EDPC Ministerial-Digitalisation.pptx
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OECD Education and Skills Ministerial: Digitalisation Presentation from Andreas Schleicher about digitalisation in education and skills. Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/ Find out more about our work in education and skills: https://www.oecd.org/education/
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EDPC Ministerial-Digitalisation.pptx
- 1. EDPC MIN Digitalisation Andreas Schleicher 06 June 2022 OECD Director for Education and Skills
- 2. Additional returns to skills in digital-intensive industries 0 2 4 6 8 10 12 % Returns to skills in less digital-intensive industries Additional returns to skills in digital-intensive industries not significant Source: OECD Science, Technology and Industry Scoreboard 2017 , Statlink: http://dx.doi.org/10.1787/888933617472 See: Grundke et al. (2018), Which skills for the digital era? Returns to skills analysis
- 3. ICT use and Non-routine intensity enhance forms of learning Source: Survey of Adult Skills (2012, 2015) 0% 20% 40% 60% Learning from co-workers Learning by doing Keeping up to date ICT INTENSITY NON-ROUTINE INTENSITY Expected effect of increase from 50th to 75th pctile of digital exposure on probability of learning at least once a week
- 4. Many teenagers aspire to jobs that are at high risk of automation (PISA) 0% 10% 20% 30% 40% 50% 60% Australia United Kingdom Ireland New Zealand United States Finland Norway Canada Singapore Israel Sweden OECD - Sample Average Belgium Denmark Korea Chile Austria Netherlands Italy Spain Estonia France Czech Republic Poland Slovenia Cyprus Greece Germany Japan Lithuania Slovak Republic Advantaged Disadvantaged
- 5. -75 -50 -25 0 25 Bogota Daegu Helsinki Houston Istanbul Manizales Moscow Ottawa Suzhou mean scale difference (students and parents) mean scale difference (teachers) 5 Figure 4.3 15-year-olds report lower creativity than 10-year-olds Age gaps in creativity
- 6. Source:OECD Going Digital Toolkit, based on European Labour Force Surveys, national labour force surveys and other national sources.. Many jobs are digitally-intensive Employment in digital-intensive sectors as a share of total employment (2016)
- 7. The kinds of things that are easy to teach… Non-routine tasks Routine tasks Technology-intensive tasks Low- technology use
- 8. … have now become easy to digitise and automate Non-routine tasks Routine tasks Technology-intensive tasks Low- technology use
- 9. Skills to manage complex digital information 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 70 80 Ecuador Peru Türkiye Mexico Kazakhstan Greece Chile Poland Lithuania Slovak Republic Ireland Israel United States 2012/2014 Slovenia Hungary Northern Ireland (UK) United States 2017 OECD average Estonia England (UK) Australia Korea Canada Austria Czech Republic Flanders (Belgium) Germany Japan New Zealand Norway Netherlands Denmark Singapore Sweden Finland 55-65 Level 2 55-65 Level 3 Level 2 Level 3 % Older adults (55-65) Young adults (25-34) Türkiye
- 10. Digital navigation skills (PISA) 0 10 20 30 40 50 60 70 80 90 100 Singapore 38 Korea 39 B-S-J-Z (China) 39 Hong Kong (China) 34 Chinese Taipei 46 Macao (China) 39 United Kingdom 22 Japan 34 United States 30 Canada 26 New Zealand 30 Netherlands 22 Australia 26 Finland 20 Ireland 20 Israel 17 UAE 25 Slovenia 20 Russia 22 Poland 29 Brunei Darussalam 26 Malta 18 Croatia 19 Estonia 24 Austria 22 Malaysia 27 Belarus 27 OECD average 24 Germany 22 Belgium 27 Lithuania 22 Czech Republic 27 Overall average 22 France 28 Latvia 18 Turkey 36 Thailand 24 Qatar 23 Hungary 25 Portugal 26 Italy 25 Switzerland 23 Albania 11 Denmark 16 Luxembourg 28 Norway 16 Bulgaria 14 Indonesia 14 Spain¹ 23 Chile 25 Sweden 18 Slovak Republic 19 Philippines 19 Costa Rica 21 Greece 18 Iceland 31 Serbia 18 Mexico 15 Brazil 15 Kazakhstan 20 Montenegro 14 Georgia 15 BiH 12 Panama 17 Uruguay 8 Peru 18 Colombia 22 Dominican Republic 9 Baku (Azerbaijan) 15 Kosovo 7 Morocco 6 % Fig 3.7 Percentage of students who self activated the multiple-source by clicking hyperlink Highly effective navigation Actively explorative navigation Limited navigation No navigation
- 12. Older VET teachers feel less confident using digital technologies in their teaching Proportion of upper-secondary VET teachers who are (very) confident using digital technologies, by age (average from respondents in OECD countries) Source: SELFIE database (extraction October 2018-December 2020); Hippe, R., Pokropek, A. and P. Costa (2021[2]), Cross-country validation of the SELFIE tool for digital capacity building of Vocational Education and Training schools, in preparation.
