The COVID-19 crisis has exposed the many inadequacies and inequities in education systems around the world. As governments start rebuilding their economies and people’s livelihoods, it is critical that long-term public spending on education remain a priority to ensure that every young person has the same opportunity to continue education, succeed at school and develop the skills they need to contribute to society, according to a new OECD report.
Education at a Glance 2020, together with an accompanying brochure analysing the impact of the crisis, warns that, while there is uncertainty about the overall impact of the COVID-19 pandemic on education expenditure, governments may face difficult decisions on the allocation of public funds as economic growth slows, tax incomes decline and healthcare and welfare costs rise. In 2017, total public expenditure on primary to tertiary education as a percentage of total government expenditure was 11% on average across OECD countries, with the share ranging from around 7% in Greece to around 17% in Chile.
“Strengthening education systems needs to be at the heart of government planning to recover from this crisis and give young people the skills and competencies they need to succeed,” said OECD Secretary-General Angel Gurría, launching the report in Paris. “It’s critical that every effort be made to ensure that the crisis does not exacerbate the inequalities in education that have been revealed in many countries. The current crisis has tested our ability to deal with large-scale disruptions. It is now up to us to build as its legacy a more resilient society.”
The crisis has hit the vocational and education training (VET) sector particularly hard. This is a major concern, according to the report, as many of the professions that formed the backbone of economic and social life during the lockdown hinge on vocational qualifications.
On average across OECD countries, young adults today are less likely to attain an upper secondary vocational path than their parents were and more likely to pursue an academic university degree. Earnings are also lower: adults with an upper secondary vocational qualification have similar earnings to those with an upper secondary general qualification, but they earn 34% less than tertiary-educated adults on average across OECD countries.
Governments should step up their efforts to make vocational education and vocational qualifications more attractive to young people. This should include enhancing work-based learning and strengthening ties with the private sector. Currently, only one third of upper secondary vocational students take part in combined school and work-based programmes on average across OECD countries.
Making it easier for students to move from vocational to higher education is also key and can improve learning outcomes. Upper secondary vocational students are more likely to complete their qualification when the programme provides access to tertiary education than when it does not. Today, almost seven in ten students are enrolled in programmes that, in theory, enable them to progress to higher degrees.
The crisis has also raised concerns around the value proposition of higher education institutions, with students reluctant to commit large amounts of time and money when much of the course work is only available online. This may affect international student mobility as students question the very value of obtaining a degree abroad.
Any decline in enrolment of international students for the next academic year will hit the core education services universities offer, but also will indirectly affect the financial support they provide to domestic students, as well as research and development activities. While international students represent 6% of tertiary students on average across OECD countries, they represent 20% or more in Australia, Luxembourg and New Zealand. International student mobility is particularly high at doctoral level, where one out of five students on average travels abroad to earn their degree. To remain relevant, universities will need to reinvent learning environments so that digitalisation expands and complements, but does not replace, student-teacher and student-student relationships.
Education at a Glance provides comparable national statistics measuring the state of education worldwide. The report analyses the education systems of the OECD’s 37 member countries, as well as of Argentina, Brazil, China, Costa Rica, India, Indonesia, the Russian Federation, Saudi Arabia and South Africa.
Investment in Upskilling Could Boost Global GDP by $6.5 trillion by 2030
Accelerated investment in upskilling and reskilling of workers could add at least $6.5 trillion to global GDP, create 5.3 million (net) new jobs by 2030 and help develop more inclusive and sustainable economies worldwide. These are the key findings of a World Economic Forum report published today.
The report, Upskilling for Shared Prosperity, authored in collaboration with PwC, finds that accelerated skills enhancement would ensure that people have the experience and skills needed for the jobs created by the Fourth Industrial Revolution – boosting global productivity by 3%, on average, by 2030. The newly created jobs will be those that are complemented and augmented – rather than replaced – by technology.
“Even before COVID-19, the rise of automation and digitization was transforming global job markets, resulting in the very urgent need for large-scale upskilling and reskilling. Now, this need has become even more important. And – as we highlight in our new insight report with the Forum – upskilling is key to stimulating the economic recovery from COVID-19 and creating more inclusive and sustainable economies. To make this happen, greater public-private collaboration will be key. We’re delighted to be part of the Reskilling Revolution platform, which will help foster greater action, collaboration, accountability and progress on this important topic,” said Bob Moritz, Global Chairman, PwC.
One year of impact through the Reskilling Revolution
The research on upskilling supports the work of the Reskilling Revolution platform. Launched at the World Economic Forum Annual Meeting in Davos-Klosters in January 2020, the Reskilling Revolution set out to provide better education, skills and work to one billion people by 2030. In its first year, despite the pandemic and economic downturn, the platform’s initiatives are estimated to have benefitted more than 50 million people globally through rapid reskilling, upskilling and redeployment.
“Millions of jobs have been lost through the pandemic, while accelerating automation and digitization mean that many are unlikely to return. We need new investments in the jobs of tomorrow, the skills people need for moving into these new roles and education systems that prepare young people for the new economy and society. Initiatives like the Reskilling Revolution hold the key to converting ideas into action and creating the necessary coordination between the public and the private sectors. There is no time to waste,” said Saadia Zahidi, Managing Director, World Economic Forum.
After focusing in 2020 on setting up systems for rapid reskilling and upskilling – particularly vital in the midst of the pandemic – the initiative will continue to scale up its skilling work in its second year, while expanding its work in education, job creating investments and work standards.
“Investment in job creation, particularly climate-friendly jobs, is key to ensuring a Reskilling Revolution, and concerted action by governments and by business is needed urgently,” said Sharan Burrow, General-Secretary, International Trade Union Confederation (ITUC).
