Getting Skills Right: Future-Ready Adult Learning Systems

Annex B. The PAL dashboard

Table A B.1. Urgency – dimension, sub-dimensions, indicators

Sub-dimension	Indicator	Description	Reference year	Source
Population ageing	Old-age dependency ratio 2015	Population aged 65+ as % of population aged 15‑64, 2015	2015	UN world population prospects
	Old-age dependency ratio 2050	Population aged 65+ as % of population aged 15‑64, 2050	2015	UN world population prospects
Automation and structural change	Risk of automation	% of workers facing a significant risk of automation (>50%)	2011‑12/ 2015	PIAAC / OECD 2018
	Structural change	Lilien index (structural change over last ten years - calculated as the weighted standard deviation of sectoral employment growth relative to aggregate employment growth)	2015	OECD national accounts database
Adult skills	Numeracy and/or literacy skills	% of the adult population (25‑64) with low literacy and/or numeracy proficiency (0/1 level)	2011-12/ 2015	PIAAC
	Problem-solving skills	% of the adult population (25‑64) who have no computer experience, failed the ICT core test or have minimal problem-solving skills in technology-rich environments (0/1 level)	2011/2012	PIAAC
Globalisation	Trade openness	Total trade (export + import) as a % of GDP	2016	OECD national accounts database
	Trend in trade openness	10-year change in total trade (export + import) as a % of GDP	2007‑16	OECD national accounts database
	Workers engaged in meeting foreign demand	% of business sector jobs sustained by foreign final demand	2014	OECD Science, Technology and Innovation Scoreboard 2017
	Trend in workers engaged in meeting foreign demand	10-year change in the % of business sector jobs sustained by foreign final demand	2004‑14	OECD Science, Technology and Innovation Scoreboard 2017

Table A B.2. Coverage – dimension, sub-dimensions, indicators

Sub-dimension	Indicator	Description	Reference year	Source
Employers	Provision of training	% of enterprises providing continuing vocational training	2015	CVTS/ENCLAa/ Business Operations Surveyb/ Basic Survey of Human Resource Developmentc
	Coverage of training provision	% of training enterprises providing continuing vocational training courses to more than 50% of their employees	2015	CVTS/ Business Operations Survey
	Trend	10-year change in the share of enterprises providing continuing vocational training (%)	2005‑15	CVTS/ Business Operations Surveyd
Individuals	Formal and non-formal learning	% of adults who participate in formal or non-formal job-related adult learning in the past 12 months	2011-12/ 2015	PIAAC
	Informal learning	% of workers who learn from others, learn by doing, or keep up-to-date with new products or services at least once per week (participate in informal job-related learning)	2011-12/ 2015	PIAAC
	Learning intensity	Median number of hours participants spend on non-formal job-related adult learning per year	2011-12/ 2015	PIAAC
	Trend	10-year change in the share of adults participating in non-formal job-related adult learning (%)	2007‑16	AES/WRTALe

Note: ^a. ENCLA (Chile, 2014) data refers to training provision in the last two years, while other sources refer to the last year; b. The Business Operations Survey (New Zealand, 2016) refers to firms with at least six employees, while other sources only exclude firms with less than ten employees; c. The Basic Survey of Human Resource Development (Japan, 2016) refers to firms with at least 30 employees; d. The trend in the Business Operations Survey (New Zealand) refers to the period 2005‑16; e. The trend in the WRTAL survey (Australia) refers to the period 2005‑16/17.

Table A B.3. Inclusiveness – dimension, sub-dimensions, indicators

Sub-dimension	Indicator	Description	Reference year	Source
Socio-demographic characteristics	Age gap	Percentage point difference in the participation rate between older (>55) and prime age population (25‑54)	2011-12/ 2015	PIAAC
	Gender gap	Percentage point difference in the participation rate between women and men	2011-12/ 2015	PIAAC
	Skill gap	Percentage point difference in the participation rate between low-skilled (literacy and/or numeracy at or below level 1) and medium/high-skilled workers	2011-12/ 2015	PIAAC
	Low-wage gap	Percentage point difference in the participation rate between low-wage (i.e. earning at most two third of the national median wage) and medium/high wage workers	2011-12/ 2015	PIAAC
Employment and contract status	Unemployment gap	Percentage point difference in the participation rate between the unemployed and employed	2011-12/ 2015	PIAAC
	Long-term unemployment gap	Percentage point difference in the participation rate between the long-term unemployed and employed	2011-12/ 2015	PIAAC
	Temporary workers gap	Percentage point difference in the participation rate between workers on temporary and permanent contracts	2011-12/ 2015	PIAAC
	SME gap	Percentage point difference in the participation rate between workers in SMEs and large enterprises	2011-12/ 2015	PIAAC

