A recurrent theme of the Government's education policy has been the need to improve skill levels in the workforce. In this light this report looks at the Government's proposals for the provision of education between the ages of 14-19 and the work of the Working Group on 14-19 Reform. One of the clear conclusions is that the whole education experience is significant for a child, not just one particular part and that the labour market really requires young people who are literate, numerate and work prepared. On the subject of the proposed unified diploma to replace GCSEs and A levels, the Committee understands why the Government thought its introduction would be a risk but it nevertheless urges to the subject to be kept under review. However the burden for change does not solely rest with the government, employers must also engage with the process to help devise a system that meets their needs.

Incorporating HCP 197-i/xiii, session 2003-04

Our economic recovery and long term prosperity depends on people who are not only highly skilled but also appropriately skilled for the changing economy. In this respect skills policy must be based on the twin objectives of wider and more flexible access to skills training and a greater focus on the evolving nature of the skills required for the modern world. This report outlines policy proposals in line with these objectives. The aspects covered include: Promoting skills for economic prosperity; expanding apprenticeships; responding to businesses and key sectors; equipping adults for future jobs; raising business investment in workforce productivity; improving training in a simpler system. The ultimate goal is that 'three-quarters of people should participate in higher education or complete an advanced apprenticeship or equivalent technician level course by the age of 30'

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. This report, OECD Skills Strategy Ireland: Assessment and Recommendations, identifies opportunities and makes recommendations to secure a balance in skills, foster greater participation in lifelong learning, leverage skills to drive innovation and improve firm performance, and strengthen skills governance to build a joined-up skills ecosystem in Ireland.

Skills are central to Portugal’s future prosperity and the well-being of its people. The OECD Skills Strategy Diagnostic Report: Portugal identifies 12 skills challenges for Portugal. The first nine challenges refer to specific outcomes across the three pillars of developing, activating and ...

The OECD Skills Strategy provides a strategic and comprehensive approach for ensuring that people and countries have the skills to thrive in a complex, interconnected and rapidly changing world. The updated 2019 OECD Skills Strategy takes account of the lessons learned from applying the original skills strategy in 11 countries since 2012...