estrategia de competencias de la ocde reporte de diagnostico para el peru
TRANSCRIPT
Estrategia de competencias de la OCDE: Reporte de diagnóstico para el PerúMejores competencias, mejores trabajos, mejores condiciones de vida
Evento de lanzamientoJoanne Caddy & José-Luis Álvarez-Galván25 Noviembre 2016, Lima, Perú.
CONTENIDO
1. Resumen del proyecto
• Definiciones
• Método
• El camino con Peru
2. Desafíos en materia de competencias para Perú
• Desarrollo de competencias
• Activación de competencias
• Uso de competencias
• El sistema de competencias
3. Del diagnóstico a la acción
35 países miembros de la OCDE
This map is without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.
1961 1974 1994 2000 20102013 2015
*The Council decided on 12 March 2014 “to postpone activities related to the OECD accession process for the Russian Federation for the time being”. [see C/M(2014)3/REV1].
4
Tener las competencias adecuadas es una inversión en el futuro de Perú que puede ayudar a:• que la población este bien equipada para transformar su entorno económico y
social;• que los empleadores puedan encontrar las competencias necesarias para
producir, crecer e innovar;• que la sociedad viva en armonía y solidariamente;• que la economía sea mas resistente a los cambios externos y adaptable a
nuevas tecnologías.
Definiciones:Las competencias son centrales para un futuro próspero en Perú
La estrategia de competencias de la OCDE: ayuda a los países a maximizar su potencial de competencias
2013
20142015
2016
6
Competencias cognitivas generales
Competencias técnicas,
profesionales, o específicas de un
sector
Competencias socio-
emocionales
Definiciones
7
Método: ¿Qué es la Estrategia de Competencias de la OCDE?
Método: Desarrollando las competencias relevantes
8
• ¿Cuáles son las competencias relevantes?• ¿Cómo pueden ser desarrolladas las
competencias de manera efectiva? • ¿Quién es responsable por ello?
Método: Activando la oferta de competencias
9
¿Cómo incentivar a los individuos para que:
• ofrezcan sus competencias en el mercado laboral?
• entren en la economía formal? • permanezcan en el mercado de trabajo?
Método: Utilizar las competencias de manera eficaz
10
• ¿Cómo pueden los trabajadores hacer un uso mejor de sus competencias?
• ¿Cómo pueden las empresas hacer un mejor uso de las competencias?• ¿Cómo pueden los países desarrollar economías con mayor nivel de
competencias?
Método: Fortaleciendo los sistemas de competencias
11
• ¿Cómo podemos conseguir coherencia en las políticas en todas las carteras y niveles de gobierno?
• ¿Cómo podemos conseguir el compromiso de todos los agentes implicados?
• ¿Cómo podemos asegurar las políticas se implementan de manera efectiva?
Método: triangulando la evidencia para identificar los desafíos mas importantes
Datos y evidencia
Talleres Discusión y consultas
9 desafíos de competencias para
el Perú
Método: Considerando la evidencia internacional
skills.oecdBetter Skills, Better Jobs, Better Lives
Método: Reuniendo a los ministerios y agentes implicados
skills.oecdBetter Skills, Better Jobs, Better Lives 15
El camino con Perú: una visión integral desde el gobierno
Directorate for Education and
Skills
Development Centre
Centre for Tax Policy and
Administration
Directorate for Science,
Technology and Innovation
Directorate for Public Governance
and Territorial Development
OECD GOBIERNO DE PERU
El camino con Perú
65 temas ~20 temas 9 temas
InicioOctubre 2015
Taller de diagnósticoNoviembre 2015
Taller de desafíosMayo 2016 Informe Final
de Diagnóstico
Reuniones técnicas y bilaterales
skills.oecdBetter Skills, Better Jobs, Better Lives
Visión de éxito a futuro: encabezados de la prensa
19skills.oecdBetter Skills, Better Jobs, Better Lives
Visión de éxito a futuro: encabezados de la prensa
27th November 2020 27th November 2035
Newspaper headline in 2020
• The supply of technical workers covers demand
• Peru has the highest rate of skills growth in Latin America
• 9 out of 10 young students access tertiary education
• 90% of students study in degrees of accredited courses
• Peru increases its productivity by 70% by raising skills
Newspaper headline in 2033
• Peruvian children among the best third in the world in PISA
• Peru reduces the share of informal employment to 20%
• Peru among the 3 most competitive countries in Latin America
• Peru as a member of the OECD leads the ranking of skills systems in the region
skills.oecdBetter Skills, Better Jobs, Better Lives 20
3. ¿Cuáles son los retos en materia de competencias en Perú?
skills.oecdBetter Skills, Better Jobs, Better Lives
Skills challenges facing Peru
Activating skills supply
3. Improving the labour market institutional setting to boost formal employment.
4. Extending the reach of active labour market policies to improve workers’ employability.
Using skills effectively
5. Improving the alignment between skills supply and demand while fostering a better use of skills in the workplace.
6. Putting skills to better use to foster a more diversified and productive economy.
Developing relevant skills
1. Improving school completion and foundation skills in compulsory education.
2. Improving access to quality higher education and transitions to work.
.