Table A B.4. Financing – dimension, sub-dimensions, indicators

Sub-dimension	Indicator	Description	Reference year	Source
Government	Government spending per unemployed	Public expenditure on ALMPs training per unemployed-year, % of GDP per head	2015	OECD/ Eurostat
	Government spending per participant	Public expenditure on ALMPs training per participant-year, % of GDP per head (5-year average)	2015/2016	OECD/ Eurostat
	Government investments towards individual’s training	% of participants in formal and non-formal training whose training was fully or partially paid for by public institutions	2016	AES
	Government investments towards firm’s training provision	% of training enterprises that benefitted from government subsidies and/or tax incentives to provide CVT	2015	CVTS
Employers	Employers investment	Investment in non-formal training, % of GVA	2011/2012	OECD calculations based on PIAAC dataa
	Employer-sponsored training	% of participants who have received funding from their employer for at least one learning activity	2011-12/ 2015	PIAAC
	Financial barriers to training provision	% of enterprises stating that high costs of continuing vocational training courses was a limiting factor on provision or a reason for non-provision	2015	CVTS/ Business Operations Surveyb
	Employers spending	Investment in training of employees, % of total investments	2016	EIBIS
Individual	Individuals spending	% of participants who paid for taking part in non-formal learning activities (fully or partially)	2016	AES/ WRTAL
	Financial barriers to training participation	% of adults who wanted to participate (more) in training, but did not because too expensive	2011-12/ 2015	PIAAC

Note: ^a. Calculations from Squicciarini, M., L. Marcolin and P. Horvát (2015), “Estimating Cross-Country Investment in Training: An Experimental Methodology Using PIAAC Data”, OECD Science, Technology and Industry Working Papers, 2015/09, OECD Publishing, Paris. ^b. The Business Operations Survey (New Zealand, 2016) refers to firms with at least six employees, while other sources only exclude firms with less than 10 employees. Firms in the Business Operations Survey are said to see high costs as a limiting factor when they respond that the cost of training was a restriction on training of employees (either high, medium or low restriction).

Table A B.5. Alignment – dimension, sub-dimensions, indicators

Sub-dimension	Indicator	Description	Reference year	Source
Assessment of skill needs	Firms assessing skill needs	% of enterprises that assess regularly or not regularly their future skill needs	2015	CVTS
Training for future skill needs	Training to fill skill gaps	% of enterprises that provide continuing vocational training to employees or recruit and train new staff in response to future skill needs	2015	CVTS
	Non-compulsory training	% of training hours outside compulsory training (health and safety at work)	2015	CVTS
	Training for development	% of the top three skills priorities for the enterprise that are also among the top three skills targeted by CVT courses in terms of training hours	2015	CVTS
Training for workers at risk	Easy-to-fill occupations	Percentage point difference in participation between workers in easy-to-fill occupations and hard-to-fill occupations	2011-12/ 2015	PIAAC
	Jobs at risk of automation	Percentage point difference in participation between workers in jobs with significant risk of automation and low risk of automation	2011-12/ 2015	PIAAC
Labour market imbalances	Self-reported training needs	% of workers reporting they need more training to do their current tasks	2011-12/ 2015	PIAAC
	Hiring difficulties	% of employers reporting difficulty filling jobs	2017/2018	Manpower talent shortage survey
	Obstacle to long-term investments	% of enterprises reporting availability of staff with the right skills as a major obstacle to long-term investment decisions	2016	EIBIS

Table A B.6. Perceived impact – dimension, sub-dimensions, indicators

Indicator	Description	Reference year	Source
Usefulness of training	% of participants for whom at least one formal or non-formal job-related adult learning activity was “very useful” for the job they had at the time of the learning activity	2011-12/ 2015	PIAAC
Use of acquired skills	% of participants in non-formal job-related adult learning who are currently using or are expected to use (a lot or a fair amount of) the skills or knowledge acquired	2016	AES/WRTALa
Impact on employment outcomes	% of participants in non-formal job-related adult learning for whom the skills and knowledge acquired helped them: i) getting a (new) job, ii) higher salary/wages, iii) promotion in the job, iv) new tasks, and/or v) better performance in present job.	2016	AES
Wage returns to adult learning	Hourly wage returns to participation in formal or non-formal job-related adult learning	2011-12/ 2015	OECD calculations based on PIAAC

Note: ^a. The Australian WRTAL Survey (2016/2017) refers to individuals responding that they use at least sometimes their acquired skills.

Table A B.7. Flexibility and Guidance – dimension, sub-dimensions, indicators

Sub-dimension	Indicator	Description	Reference year	Source
Flexibility of AES provision	Time or distance barriers to participation	% of adults who wanted to participate (more) but did not due to time or distance constraints	2011-12/ 2015	PIAAC
	Distance learning	% of participants in job-related adult learning who state that at least one of their adult learning activities was organised as distance learning	2011-12/ 2015	PIAAC
Use of career guidance services	Looked for information	% of adults who looked for information concerning learning possibilities (formal or non-formal)	2016	AES
	Received information	% of adults who received (free of charge or paid for) information or advice/help on learning possibilities from institutions/organisations	2016	AES