Document

Report
Connecting Education, Training and
the World of Work
Skills to meet Global Challenge Expert Meeting
ILO Turin 15-17 March 2010
Professor Mike Campbell OBE
Director of Research and Policy
UK Commission for Employment and Skills
1
Towards a Global Training
Strategy: The Policy Agenda
Economic
Performance
Employment
Learning
Provision
Skills
Attainment
Reduced Inequality
The
Workforce:
Skills
Available
Accredited
Informal
(Qualification)
(Training)
Skills Investment
Individual, Employer,
Government
Guidance –
Match
Mismatch
Productivity
The
Workforce:
Skills
Required
Economy –
Business
Strategy
Management
& Leadership
level/structure
Skills
Utilisation
• Shortages and skills gaps
Industrial
Policy
• Unemployment and Inactivity
• ‘Over-skilled’ / ‘Under-employed
Other
Drivers
• Migration
firms & people
Supply
Jobs
Economic
Policy
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Demand
PUMA
3
UPGRADING
 The Case for Skills
 Information, Advice, Counselling
 Responsive Provision: Focus on Outcomes
 Employer Engagement
 ‘Collective Measures’
4
MATCHING
 Priorities and ‘Economically Valuable’ Skills
 Labour Market Intelligence, Insight and
Foresight
 Public Employment Service
 Sector Councils
5
AMBITION
 Business Strategy
- Management and Leadership
- High Performance Workplaces
 Economic Policy
- Economic Development Policy
- Industrial Policy
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Our vision for the future of employment and
skills systems
Public funding is
prioritised towards
basic, employability
and lower level
skills
Government role is
to empower
learners, employers
and providers
Individuals are
inspired ,
motivated and
empowered
And to leverage
greater coinvestment from
employers and
individuals
Learning and
qualifications are
shaped by sector
and industry needs
Employers
collaborate in
sectors to identify
future skill needs
Provider success is
defined and
measured in terms
of outcomes
Colleges,
universities and
providers are more
trusted as valued
assets
There is an
active
industrial
policy
More ambitious
world-leading
businesses
Three priorities – three workstreams
Maximising individual motivation and opportunity for skills and sustainable employment by:
1.
Raise individual aspiration, confidence and commitment to lifelong learning and skills through promotion,
evidence, high quality provision and progression
2.
Transforming the quality and availability of information, advice and guidance on career and learning
opportunities, through high quality labour market intelligence and modern consumer technologies
3.
Empowering all learners with real customer choice, support to access skills and learning when they need them,
and the capacity to drive quality improvement in provision, through a system of full Personal Learning Accounts
Increasing employer ambition, engagement and investment in skills by:
4.
Enhancing the capacity of more UK firms to be high growth, high skill, high value added businesses through the
stimulation of new industries, greater innovation and better leadership and management
5.
Developing and deploying high quality labour market intelligence, enhanced by foresight on emerging strategic
skills requirements, to inform industrial investment priorities, anticipate and better match the supply of skills to
emerging demand, and thus enhance economic competitiveness
6.
Stimulate greater employer networking, collaboration and collective action on skills, within sectors, labour
markets, and/or supply chains, to create more high skill, high performance workplaces and increase UK
competitive advantage
Building a more strategic, agile and labour market led employment and skills system by:
7.
Increasing the trust in, and authority to, learning providers, through the use of an outcome-based public quality
and performance framework of course labelling and institutional scorecards, which empower customers and
communities to drive provider responsiveness, quality and continuous improvement
8.
Simplifying and prioritising public funding (through Personal Learning Accounts for individuals) towards
developing economically valuable skills, increasing employer and individual co-investment and improving vfm
9.
Creating a modular and flexible qualification system in which only employer recognised and accredited learning
and qualifications that meet industry requirements are eligible to receive significant public funding
PUMA
• Create a ‘Virtuous Circle’: Integrate Training
with Employment and Economic Development
Policy
• Establish Challenge and Vision
• Change Behaviour – Information,
Empowerment, Incentives and ‘Nudges’
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A workforce with poor skills
not only makes their own
lives poorer, it makes all of
our lives poorer
….. and a highly skilled workforce
will not only make
their own lives richer,
it will make all of our lives richer
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