Strengthening Peru’s skills system
7. Improving learning and labour market information to support better education and career choices and evidence-based policy making.8. Improving co-ordination across different actors and levels of government to achieve better skills outcomes.9. Building partnerships to ensure that policies are responsive to changing skills needs.
DEVELOPING RELEVANT SKILLS
22
23
Challenge 1:Improving school completion and foundation skills in compulsory education.
24
Educational attainment of the population aged 25 years and older
No schooling Incomplete primary
Primary (ISCED 1)
Lower secondary (ISCED 2)
Upper secondary (ISCED 3)
Tertiary (ISCED 5 and
above)
0
5
10
15
20
25
30
35
40
LAC average Peru (2014)
OECD average Peru (2005)
%
Note: Unweighted averages. Source: UNESCO/UIS (2016), UNESCO Institute for Statistics, UNESCO, Paris, http://data.uis.unesco.org/Index.aspx?DataSetCode=EDULIT_DS, (accessed February 2016).
25
Proficiency in mathematics according to PISA 2012 results
KoreaJapan
SwitzerlandNetherlands
CanadaGermany
AustriaAustraliaSlovenia
DenmarkOECD average
NorwayPortugal
ItalySpain
United StatesTurkey
ChileMexico
LA averageCosta Rica
BrazilColombia
Peru
220 270 320 370 420 470 520 570 620 670 720
PISA Score
25th percentile Mean 75th
percentile95th
percentile5th
percentile
Note: LA includes Argentina, Brazil, Chile, Colombia, Costa Rica, Mexico, Peru and Uruguay. Source: OECD (2014), PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition, February 2014): Student Performance in Mathematics, Reading and Science, PISA, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264208780-en.
26
Challenge 2:Improving access to quality higher education and transition to work.
27
Share of youth not in education, employment, or training (% of youth population), 15-24 years old, 2014 or latest available data
0
5
10
15
20
25
30
35
%
Note: 2012 data for Australia, United States, Mexico, LAC average. 2011 data for Korea. 2010 data for Chile.Source: World Bank (2016), Share of youth not in education employment or training, World Bank Database, http://data.worldbank.org/indicator/SL.UEM.NEET.ZS?cid=DEC_SS_WBGDataEmail_EXT, World Bank, Washington DC, (accessed October 2016).
28
Main university subjects studied in Peru, 2010
Law
Admin.
& M
gmt.
Accou
nting
Civil e
ngine
ering
Nursing
Secon
dary
educ
ation
Indus
trial e
ngine
ering
System
s eng
ineeri
ng
Psych
ology
Econo
mics
Medici
ne
Politic
al sc
ience
Archite
cture
Commun
icatio
n
Odonto
logy
0
10000
20000
30000
40000
50000
60000
70000
Source: ANR (2012), Asamblea Nacional de Rectores, Datos Estadísticos Universitarios, http://censos.inei.gob.pe/cenaun/redatam_inei/doc/ESTADISTICA_UNIVERSITARIAS.pdf.
ACTIVATING SKILLS SUPPLY
29
30
Challenge 3:Improving the labour market institutional setting to boost formal employment.
31
Informal employment in Peru (2007-2014)
0
10
20
30
40
50
60
70
80%
Source: OECD (2015), Multi-dimensional Review of Peru: Volume 1. Initial Assessment, Graph 2.28, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264243279-en.
32
D1 D2 D3 D4 D5 D6 D7 D8 D9 D100
20
40
60
80
100
0
20
40
60
80
100
120
140
Informality rate (Left-hand axis)
Formalisation cost (% of earned monthly income)(right-hand axis)
Deciles
%
Informality and costs of formalisation for different income groups in Peru, 2014
Source: OECD (2016), Multi-dimensional Review of Peru: Volume 2. In-depth Analysis and Recommendations, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264264670-en.
33
Challenge 4:Extending the reach of active labour market policies to improve workers’ employability.
34
-0.1
-8.32667268468867E-17
0.0999999999999999
0.2
0.3
0.4
0.5
0.6
% o
f the
GD
P
Expenditure in active labour market policies in Peru and selected countries (as a % of GDP)
Notes: Data for the OECD average are from 2012 and not directly comparable due to the different source used to data from LAC countries. Data shown for Chile and Mexico, though members of the OECD, come from Cerutti et al. (2014) to make it directly comparable with the other LAC countries.
