OECD Skills Outlook 2019 Thriving in a Digital World

Foreword
Acknowledgements
Executive summary
	Skills are crucial to thrive in a digital world of work and society
		Skills help bridge social divides in the access and use of digital devices
		Skills help workers adapt to changing labour markets in a digital world of work
	Countries are unequally prepared to seize the benefits of digital transformation
	Developing a comprehensive policy package with skills-related policies as a cornerstone
		Digitalisation brings many new learning opportunities
		Policies need to support lifelong and life-wide learning for all
		Policies also need to mitigate the geographical impact of digitalisation
		The policy effort needs to be co-ordinated
Chapter 1.  Overview – Skills-related policies to work, live and learn in a digital world
	Digitalisation changes many aspects of peoples’ lives
	Investing in skills, education and training is needed to make the most of digital transformation
	Countries are unequally prepared to seize the benefits of digital transformation
	Most occupations are changing and workers need to adapt
	Education and training policies need to facilitate mobility across occupations
	The required education and training effort is substantial but difficult to assess precisely
	Training programmes need to be well targeted and designed
	Flexible options to combine work and learning are needed
	The potential of open education can be exploited further
	New technologies also transform everyday life and societies
	Skills are important sources of divides in terms of digital devices access, uses and outcomes
	Initial education can become more forward-looking
	Technology use in schools offers multiple benefits but its potential has not been realised yet
	The teaching profession is a cornerstone of a forward-looking education system
	Lifelong learning for all should become a reality
	A range of policies, with skills-related policies being an important element, can address the geographical dimension of digitalisation
	The policy effort needs to be co-ordinated
	References
		Annex 1.A. Scoreboard Indicators
Chapter 2.  A digital world of work: Transformations of occupations and the implications for skills needs
	Recent changes in the world of work
	Substitution and complementarity between technology and skills: understanding the effects
	Changing skills needs on the job
		Using PIAAC to assess changes in skills needs at the workplace
		How digitalisation changes jobs’ task-content and workers’ skills needs
			Skills specific to tasks performed on the job
			General cognitive skills
	Learning by doing: The development of skills in a digital workplace
		How skills evolve with experience
		Learning at work and readiness to learn
	New job opportunities and the implications for skills
		Skills demanded in growing occupations and growing sectors
		Online platforms
	The knowns and unknowns about future demand for skills
		The known: catching up effects among countries and occupations
			Variations across countries
			Variations across and within occupations
		The unknown: The technology frontier
	Summary
	References
Chapter 3.  A digital world of work: Adapting to changes through occupation mobility
	The role of labour mobility
	The distance between occupations in terms of skills needs
		Methodology: assessing the skills distance between occupations
		Results: how distant occupations are from one another
	Where workers could move: possible and acceptable transitions
		Methodology: Defining neighbourhoods of possible and acceptable transitions
		Results: Which transitions for any worker?
	Country specificities of occupational transitions
	Which transitions to move away from the risk of automation
		Occupations at high risk of automation requiring important investment in training
	Assessing the cost of education and training needed to move away from the risk of automation
		Methodology: Defining total, direct and indirect training costs
		The cost of moving to a “safe haven”
		What type of training is required to move away from the risk of automation?
	Policy implications
		Mitigating and sustaining the cost
		Improving the design and targeting of on-the-job training programmes
		Overcoming the barriers to participate in adult learning
		Raising educational attainment?
		Young versus older workers
		Licensed occupations
		Sharing the cost of training between stakeholders
	Summary
	Notes
	References
		Annex 3.A. Methodological Assumptions
Chapter 4.  Skills for a digital society
	Participation in online activities
	From a divide in access to a divide in uses
		Sources of the divide in access
		Divides in uses and benefits of Internet access
	Which cognitive skills to bridge digital divides in use?
		Identifying profiles of Internet users
		Skills and Internet profiles
	Well-being and risks and in a digital society
		Safety and privacy issues
		Cyberbullying and other forms of online harassment
		Mental health and social relationships
		Being connected and skills development
	Skills-related policies for a digital society
	Summary
	Note
	References
Chapter 5.  Learning in a digital environment
	Making the most of technology at school
		Access and use of digital technologies in schools
		The potential of new technologies for students’ outcomes
			Digital competencies
			Academic performance
			The role of pedagogies
		In practice: The impact of technology use in schools
		Teachers’ use of new technologies
	Learning in higher education and throughout life: The role of open education
		The potential of open education for lifelong learning
		Recent opportunities brought by MOOCs
	Recognising and certifying skills as sources for learning diversify
		Rationale
		Policies
	Summary
	Notes
	References
Chapter 6.  Policies to support lifelong and countrywide learning for a digital world
	Fostering lifelong learning in a context of uncertainty
		Rationale for supporting lifelong learning in a digital world
		Promoting high-quality lifelong learning for all
		Anticipating changes in skills needs and guiding careers in a digital world
	Co-ordinating policies to offset the unequal geographic impact of digitalisation
		The benefits of digitalisation are shared unequally within countries
		Equalising children’s education opportunities
			Policies
		Harnessing the potential of universities
			Policies
		Enabling geographic mobility
		Improving coverage of digital infrastructures
	A co-ordinated policy response across policy areas and actors
		Identifying the range of relevant policies
			Policies
		Policy complementarity and whole-of-government co-ordination
			Policies
	Summary
	References