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Enhancing Skills for Innovation in Education Sector Overview

Explore the impact of innovation on skills demand, qualifications diversity, and workforce structure in the education sector. Learn about the critical role of lifelong learning and transferable skills for future workforce needs.

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Enhancing Skills for Innovation in Education Sector Overview

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  1. Skills for innovation: a quick overview Stéphan Vincent-Lancrin OECD Centre for Educational Research and Innovation (CERI)

  2. Past work covered in horizontal documents • Contribution of highereducation to qualityhumanresources, research and innovation • Broadenedaccess, graduation, quality • Funding of tertiary education (teaching and research) • Balance between modes of funding (competitive vs. block grants) • Links withindustry • Reflection on the academic profession • Importance of knowledgeflows • Mobility of staff (researchcareers, public-private, non-compete clauses) • Migration (highlyskilled and lowskilled, short and long) • Cross-border higher education (teaching and research) • Management of diasporas • Facilitation of communities of practice

  3. What kinds of qualifications are used by innovative companies? the diversity of qualifications and skills

  4. Skills for innovation(see Philip Toner’s paper) • Lack of skillshinders innovation • Skills for innovation are diverse because of diversity of innovation at the sectorallevel: • Science and engineering… but not only • General tertiary education… but also VET • Because of innovation, wedon’t know what the skilldemandwillbe in the future: need for lifelonglearning and transferableskills

  5. How has innovation changed the demand for skills? Skill-biasedtechnical change

  6. How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US) Mean task input as percentiles of the 1960 task distribution Source: Levy and Murnane

  7. Canada: increase in creativity-oriented jobs (1901-2006)

  8. Employment structure in Europe in 1993 (hours worked) Source: Goos, Manning and Salomons (based on EWCS data)

  9. Employment structure in Europe in 2006 (hours worked) Source: Goos, Manning and Salomons (based on EWCS data)

  10. Change in employment structure in Europe: 1993-2006 (% points) Source: Goos, Manning and Salomons (based on EWCS data)

  11. Intermediate conclusions • Need for more tertiary graduates (general, vocational, training)… until there are signs of « over-education » (declining returns) • Problem of drop-outs before high school: • Little chances to get a low-skill job • Little chances to have access to adult education and training

  12. How do and should companies use the skills at their disposal to foster innovation? Learning organisations

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