MAUVAIS APPARIEMENT DES COMPÉTENCES DANS
LES PAYS DE L’OCDE : L’ENQUÊTE PIAAC ET LES
INDICATEURS SKILLS FOR JOBS
Glenda Quintini
Head of skills unit
Skills and Employability Division
Directorate for Employment, Labour and Social Affairs
Colloque DARES
Les tensions sur le marché du travail
Paris, 18 décembre 2018
Outline
1. How skills matter
vs education
2. Which skills
matter
3.Ensuring a good
match
1. How skills matter
vs occupations
2. Which skills
matter where
1. How focusing on
skills helps the
#FutureofSkills
debate
2013
A few facts about the Survey of Adult Skills (PIAAC)
2016 2018
What is PIAAC
Household survey
38 countries and regions
21 EU countries and regions
Cycle 1: 3 rounds
5K to 30K observations
What we measure
directly
Literacy
Numeracy
Digital/Adaptive Problem solving
Reading/Numeracy components
The background
questionnaire
How skills are distributed
How people build their skills
How people use their skills
Which benefits skills bring to people
100 125 150 175 200 225 250 275 300 325 350 375 400
Lower than upper secondary
Upper secondary
Tertiary
Score
Italy
100 125 150 175 200 225 250 275 300 325 350 375 400
Lower than upper secondary
Upper secondary
Tertiary
Score
Japan
25th
percentil
e
Mean and .95
conf idence
interv al f or
mean
75th
percentil
e
Japanese high school
graduates have literacy
skills comparable to
those of Italian tertiary
graduates
Education Skills
0
5
10
15
20
25
30
35
40
45
High levels of
trust
High levels of
political
efficacy
Participation
in volunteer
activities
High levels of
health
High wages
What people know has a major impact on economic and non-
economic outcomes
Literacy and positive outcomes
Percentage-point difference between Level 4 or 5 and Level 1 or below
How skills matter…
0
5
10
15
20
25
Years of education Proficiency in literacy
…on top of education
%
Wage returns
How people use their skills is key too, on top of what
they know
Wage and satisfaction returns to education, skills proficiency and skills use
Percentage change in wages
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
Use of reading at
work
Use of ICT skills at
work
Problem solving
skills at work
Skills proficiency Skills use at work Years of education
Source: Employment Outlook (2016)
-4
-2
0
2
4
6
Use of reading at work Use of ICT skills at
work
Problem solving skills
at work
Skills proficiency Skills use at work Years of education
Percentage-point change in job satisfaction
Developing the right skills is key
Source: Survey of Adult Skills (PIAAC) (2012)
Incidence of Qualifications Mismatch
0 10 20 30 40 50
France
Ireland
England/N. Ireland (UK)
Australia
Canada
Sweden
Japan
Estonia
Italy
Austria
Norway
Average
Germany
Netherlands
United States
Korea
Spain
Finland
Flanders (Belgium)
Czech Republic
Denmark
Poland
Slovak Republic
Overqualification
Underqualification
0 5 10 15 20 25
Ireland
Spain
Austria
Czech Republic
Italy
Cyprus¹ ²
Slovak Republic
Germany
England/N. Ireland (UK)
Average
Norway
Japan
United States
Korea
Denmark
Australia
Estonia
Flanders (Belgium)
Sweden
France
Canada
Finland
Poland
Netherlands
