28 countries (2013-2020)
Panel B. Enterprises not providing training by
reason for non-provision, 2015
The relevance of training could be
improved
Willingness to participate in formal and/or non-formal education, 2012/2015
Source: OECD calculations based on OECD (2017) Survey of Adults Skills database (PIAAC) (2012, 2015), www.oecd.org/skills/piaac/.
Percentage who found education and training useful for their job
39
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Very useful Moderately useful Somewhat useful Not useful at all
Many adults are not motivated to
participate in adult learning
Willingness to participate in formal and/or non-formal education, 2012/2015
Source: OECD calculations based on OECD (2017) Survey of Adults Skills database (PIAAC) (2012, 2015), www.oecd.org/skills/piaac/.
Willingness to participate in formal and/or non-formal education, 2012/2015
0
10
20
30
40
50
60
70
80
90
100
% Participated - but did not want to participate Did not participate - and did not want to participate
62%
22%
40
57
3. Strengthening financing mechanisms for individuals and employers
2. Making learning more flexible and accessible for adults and enterprises
1. Helping the unemployed upskill and reskill in the context of COVID-19
Potential opportunities for raising adults’ and enterprises’ participation in learning in Lithuania
5. Promoting information on the opportunities and benefits of adult learning
4. Improving the quality and labour market relevance of adult learning
41
Pre-webinar survey: Adult learning
How important are the following opportunities for
raising participation in adult learning in Lithuania?
420 10 20 30 40 50 60 70 80 90 100
Helping the unemployed upskill and reskill in the context of
COVID-19 crisis
Strengthening financing mechanisms for individuals and
employers to engage in education and training
Promoting information on the opportunities and benefits of
adult learning
Making learning more flexible and accessible for adults and
enterprises
Improving the quality and labour market relevance of adult
learning
%
Essential Important to Very Important Slightly important or not important
21
Questions & Answers #1
Priorities 1 & 215 minutes
Please click the Q&A
button and write your
questions43
How to hear this presentation in Lithuanian
44
Jei norite užduoti klausimą:1. Paspauskite ties „Q&A“ kaip parodyta apačioje;2. Įrašykite savo klausimą į pokalbio langelį(anglų kalba, jei įmanoma)3. Išsiųskite spausdami „Send“
21
PRIORITY 3:
Using people’s skills
effectively in
workplaces
45
Bart Staats
Analyst, OECD
Employers are not using workers’ skills
effectively in Lithuania’s workplaces
Use of reading skills at work and literacy proficiency
Source: OECD calculations based on OECD (2017), OECD Survey of Adult Skills database (PIAAC) (2012, 2015).
Note: Skills use indicators are scales between 1 "Never" and 5 "Every day". Proficiency scores range from 0 to 500
200
220
240
260
280
300
320
1,8
2
2,2
2,4
2,6
2,8
3
3,2
3,4Proficiency scoreSkills use indicators
Reading at work Literacy proficiency (right-hand axis)
46
High-performance work practices are
a major driver of skills use
Source: Survey of Adult Skills (PIAAC) (2012, 2015).
Skills use at work and high-performance work practices, PIAAC 2012, 2015
Organisation practices
such as:
• Teamwork
• Autonomy
• Task discretion,
• Mentoring, and
• Job rotation
Management practices
such as:
• use of incentive pay,
• training practices, and
• flexibility in working
hours
Australia
Austria
Canada
Chile
Czech Republic
Denmark
England (UK)
Estonia
Finland
Flanders (Belgium)
France
Germany
Greece
Ireland
Israel
Italy
JapanKoreaNetherlands
New Zealand
N Ireland (UK)
Norway
Poland
Slovak RepublicSlovenia
Spain
Sweden
United States
Lithuania
OECD
R² = 0,5831
2,0
2,2
2,4
2,6
2,8
3,0
3,2
2,45 2,5 2,55 2,6 2,65 2,7 2,75 2,8 2,85 2,9 2,95 3
Reading at work
index
Mean high-performance work practices index47
Yet few workplaces in Lithuania adopt
high-performance work practices
Source: Survey of Adult Skills (PIAAC) (2012, 2015).
