Details

Autor(en) / Beteiligte

• OECD
• Organisation for Economic Co-operation and Development,

Titel

OECD Skills Outlook 2021 Learning for Life

Ort / Verlag

Paris : OECD Publishing,

Erscheinungsjahr

2021

Beschreibungen/Notizen

• Intro -- Foreword -- Acknowledgements -- Reader's guide -- Country coverage -- Names used for territorial entities -- Rounding figures -- Calculation of international means -- Standard error (S.E.) -- Reporting student data from PISA -- Note regarding Cyprus -- Note regarding the Russian Federation -- Note regarding Greece -- Reference -- Acronyms and abbreviations -- Executive summary -- Building the foundations of lifelong learning -- Promoting effective transitions into further education, training and the labour market -- Engaging adults in learning -- The role of transversal skills in enabling individuals to thrive in the labour market -- Protecting workers from demand shocks and long-term structural changes -- Key recommendations -- Key facts and figures (infographic) -- 1 Overview -- Introduction -- Why focus on lifelong learning? -- When does learning occur? The stages of lifelong learning -- Where does learning occur? Setting matters for lifelong learning -- What learning? Skills to mobilise individuals' knowledge, attitudes and values -- How to promote lifelong learning? Intersectoral policy approaches that place learners at the centre -- Starting young: Building the foundations of lifelong learning -- Beyond schooling: Promoting effective transitions into further education, training and the labour market -- Raising aspirations to learn: Engaging adults in learning -- Skills for a lifetime? The role of transversal skills in helping individuals thrive in the labour market -- Report roadmap -- References -- 2 Attitudes and dispositions: The foundations of lifelong learning -- Lifelong learning attitudes -- Student attitudes towards learning and contemporaneous achievements -- The role of positive learning attitudes during the COVID-19 pandemic -- Lifelong learning attitudes and children's educational and career expectations -- Educational and career expectations among 15-year-old students: Gaps by socio-economic background -- Students' lifelong learning attitudes and their educational and career expectations -- Students' development of lifelong learning attitudes -- The role of teachers in stimulating lifelong learning attitudes in secondary school students -- Teaching practices and lifelong learning attitudes -- Teacher enthusiasm -- What can countries do to support effective teacher practices leading to lifelong learning attitudes? -- The role of parents in developing lifelong learning attitudes in youth -- Parental emotional support and the development of lifelong learning attitudes in students -- What can countries do to spur parental involvement? -- School policies and parental involvement in children's education -- Parental support for home schooling in the context of the COVID-19 pandemic -- References -- Annex 2.A. Supplementary tables -- Notes -- 3 Lifelong learning trajectories: The transition from compulsory schooling to young adulthood -- Introduction -- Lifelong learning and transitions -- Country differences in achievement growth between ages 15 and 27 -- Socio-economic disparities in achievement growth between ages 15 and 27 -- Differences in achievement growth across the performance distribution -- Smoother transitions: Factors promoting growth in achievement -- Formal, informal and non-formal learning opportunities -- Educational and career orientation -- The role of expectations -- References -- Annex 3.A. Supplementary tables -- 4 Promoting interest and participation in adult learning -- Disparities in participation in adult learning -- The importance of distinguishing motivation: Four learners' profiles -- Factors affecting workers' willingness to participate in training -- Personal factors related to workers' willingness to participate in adult learning -- Educational attainment: The role of prior learning -- Age-related differences -- Experience with technology -- Drive to learn -- Job tenure -- Employer characteristics -- Firm size -- Growing firm -- High-performance work practices -- Performance-based pay -- What are the challenges for motivated learners who are unable to meet their training goals? -- What are the individual characteristics defining those who are inactive but motivated, and active learners seeking more training? -- Contextual barriers hinder otherwise motivated learners from achieving their learning goals -- Do family obligations hinder the access to training of otherwise motivated individuals? -- Cost of training -- Lack of prerequisites can limit access to training of otherwise motivated individuals -- Work-related and time constraints affect motivated individuals' ability to fully reach learning goals -- Other barriers to participation in adult learning and ways to support older individuals engage in learning -- What are the drivers of participation in training for satisfied learners? -- Learning losses and COVID-19: The effects of COVID-19-induced shutdowns on workers' participation in adult learning -- Impact of the pandemic on individual sectors -- The impact of COVID-19-induced shutdowns on workers' ability to train -- Low-skilled workers suffer the most when learning opportunities are reduced owing to economic shutdowns -- References -- Annex 4.A. Supplementary tables -- Notes -- 5 Navigating skill demands in turbulent times -- Introduction -- The "urgency of now": An assessment of the impact of the COVID-19 pandemic on labour-market and skill demands using online vacancies -- The impact of the COVID-19 crisis on the number of online vacancies varies by educational level -- The share of online job openings requiring working from home increased markedly from mid-March 2020 onwards -- Online job postings declined in some sectors and occupations more than in others -- The role of transversal skills in navigating the labour market -- An analysis of wage and employment returns based on online vacancies -- How can governments spur the development of transversal skills? -- Looking into the future of labour-market and skill demands -- Fastest-declining and growing occupations, skill profiles and retraining pathways -- A growing healthcare sector: Evidence on skill bundles from online vacancies -- Retraining pathways for the future: Evidence on skills and occupational mobility derived from online vacancies -- Retraining pathways for jobs projected to decline sharply: Evidence from online vacancies for executive secretaries and executive administrative assistants -- The COVID-19 crisis and the fast redeployment of workers through retraining pathways -- Conclusions -- References -- Annex 5.A. A note on using online job postings to analyse labour-market and skill demands -- Annex 5.B. A note on the machine learning approach to the analysis of skill information contained in online job postings -- Annex 5.C. A note on the empirical assessment of the impact of transversal skills on wages and job openings.
• Lifelong learning is key if individuals are to succeed in labour markets and societies shaped by megatrends such as increases in life expectancy, rapid technological changes, globalisation, migration, environmental changes and digitalisation, as well as sudden shocks like the COVID-19 pandemic.
• Description based on publisher supplied metadata and other sources.