Developing a common language for skills
The absence of a shared language for skills poses a significant obstacle for the reskilling and upskilling agenda. An additional report by the World Economic Forum, also launched today, provides a common taxonomy for skills to help employers, government and learning providers more efficiently match talent to jobs and learning opportunities.
The Global Skills Taxonomy: A Common Language to Unlock the Reskilling Revolution includes specific definitions and categorizations of skills, creating a common taxonomy for the labour market to adopt, from online training providers and universities to hiring managers in companies and education ministries. It consists of an interactive taxonomy with definitions as well as recommendations for adoption to inform hiring, reskilling and redeployment practices in the workplaces of the future.
More about the Reskilling Revolution
The Reskilling Revolution works through three action tracks: Forum-led initiatives that engage the public and the private sectors in joint initiatives; public-sector and multistakeholder initiatives; and company-led initiatives.
The Closing the Skills Gap country accelerators are developing and implementing national strategies for reskilling and upskilling. Accelerators are active in 10 countries with Georgia, Greece and Turkey having recently established accelerators, and a further six accelerators under discussion. Commitments made by established and planned accelerator countries and their member companies to reskill and upskill their employees are expected to reach up to 47 million individuals.
Comprised of major online learning providers, including Udacity and Coursera, and reaching 200 million learners worldwide, the Forum-led Skills Consortium aims to elevate online learning as an accepted route to employment to provide more opportunities for reskilling, upskilling and redeployment. Building on this success, the Chief Learning Officer Community brings together industry leaders in learning and development to transform workplace learning for 2.9 million employees.
In the year ahead, the Consortium, the community of Chief Human Resources Officers and Chief Learning Officers of the Reskilling Revolution platform will work on the adoption of the skills taxonomy to help make skills the key currency of the labour market and create greater efficiencies in the labour market.
The Preparing for the Future of Work industry accelerators are estimated to have reached nearly 8 million employees to prepare them with future-oriented skills. In addition, the Chief Human Resource Officer Community brings together companies’ HR leaders to share best practices and mobilize action to provide better jobs and skills to a further 4 million employees.
Multistakeholder coalitions that joined the Reskilling Revolution, led by UNICEF and the ILO among others, have been focused on delivering better education and skills, through equalizing access to digital learning (mass teacher reskilling, or identifying, supporting and amplifying new approaches.
Company-led initiatives are helping future-proof their workforces, even in an economically constrained environment. Reskilling Revolution companies are leading new approaches to support their workforces, and their supply chains and communities through access to education, skills and better jobs. In addition to founding members of the platform, such as Adecco Group, LinkedIn and ManpowerGroup, the initiative recently welcomed new partner commitments from Royal Bank of Canada, Unilever and Verizon.
Private markets forecast to grow to $4.9tn globally by 2025 and make up 10% of global AuM
Assets under management (AuM) in private markets to expand by between $4.2 trillion and $5.5 trillion in the years up to 2025 in worst/best case scenarios for economic recovery, according to new analysis from PwC.
The report, Prime time for private markets: The new value creation playbook, examines prospects for four primarily illiquid asset classes of private equity (including venture capital), infrastructure, real estate and private credit across a range of scenarios for 2019-2025.
The report projects significant growth for the value of private markets of $5.5tn (best case), $4.9tn (base case) and $4.2tn (worst case) depending on how global economic conditions respond to the disruption caused by Covid-19.
Will Jackson-Moore, global leader for private equity, real assets and sovereign funds at PwC says,‘The report highlights the continued emergence of private markets as a fast growing and highly impactful portion of global capital markets. Investors continue to look to the sector to deliver the yields that lower risk and more liquid asset classes struggle to match.
‘Yet this is also an opportunity for private markets to take a lead on ESG and net zero commitments and demonstrate the impact they can make in public perception beyond public markets.’
Opportunities across asset classes
Even in the worst case scenario of a prolonged recession, the projections look ahead to growth of almost 50% up to 2025.
While private equity is very much “the asset class of the moment” there is evidence that there are significant opportunities for growth and returns in areas such as real estate, infrastructure and private credit.
Will Jackson-Moore says,‘While opportunities for growth are out there, it is important to emphasise that returns will be harder to find and be more aggressively fought for. Managers will need to be innovative in their approach to value creation and respond swiftly to changing investors and governmental expectations as economies recover from the effects of the crisis.’
ESG and going beyond financial return
Will Jackson-Moore says,‘Our research highlights the extent to which financial return is no longer the sole driver of private markets growth. ESG and Net Zero commitments now represent a significant source of value preservation and creation.
‘Private market managers need to respond by looking at how to apply an ESG lens to investment strategy and product development. Whether it is in impact turnaround initiatives in which ‘dirty’ production facilities are turned green, or building strong commitment to diversity and inclusion at your organisation, these matters are no longer an overlay.’
Key Reforms Needed to Grow Albania’s E-commerce Sector
A new World Bank Albania E-Commerce Diagnostic highlights key reforms needed to better leverage digital trade as opportunity for economic development.
E-commerce can be an important asset for Albania. Online sales channels allow businesses to reach more customers, at home and abroad. Customers gain from greater convenience and more choice. Sectors enabling e-commerce can create new jobs, including in technology companies, logistics and online payments.
During the COVID-19 pandemic, online markets are playing a particularly important role by allowing economic life to continue despite social distancing. The 2020 World Bank Enterprise Survey reveals that almost 20 percent of Albanian firms surveyed reported having either started or increased online business activity during the crisis.
To help Albania seize the digital trade opportunity, this new diagnostic identifies a roadmap of critical reforms in logistics and customs; digital connectivity; online payments; private sector capabilities and skills; and the e-commerce regulatory framework.
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