OECD: Governments must step up efforts to tackle those out of training
The report expands on the findings of the first OECD Survey of Adult Skills (PIAAC), published in 2013, and creates a detailed picture of how young people acquire and use their skills, as well the potential barriers they face to doing both
More than 35 million young people across OECD countries are neither employed nor in education or training (NEET).
That’s according to the OECD Skills Outlook 2015 which reveals that around half of all NEETs in the OECD are out of school, not looking for work and are likely to have dropped off the radar of their country’s education, social and labour market systems.
The report expands on the findings of the first OECD Survey of Adult Skills (PIAAC), published in 2013, and creates a detailed picture of how young people acquire and use their skills, as well the potential barriers they face to doing both. It shows that 10 per cent of new graduates have poor literacy skills and 14 per cent have poor numeracy skills. More than 40 per cent of those who left school before completing their upper secondary education have poor numeracy and literacy skills.
“Addressing this issue is not only a moral imperative, but also an economic necessity,” said OECD Secretary-General Angel Gurría, launching the report in Berlin. “Too many young people leave education without having acquired the right skills and, even those who do, are prevented from putting them to productive use. These young people often face a difficult future and need all our support. “
Work and education are also too often separate worlds. Less than 50 per cent of students in vocational education and training programmes, and less than 40 per cent of students in academic programmes in the 22 OECD countries and regions covered were participating in some kind of work-based learning at the time of the survey. Even young people with strong skills have trouble finding work. Many firms find it too expensive to hire individuals with no labour market experience.
Young people in work can also face institutionalised obstacles to developing their skills. For example, one in four employed young people is on a temporary contract and so tend to use their skills less and have fewer training opportunities than workers on permanent contracts.
To help more young people into work, the OECD recommends:
- High-quality pre-primary education for all children in order to help mitigate disparities in education outcomes and to give every child a strong start to their education.
- Teachers and school leaders should identify low achievers early on to give them the support they need to attain sufficient proficiency in reading, mathematics and science, and prevent them from dropping out of school entirely.
- Public employment services, social welfare institutions and education and training systems should offer some form of second-chance education or training. In return for receiving social benefits, young people could be required to register with social welfare or public employment services, and participate in further education and training.
- Education providers and the business sector should work together to design qualifications frameworks that accurately reflect the actual skills of new graduates.
- Work-based learning should be integrated into both vocational and academic post-secondary programmes.
TJ’s editor selects news, views and research from the world of HR, talent and learning.
In another article on supporting wellbeing at work Cass Coulston and Ricardo Twumasi examine neurodiversity
As lack of motivation and engagement grips organisations, Giora Morein suggests that agile methodology could be the way to re-energise flagging employees
Anthony Santa Maria on how personalised learning builds future-ready workforces
Vincent Belliveau, Senior Vice President & General Manager EMEA at Cornerstone OnDemand, explores the benefits of internal recruitment
We need to do a better job of preparing young people for the world of work, so they can make informed choices and build fulfilling careers.