Over-skilled
Under-skilled
Incidence of Skills Mismatch
Around 4/10 workers are mismatched by field of study
0 10 20 30 40 50 60
Korea
England/N. Ireland (UK)
Italy
Australia
Japan
United States
Spain
France
Russian Federation
Ireland
Poland
Flanders (Belgium)
Average
Czech Republic
Slovak Republic
Canada
Estonia
Denmark
Netherlands
Sweden
Norway
Austria
Germany
Finland
Source: Survey of Adult Skills (PIAAC) (2012)
Incidence of Field of Study Mismatch
Qualification, literacy and
field-of-study mismatch affect wages
Percentage difference in wages
-25
-20
-15
-10
-5
0
5
10
15
20
Over-qualified
(Ref: same qualifications, well-matched job)
Overskilled in literacy
(Ref: same skills, well-matched job)
Field-of-study mismatched
(Ref: same field of study, well-matched job)
%
Source: Skills Matter (OECD, 2016)
Literacy mismatch and productivity
0
2
4
6
8
10
12
0
5
10
15
20
25
30
35
40
POL CAN BEL SWE USA FRA NLDDNK JPN FIN EST KOR GBRNOR SVK AUS DEU AUT IRL CZE ESP ITA
Percentage of workers with skill mismatch (LHS)
Gains to labour productivity from reducing skill mismatch (RHS)
12
Household vs Employers Perspective
‘ ’
Not
employed
Over-skilled Well-matched
Well-matched
Under-
skilled
Over-skilled Under-
skilled
Unfilled
vacancies
Employed
‘ ’
Employed
Household
survey
(skills supply)
Employer
survey
(skills demand)
The Skills for Jobs database
Objective and
comparable
information
Wage
Employment
Unemployment
Hours worked
Under-qualification
Critical
thinking
Complex
problem
solving
Engineering
and
technology
Arts and
humanities
Deductive
reasoning
Finger
dexterity
Skills
Shortages and surpluses
Knowledge
Abilities
Skills
13
…
1
2
Skills for Jobs Framework: from occupations to
skills
Physics
ICT
Oral and Written
comprehension
Critical Thinking
Complex problem
Solving
32
3
33
31
Shortage
Surplus
What are the occupations in shortage?
0%
20
%
40
%
60
%
80
%
10
0%
Fi
nl
an
d
N
et
he
rla
nd
s
N
or
w
ay
Ic
el
an
d
Sw
ed
en
Lu
xe
m
bo
ur
g
Ge
rm
an
y
Sw
itz
er
la
nd
Be
lg
iu
m
N
ew
Z
ea
la
nd
Fr
an
ce
Ita
ly
De
nm
ar
k
Es
to
ni
a
Ire
la
nd
Au
st
ria
Li
th
ua
ni
a
O
EC
D
Sp
ai
n
La
tv
ia
Po
rt
ug
al
U
ni
te
d
St
at
es
Au
st
ra
lia
Ca
na
da
U
ni
te
d
Ki
ng
do
m
Sl
ov
en
ia
Gr
ee
ce
Cz
ec
h
Re
pu
bl
ic
Po
la
nd
Sl
ov
ak
R
ep
ub
lic
Hu
ng
ar
y
Ch
ile
M
ex
ic
o
Tu
rk
ey
Bu
lg
ar
ia
Ro
m
an
ia
Ar
ge
nt
in
a
So
ut
h
Af
ric
a
Br
az
il
Pe
ru
High-skilled Medium-skilled Low-skilled
Health-care Executives Teaching Science
and Eng.
ICT prof. Personal
Service
Building
& trades
Metal &
machinery
Handicraft
& creatives
Agriculture
High-skill Medium-skill Low-skill
50%
Increasing shortages of high-level cognitive skills
-0
,2
0
-0
,1
0
0,
00
0,
10
0,
20
0,
30
W
ri
tt
en
E
xp
re
ss
io
n
O
ra
l E
xp
re
ss
io
n
D
ed
uc
ti
ve
R
ea
so
ni
ng
In
du
ct
iv
e
R
ea
so
ni
ng
O
ra
l C
om
pr
eh
en
si
on
Fl
ue
nc
y
of
I
de
as
O
ri
gi
na
lit
y
M
at
he
m
at
ic
al
R
ea
so
ni
ng
Sp
ee
ch
R
ec
og
ni
ti
on
C
at
eg
or
y
Fl
ex
ib
ili
ty
N
um
be
r
Fa
ci
lit
y
Sp
ee
d
of
C
lo
su
re
M
em
or
iz
at
io
n
Se
le
ct
iv
e
A
tt
en
ti
on
V
is
ua
liz
at
io
n
E
xp
lo
si
ve
S
tr
en
gt
h
Fi
ng
er
D
ex
te