- 13. Many countries invested in digitalisation F3 - Which of the following measures for digitalisation have been taken to support education due to the pandemic and have a direct impact on public budget? 0 2 4 6 8 10 12 14 16 18 20 Additional professional development activities for teachers (e.g. workshops and webinars) directly targeting the effective use of technologies Deployment of new technological devices or investment in infrastructure directly targeting distance learning (e.g. connectivity, internet connection, electricity). Purchasing new technologies for distance learning of students (e.g. computers, tablets) Purchasing new technologies for use in classrooms by teachers or students (e.g. computers, tablets) School year 2021/22 School year 2020/21 Number of countries
- 14. Many countries plan to maintain their efforts to digitalise education… D1 - Which of the following measures for the digitalisation of education implemented due to COVID-19 do you plan to maintain or further develop beyond the Covid-19 pandemic? 0 2 4 6 8 10 12 14 16 18 Enhanced use of digitalized assessments/exams Enhanced provision of pre-service digital training to teachers Enhanced provision of distance learning Enhanced provision of hybrid learning Enhanced provision of digital tools at the school Enhanced provision of digital training for students Primary Upper secondary (general) Tertiary Number of countries
- 15. …, but many countries have not adapted their regulatory and institutional frameworks D2 D2 - Has the framework governing digital education changed as a result of the COVID-19 pandemic? 0 2 4 6 8 10 12 14 16 No (and none planned) No but there are plans for this Yes Regulatory framework Institutional framework LTU, LUX, SVK ITA, LUX, SVK BFR, CRI, GBR, ISR, ITA, JPN, POL, PRT, USA AUT, BFR, CRI, DNK, ISR, LTU, POL, PRT, USA Number of countries
Notas del editor
- …and wiling to pay for more = additional premia for these skills in digitally intensive industries = an opportunity And what are the skills that firms and sectors look for? Understanding which skills are in short supply (and/or high demand) and command a wage premium in digital- or less digital-intensive industries can help understand what skills matter for the digital transformation. OECD works shows that for a number of skills that are important to firm performance, labour market returns are higher in digital-intensive industries than in less digital-intensive industries. Also, quantitative skills, ICT skills, numeracy and STEM skills as well as self-organisation and management and communication skills seem to be especially important in digital-intensive sectors, and obtain 12% higher salaries, other things being equal. This may be because workers in those industries operate in a more independent and decentralised fashion (e.g. through teleworking), perform relatively more non-routine tasks, or have to deal with continuously changing settings for which technical skills coupled with communication and organisational skills are increasingly important.
- Each bar displays the expected percentage increase in the likelihood of learning from various sources at least once a week from an increase in the intensity of ICT use at work or in non-routine intensity from the 50th to the 75th percentile. The same econometric procedure as explained in slide 13’s notes is employed. The error bars correspond to 2 (robust) standard errors and as such represent the 95% confidence interval. Message: More digital jobs provide more opportunities for learning from co-workers and by doing as well require more keeping up to date.
- When you look at the career aspirations more closely, you also see that between 30 and 40 per cent of teenagers aspire to jobs that are at high risk of automation, particularly youths from poor families aim for jobs that are likely to disappear.
- Now I had already mentioned that students’ creativity and curiosity were lower among 15-year-olds than among 10-year-olds. That’s not just reflected in student self-reports, also the ratings from parents and from teachers gave a similar picture, at least in most jurisdictions, although you can see in Suzhou that the drop reported by students is much larger than what parents say. And teachers don’t seem to observe a drop. That drop in creativity could be a reflection of the fact that education systems often expect compliance from students, with the potential consequence of driving out curiosity and creativity as students grow older and stay longer in the education system.
- The dynamics behind that are not difficult to understand The kind of things that are easy to teach and test have also become easy to digitise and automate And technology intensive tasks are a on the rise
- The dynamics behind that are not difficult to understand The kind of things that are easy to teach and test have also become easy to digitise and automate And technology intensive tasks are a on the rise
- How well prepare are people for the digital world? Among older generations the United States is the only G20 country where you have a least one in five adults with the digital problem-solving skills you need in today’s economy. You might think this is all solved with the young generation of digital natives… and when you measure the digital problem-solving skills of youths, you do indeed get better results. But in most countries just half of the young people moving in the labour-market are reasonably fit for the digital workplace. The relative position of countries has changed too. The US used to be at the frontier, now it just has a middle position. Singapore used to be the laggard, now its at the frontier, together with Finland and Sweden.
- But being a digital native doesn’t mean you are digitally skilled. Here you see the share of 15-year-olds who are highly effective navigators on the internet or at least capable to actively explore information. As you see there is no country in the Western world with at least half of the student population good at navigating the digital world. Some students have limited navigation skills but often a majority did not even demonstrate basic navigation strategies. So technology seems way ahead of student capacities.
- You can also see how many teachers don’t feel confident using digital technologies, and that is particularly visible among older groups CHART