35
Paragu
ay
Colombia
Mexico
Chile
Belize
Guatem
ala
Urugua
yPeru
Nicarag
ua
Ecuad
or
Bolivia
Brazil
El Salv
ador
Costa
Rica
Panam
a0
10
20
30
40
50
60
70
80
90
100informal formal
%
Job search through formal and informal channels in selected LAC countries, 2009
Source: Mazza, J. (2011), “Dinamizando el Empleo: Avances y Próximos Pasos para los Servicios de Intermediación Laboral en América Latina y el Caribe”, Notas Técnicas IDB-TN-344, Banco Interamericano de Desarrollo.
USING SKILLS EFFECTIVELY
37
Challenge 5:Improving the alignment between skills supply and demand and fostering a better use of skills in the workplace.
38
3.0
3.2
3.4
3.6
3.8
4.0
4.2
4.4
4.6
3.86983793843204
3.95811614697716
3.83069481586559
3.40141280383755
3.99006221069848
3.25185309853689
3.83576468628285
4.077120948211534.03399764391941
4.21997654957615
3.87129981368088
3.68253388447258
3.39907112676768
4.06473919819748
4.40962491089102
3.27656524635861
3.49872047473336
3.897823602108023.92802149698126
4.09629630561333
3.84705177945071
Use of reading skills at work
(log)
Lab
our
prod
uctiv
ity
less more
Labour productivity and the use of reading skills at work
Adjusted for literacy and numeracy proficiency
Notes: Lines are best linear predictions. Labour productivity is equal to the GDP per hour worked in USD current prices. Adjusted estimates are based on OLS regression including controls for literacy and numeracy proficiency scores. Standard errors in parentheses.Source: OECD (2012), Survey of Adult Skills (PIAAC), (database), Table A4.4, www.oecd.org/site/piaac/surveyofadultskills.htm.
39
Japa
nPeru
Brazil
Greece
Mexico
Turkey
New Zea
land
LAC av
erage
Colombia
German
y
Austra
lia
Poland
Switzerl
and
Sweden
Canad
aUSA
Norway
France Ita
ly
Finlan
d
Czech
Rep
ublic
Netherl
ands
Spain
United
King
dom
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Percentage of firms reporting having difficulties filling jobs, 2015
Note: LA Average based on eight countries: Peru, Brazil, Mexico, Columbia, Costa Rica, Panama, Guatemala and Argentina.Source: Manpower (2015), Talent Shortage Survey, www.manpowergroup.com/wps/wcm/connect/manpowergroup-en/home/thought-leadership/research-insights/talent-shortage-2015/talent+shortage+results.
40
Challenge 6:Putting skills to better use to foster a more diversified and productive economy.
41
0
50
100
150
200
Patent applications per million people, comparing Peru and select benchmark countries and averages
Number of Patent Co-operation Treaty, 2010-2011 average
Note: Data based upon 2010-2011 averages. No values available for Ecuador from given source thus excluded from LAC and benchmark countries.Source: OECD (2016b), OECD Indicators on Patent (database), http://www.oecd.org/sti/inno/oecdpatentdatabases.htm, (accessed October 2016).
42
Korea
OECD avera
ge
Austra
lia
Norway
Canad
a
Portug
al
Brazil
Turkey
South
Africa
Costa
Rica
Mexico
Argenti
naChil
e
Urugua
y
Colombia
Peru
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
2013 2002% o
f GD
P
Business expenditure on research and development, 2002 and 2013 (or latest available year)
Note: Date on most Latin American economies (excluding Argentina, Brazil, Chile and Mexico) is from 2012; for Argentina and Chile from 2013; for Australia and Mexico from 2011; and for Brazil from 2010.Sources: OECD (2016c), Main Science and Technology Indicators Database, www.oecd.org/sti/msti, (accessed October 2016).OECD calculations based on Red de Indicadores de Ciencia y Tecnología - Iberoamericana e Interamericana (RICYT). Accessed on 1 August 2015, http://www.ricyt.org/.
STRENGTHENING THE SKILLS SYSTEM
44
Challenge 7:Improving learning and labour market information to support better education and career choices, and evidence-based policy making.
45
46
Challenge 8:Improving co-ordination across different actors and levels of government to achieve better skills outcomes.
48
Challenge 9:Building partnerships to ensure that policies are responsive to changing skills needs.
50
MOVING FROM DIAGNOSIS TO ACTION
Moving from diagnosis to action
Setting priorities for action by working together across ministries1
Building on good practices in Peru and abroad2
Ensuring that stakeholders play an active role3
52
Gracias por su atenciónPara mayor información favor de visitar: oecd.org/skills