Share of jobs that adopted high-performance work practices, PIAAC 2012, 2015
0
5
10
15
20
25
30
35
40
45
50%
48
Especially HPWP for work autonomy and
performance management could be enhanced
Source: Eurfound (2015), European Working Conditions Survey, 2015; Eurofound (2013), European Company Survey
Adoption of practices linked to work autonomy and performance management
49
10
20
30
40
50
60
70
80
90
Lith
uani
a
Est
onia
Cze
ch R
epub
lic
Pol
and
Spa
in
Slo
vak
Rep
ublic
Por
tuga
l
Gre
ece
Italy
Irel
and
Uni
ted
Kin
gdom
Eur
opea
n U
nion
Luxe
mbo
urg
Fra
nce
Slo
veni
a
Ger
man
y
Latv
ia
Bel
gium
Hun
gary
Aus
tria
Fin
land
Net
herla
nds
Den
mar
k
Sw
eden
% of firmsB. Performance appraisal for all employees, 2013
0
10
20
30
40
50
60
70
Lith
uani
aS
lova
k R
epub
licH
unga
ryS
pain
Por
tuga
lLa
tvia
Cze
ch R
epub
licS
love
nia
Est
onia
Irel
and
Pol
and
Tur
key
Eur
opea
n U
nion
Gre
ece
Sw
itzer
land
Ger
man
yF
ranc
eIta
lyLu
xem
bour
gU
nite
d K
ingd
omB
elgi
umA
ustr
iaF
inla
ndN
ethe
rland
sN
orw
ayD
enm
ark
Sw
eden
% of workers A. Influence on working time, 2015
Managers’ skill levels may inhibithigh-performance work practices in Lithuania
Source: Survey of Adult Skills (PIAAC) (2012, 2015).
Share of managers with low literacy and/or numeracy, PIAAC 2012, 2015
0
5
10
15
20
25
30
35
40
45
50
50
Empowering and engaging employees could help raise workplace performance
Source: Eurfound (2015), European Working Conditions Survey, 2015
Share of employees feeling involved in improving the work organisation or work processes of the organisation, 2015
51
0
10
20
30
40
50
60
70
80
90
100%
Always or most of the time Sometimes Rarely or never
4. Empowering employees by promoting the adoption of workplace practices
that support career advancement, for instance job mobility, performance
appraisals and career planning
2. Developing a strategy and long-term vision for leadership and management
skills in businesses
1. Improving leadership and management skills to stimulate growth and
innovation, including by providing more support and incentives for training
Potential opportunities for effectively using skills in workplaces
3. Engaging employees by incentivising business to involve them more in
decision-making processes in workplaces
5. Supporting and stimulating businesses to activate skills of underrepresented
groups (e.g. low-skilled, younger generations) in the labour market
6. Providing more support to businesses, especially SMEs, to adopt digital
technologies and strengthen use of digital skills during and after the COVID-19
pandemic
Pre-webinar survey: Skills use
How important are the following opportunities for
improving skills use in Lithuania?
