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.

47

AMPE REMURPE

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

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Gracias por su atenciónPara mayor información favor de visitar: oecd.org/skills