Returns to different forms of job related training

Abstract

This document, as well as any data and map included herein, are 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. 2 │ DELSA/ELSA/WD/SEM(2019)10 RETURNS TO DIFFERENT FORMS OF JOB-RELATED TRAINING: FACTORING IN INFORMAL LEARNING For Official UseOECD Social, Employment and Migration Working Papers www.oecd.org/els/workingpapers OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcomed, and may be sent to els.contact@oecd.org. This series is designed to make available to a wider readership selected labour market, social policy and migration studies prepared for use within the OECD. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language -English or French -with a summary in the other. This document and any map included herein are 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.

Innovating teachers’ professional learning through digital technologies

“…In Latvia, the COVID-19 crisis has accelerated and refocused a number of education policy reforms already in progress and related to curriculum, teacher education and the transition to digital education. In 2018, the government approved a new curriculum to be introduced progressively in schools from September 2020 and that integrated a series of transversal skills, including digital skills that would be provided starting with the first grade (Eurydice, 2019 [59]). As digital skills are meant to be developed across all curricular areas, teacher professional learning and the development of teachers' digital competence have been brought to the forefront of efforts for implementing curricular reform.…”

PIAAC Thematic Review on Adult Learning

“…Expected volume is estimated by multiplying the participation rate of a given age cohort by the average volume undertaken by that cohort and sums up the results for all cohorts. 1 See note 1 in Figure 2.1. Source: (OECD, 2015 [24]), Survey of Adult Skills (PIAAC) (2012, 2015) Database (accessed in February 2019).…”

Rejuvenating Greece’s labour market to generate more and higher-quality jobs

“…It is rolling out improved internet sites and call centres, and a data-assisted system to support caseworkers profiling jobseeker's employability. Such improvements in database and IT systems can be effective especially when resources are scarce (Desiere, Langenbucher and Struyven, 2019 [45]; Feiler, Schulz and Anderson, 2015 [46]; DG Employment, 2014 [47]). To assess the effectiveness of reforms, OAED has developed strategic and operational goals and implemented a performance management system (European Union, 2019 [48]).…”