OECD Skills Strategy Flanders

Foreword
Acknowledgements
Abbreviations and acronyms
Executive summary
	OECD-Flanders collaboration on the OECD Skills Strategy project
	Improving adult skills is important for boosting growth and well-being in Flanders
		Developing a learning culture
		Reducing skills imbalances
		Strengthening skills use in workplaces
		Strengthening the governance of adult learning
		Improving the financing of adult learning
Chapter 1.  Key insights and recommendations
	Overall assessment
		Developing relevant skills
		Activating skills supply
		Using skills effectively
	Policy context for Flanders
	Priority areas and recommendations
		Developing a learning culture
		Reducing skills imbalances
		Strengthening skills use in workplaces
		Strengthening the governance of adult learning
		Improving the financing of adult learning
	References
		Annex 1.A. OECD Skills Strategy Dashboard Flanders
	Characteristics
	Indicator selection
	Method for calculation of aggregate indicators
Chapter 2.  Developing a learning culture
	Introduction
		Why developing a learning culture matters
		Overview of chapter
	Adult learning in Flanders
		Context of adult learning in Flanders
		Adult learning in Flanders
	Factors affecting adult learning
		Motivation level of individuals
		Relevance of adult education for jobs
		Accessibility of adult education
		Openness of higher education for adult learners
		Employer support for adult education
	Policies and practices to foster a learning culture
		Raise awareness about the importance of adult learning
		Tailor adult education provision to the specific needs of adult learners
		Transform adult education providers into learning organisations
		Make higher education more accessible for adult learners
		Promote work-based learning in post-secondary education
		Promote human resource practices that stimulate a learning culture in the workplace
	Summary of policy recommendations
	Notes
	References
Chapter 3.  Reducing skills imbalances
	Introduction
		Why reducing skills imbalances is important
		Overview of chapter
	Skills imbalances in Flanders
		Skills shortages in Flanders are rising, and shortage pressure is most acute in some skills and occupations
		Skills mismatch is low in Flanders
		Despite a tight labour market, long-term unemployment remains high
	Factors driving skills imbalances
	Policies and practices to reduce skills imbalances
		Ensure the education system is responsive to changing skills demand
		Improve information about current and future skills needs
		Create bridges between career and training guidance support
		Make skills visible
		Promote labour mobility
		Prioritise training in high-demand skills for jobseekers, particularly those at risk of long-term unemployment
	Summary of recommendations
	Notes
	References
Chapter 4.  Strengthening skills use in the workplace
	Introduction
		Why strengthening skills use in the workplace matters
	Skills use in the workplace in Flanders
		Flanders tends to make good use of literacy skills but falls below the OECD average on the use of numeracy skills
		Small and medium-sized enterprises lag behind large firms in skills use
	Factors affecting skills use in the workplace
		High-performance workplaces, human resources practices, and training
		Signs of improvement in adoption of HPWP
	Policies and practices for better using skills in Flanders
		Raising awareness about the importance of skills use policies, including high-performance work practices
		Encouraging employers to reshape workplace practices and offer management training
		Recognising employers that create flexible career mobility opportunities
		Encouraging better human resources management practices to address labour market shortages
	Summary and recommendations
	References
Chapter 5.  Strengthening the governance of adult learning
	Introduction
		Why the governance of adult learning matters
		Overview of chapter
	Governance of adult learning in Flanders
		There are a range of actors involved in adult learning in Flanders
		Indicators on governance strength paint a mixed picture
	Factors determining the quality of adult learning governance
	Policies and practices to improve governance of adult learning
		Develop a long-term vision for adult learning
		Promote a whole-of-government approach to adult learning
		Use networks to support collaboration between government and stakeholders at the local level
		Consolidate information sources on adult learning for greater transparency
	Summary of policy recommendations
	Notes
	References
Chapter 6.  Improving the financing of adult learning
	Introduction
		Why the financing of adult learning matters
		Overview of chapter
	Financing adult learning in Flanders
		The cost of training does not represent a significant barrier to adult learning in Flanders
		A number of financial incentives reduce the financial burden on individuals and employers, promote cost sharing, and reduce under-investment
		Financial incentives have been designed with labour-market needs in mind
		Financial incentives have been designed to reduce deadweight losses
		Marginalised groups are under-represented in accessing financing for adult learning
	Factors behind under-representation of marginalised groups in accessing financing for adult learning in Flanders
	Policies and practices to address the under-representation of marginalised groups in accessing adult learning financing in Flanders
		Review financial incentives to encourage the participation of marginalised groups in training
		Repackage existing financial incentives to provide each learner with a “training backpack”
		Support transitions from job to job and from one employment status to another
		Ensure financing supports flexible modes of learning
	Summary and recommendations
	References
Annex A. Workshop recommendations
Annex B. Pre-workshop surveys outcomes
Annex C. Engagement