530 10 20 30 40 50 60 70 80 90 100
Supporting and stimulating businesses to activate skills of
underrepresented groups in the labour market
Making skills use and workplace performance a central part of the policy
response to the COVID-19 crisis
Developing a strategy and long-term vision for leadership and
management skills in businesses
Providing more support to businesses, especially SMEs, to adopt digital
technologies and strengthen digital skills use in response to COVID-19
Empowering employees by promoting workplace practices that support
career advancement (e.g. job mobility, performance appraisals)
Improving leadership and management skills to stimulate growth and
innovation, by providing support and incentives for training
Engaging employees by incentivising business to involve them more in
decision-making processes in workplaces
Moving towards activities with higher value added, by stimulating
investment in higher-level skills, innovation, and clusters
%
Essential Important to Very Important Slightly important or not important
21
PRIORITY 4:
Strengthening the
governance of
Lithuania’s skills system
54
Andrew Bell
Head of the OECD Centre for Skills
Strengthening the governance of skills
systems: key building blocks
55
Whole-of- government
Applying a whole-of-government approach
and engaging all relevant stakeholders
Stakeholders
Skills –
development
and use
Ministries
Government
agencies
Regional and local
authorities
Employers
Trade unions
Employment
services
Professional
associations
SME
representatives
Student
organisations
Educational
institutions
Lithuania’s performance in inter-ministerial
co-ordination is average, and could be improved
Lithuania's performance on inter-ministerial co-ordinationScores out of 10 given by experts across OECD countries
0
2
4
6
8
10
Government
office expertise
Government
office
gatekeeping
Line ministries
Cabinet
committees
Ministerial
bureaucracy
Informal co-
ordination
Lithuania OECD
Source: Bertelsmann Stiftung (2019), Sustainable Governance Indicators 2018
57
best
worst
Stakeholder engagement in policy making
could be strengthened
Lithuania's performance on stakeholder engagementScores out of 10 given by experts across OECD countries
0
2
4
6
8
10
Government
consultation with
stakeholders
Policy knowledge
Voicing opinion to
officials
Voter turnout
Lithuania OECD
Source: Bertelsmann Stiftung (2019), Sustainable Governance Indicators 2018
58
best
worst
Lithuania could strengthen it culture of evidence-
based policy making for better skills policy
Lithuania's performance on evidence based policy makingScores out of 10 given by experts across OECD countries
0
2
4
6
8
10
Application of regulatory
impact assessments
Quality of regulatory
impact assessments
Quality of ex-post
evaluation
Use of expert advice in
policy making
Lithuania OECD
Source: Bertelsmann Stiftung (2019), Sustainable Governance Indicators 2019
59
best
worst
Effectively sharing and targeting skills financing
is essential given low educational expenditure…
Total expenditure on educational institutions per full-time equivalent student (2016)In equivalent USD converted using PPPs
0
5000
10000
15000
20000
25000
30000
35000
Primary, secondary, and post-secondary non-tertiary TertiaryEquivalent
USD
Source: OECD Education at a Glance 2019
60
…and given Lithuania’s reliance on
European funding for skills
Share of EU-ESIF in countries' funding of education and lifelong learning
Source: OECD calculations based on data from the European Commission (2019), European Structural and
Investment Funds (ESIF) 2014-2020 finances planned
0
10
20
30
40
50
60
70
80
90
100%
61
57
3. Engaging stakeholders throughout the policy cycle, including at the local level
4. Building integrated information systems and using them effectively for
evidence based policy
2. Promoting co-ordination and co-operation vertically between central
government and municipalities
1. Promoting co-ordination and co-operation horizontally between ministries
Potential opportunities for strengthening the governance of the skills system
6. Ensuring well-targeted and sustainable financing of skills policies
5. Improving and disseminating information on skills needs and learning
opportunities for individuals to make better informed decisions
Pre-webinar survey: Skills governance
How important are the following opportunities for
improving skills governance in Lithuania?
630 10 20 30 40 50 60 70 80 90 100
Engaging non-government stakeholders at the national level (e.g. labor
unions, employer associations)
Engaging non-government stakeholders at the local level (e.g. Regioninės
plėtros tarybos)
Improving vertical co-ordination and collaboration between levels of
government (i.e. central government, regional bodies, municipalities)
Ensuring that existing data and information on skills and learning possibilities
is disseminated and accessible to individuals and business
Creating new data, information and evidence on skills and learning,
including by strengthening evaluations and integrating information systems
Improving horizontal co-ordination and collaboration between different
ministries and government institutions
Ensuring that data, information and evidence on skills and learning is
accessible to decision-makers, and build their capacity to use it
Strengthening financing of the skills system, e.g. by better targeting funding;
improving cost sharing; and reducing reliance on European funds
%
Essential Important to Very Important Slightly important or not important
21
Questions & Answers #2
Priorities 3 & 415 minutes
Please click the Q&A
button and write your
questions64
Thank you!
To discuss OECD’s work on OECD Skills Strategy projects, please contact:
[email protected], A/Head, OECD Centre for Skills
[email protected], Project Leader, OECD Centre for Skills
To learn more about the OECD’s work on skills visit: www.oecd.org/skills/
OECD SKILLS OUTLOOK 2019SKILLS AND DIGITALISATION
2019
65
