دانلود کتاب Legislative Hearing on H.R. 862 - United States. Congress. House

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Foreword Table of Contents Introduction Skills transform lives and drive economies Figure I.1 • Foundation skills and economic disadvantage Figure I.2 • Foundation skills and social disadvantage Box I.1 Towards a direct measure of skills as a basis of effective skills policy making The OECD Skills Strategy outlines a systematic and comprehensive approach to skills policies Figure I.3 • The OECD Skills Strategy framework Notes References and further reading Policy Lever 1: Developing Relevant Skills Key policy lessons on developing relevant skills Box 1.1 Demographic shifts between 1960 and 2010 How can countries improve the quality and quantity of relevant skills? Countries can encourage and enable people to learn throughout their lives Figure 1.1 • Change in employment structure Gather and use intelligence on the demand for skills Box 1.2 Methods of forecasting skills needs Figure 1.2 • Share of employers reporting recruitment difficulties and unemployment rates Box 1.3 A co-ordinated approach to addressing skills supply and demand in Queensland, Australia Design efficient and effective education and training systems Box 1.4 Responding to emerging skills needs in low-carbon economies Box 1.5 Lessons from the OECD’s work on local skills strategies Box 1.6 Redesigning curricula for the 21st century Box 1.7 Different forms of workplace learning Figure 1.3 • Young people in their mid-20s who are in education and work have higher average levels of foundation skills (country average) Box 1.8 The Mayor’s Apprenticeship Campaign in London Box 1.9 The design of tax systems influences investment in skills development Figure 1.4 • Public vs. private investment for a man in university-level educationor the vocational equivalent (2007 or latest available year) Box 1.10 Funding instruments: Types and country examples Box 1.11 F unding structures with a system-wide perspective Remove barriers to investing in further learning Figure 1.5 • Expected number of years of work-related formal and non-formal education and training over a working life Table 1.1 Main obstacles to participating in adult education and training Box 1.12 Open Educational Resources (OER) Figure 1.6 • Rates of participation in formal and non-formal education and training Box 1.13 Australian accredited-training initiative Box 1.14 Encouraging training in SMEs Figure 1.7 • Changes in the reading skills of 15-year-old students between 2000 and 2009, as measured by PISA Raise the quality of education Box 1.15 The relationship between education and economic growth Box 1.16 Rise in enrolments and improving quality in Brazil Box 1.17 Innovative learning environments Box 1.18 Promoting quality in adult learning: The Austrian quality seal Figure 1.8 • Projected participation in education among 20-24-year-old Africans Box 1.19 Morocco’s Human Development Programme Promote equity in educational opportunities Figure 1.9 • High-performing education systems combine equity with quality (PISA 2009) Box 1.20 Gathering information to identify and track students at risk Box 1.21 S upporting disadvantaged schools Figure 1.10 • Percentage of “population at risk” among children without an immigrant background and young immigrants, aged 20-29, by gender, 2007 Box 1.22 Denmark’s “We Need All Youngsters” and “Retention Caravan” Box 1.23 Second-chance options for low-skilled adults Countries can enable skilled people to enter their territory Facilitate easy entrance for skilled migrants Box 1.24 Aid focused on gender equality in education Box 1.25 Bolsa Escola – A successful support programme for disadvantaged families in Brazil Box 1.26 Unleash the potential of the children of immigrants Encourage international students to remain after their studies Facilitate return migration Box 1.27 How countries retain international students after study Countries can establish effective cross-border skills policies Facilitate knowledge transfer and cross-border education Box 1.28 Training foreign workers Invest in skills development abroad Box 1.29 Swiss-Indian vocational education and training initiative Table 1.2 [1/2]Developing relevant skills: Key questions, indicators and resources Table 1.2 [2/2]Developing relevant skills: Key questions, indicators and resources Notes References and further reading Policy Lever 2: Activating Skills Supply Key policy lessons on activating skills How can countries encourage people to supply their skills to the labour market? Countries can encourage inactive people to participate in the labour market Figure 2.1 • Unused skills may be more likely to atrophy Identify inactive individuals and the reasons for inactivity Figure 2.2 • Labour-force participation among adults, 19901 and 2010 Offer financial incentives to make work pay Box 2.1 In-work benefits policies Overcome non-financial barriers to labour-force participation Figure 2.3 • Reasons for working part-time or being inactive Box 2.2 E mployment conditions that facilitate participation in the labour market Combine activation policies with opportunities for retraining or up-skilling Box 2.3 P olicy advice from the OECD’s Jobs for Youth study Box 2.4 Labour-force participation among women in MENA countries Countries can retain skilled people Discourage early retirement Figure 2.4 • Labour-force participation among older workers, 1990 and 2010 Box 2.5 Features of pensions systems that reduce incentives to work Staunch brain drain Table 2.1 Emigration rates by region of origin and by skills level, population aged 15 and over, 2000 and 2005-06 Box 2.6 S taunching brain drain: Retaining vs. restricting Table 2.2Activating skills supply: Key questions, indicators and resources Notes References and further reading Policy Lever 3: Putting Skills to Effective Use Key policy lessons on putting skills to effective use How can countries make the best use of their talent pool? Countries can help individuals to make the best use of their skills Support employers in making better use of their employees’ skills Box 3.1 A lternative measures of skills mismatch on the job Figure 3.1 • The incidence of skills mismatch Figure 3.2 •The link between skill mismatch and earnings Enhance the use of skills through better management and innovation Box 3.2 Innovative workplaces Tackle unemployment and help young people to gain a foothold in the labour market Box 3.3 P olicy advice to tackle unemployment Figure 3.3 • Youth unemployment in OECD countries, 2010 Box 3.4 Improving the transition from school to work: Examples of good practice Figure 3.4 • Unemployment rate by level of education in selected African and European countries Box 3.5 The outlook for Africa Improve transparency and information Box 3.6 Tackling under-use of immigrants’ skills Box 3.7 D isseminating information on skills needs Box 3.8 S ectoral strategy approaches in Maryland and Pennsylvania, United States Box 3.9 B arcelona Activa’s Porta22 web portal: Supporting a better match of skills to local employers’ demands Box 3.10 Internationally comparable skills indicators for low-income countries Facilitate mobility among local labour markets Box 3.11 Joint European skills instruments Countries can increase the demand for (high-level) skills Box 3.12 S haping demand in the United Kingdom Support the creation of more high-level skill and high value-added jobs Box 3.13 S ilicon Valley: The creation of a high-skills ecosystem Help (local) economies move production up the value chain Box 3.14 “Better, not cheaper” Box 3.15 Moving towards new product-market strategies in the food-processing sector, Niagara in Canada Box 3.16 A joined-up strategy to move to higher value-added production in the Riviera del Brenta, Italy Foster entrepreneurship Box 3.17 Skills for entrepreneurship Box 3.18 Selected entrepreneurship programmes Table 3.1 Putting skills to effective use: Key questions, indicators and resources Notes References and further reading The Way Forward Enhancing the evidence base to help design effective skills policies Box 4.1 The analytical potential of the OECD Survey of Adult Skills Supporting the development and implementation of national skills strategies Box 4.2 Specialised agencies for co-ordinating national skills policies Box 4.3 L inking EU lifelong learning policies with the OECD Skills Strategy: Romania Note References and further reading