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Some questions and issues for consideration Tom Healy

Explore the nuances of measuring human capital beyond formal education, tackle direct assessment over indirect methods, and delve into the significance of skills for employability, social cohesion, and a knowledge society.

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Some questions and issues for consideration Tom Healy

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  1. Conference on ‘Knowledge Economy’ 8 December 2005 Challenges for Measurement Human Capital Session Some questions and issues for considerationTom Healy

  2. We need more and better data … Measuring HC is more than just ‘formal education’ Measurement is important … Direct assessment is better than indirect Common Themes

  3. Counting the ‘Knowledge Economy’ If we can’t express what we know in the form of numbers, then we really don’t know much about it, and if we don’t know much about it we can’t control it and if we can’t control it, we are at the mercy of chance’ (Kelvin)

  4. What do we mean by skills for life/employability/social cohesion?

  5. “By European Commission estimates, 80% of EU workers will need significant retraining over the next decade because of the impact of new technologies on their existing work practices” (DEMOS, 2003) To consider

  6. Types of benefits Benefits are personal, social, economic Direct Monetary Indirect Monetary Earnings /output higher econ. growth Direct Non-Monetary Indirect Non-monetary personal satisfaction political stability better parenting/health cleaner environment

  7. What do we mean by ‘knowledge society?

  8. Uncertainty and change Issues are at local or ‘meso’ level (K conversion in Tuijnman paper) Skills are multi-faceted and acquired in different ways at different stages of lifecycle Going from ‘facts’ to ‘strategies’ Four problems to be faced up to…

  9. Front-loaded view of LLL Learning outside ‘formal sector’ Learning > 65 and <5 Skills reducible to one metric Skills without a social or economic context Human capital as a problem in applied mechanical engineering.. Limitation of some existing paradigms…

  10. Separate things out Standardise Compare (numéraire) Put things on a linear scale ‘Explain’ via Deterministic relationships Predict impact of such & such intervention Enable someone to monitor and control What Indicators do:

  11. ‘One cannot do all’ Expectations need to be moderated Survey fatigue risks: Who pays? (G.P.) Why? How? (ECion, MS, NSOs) Establishing clearer Priorities for new statistical work

  12. Talk to policy makers and researchers Better articulation between Nat Quals – ISCED – ISCO Develop panel data to examine dynamics in lifecourse Clarifying priorities in relation to adult skill measurement at EU level Some practical suggestions

  13. Greatest Policy interest Short-term Long-term Participation in adult education Medium-term Direct Skill Assessments in ‘new areas’ High feasibility Organisational Learning Informal learning Least Policy Interest …

  14. Trade-offs Explicit Information Knowledge Wisdom Tacit

  15. “Not everything that can be counted counts and not everything that counts can be counted" (Einstein)

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