El documento Going Digital: Shaping Policies, Improving Lives de la OCDE trata transversalmente un tema esencial: HABILIDADES. A continuación trato de reordenar toda la información relacionada con habilidades y talento plasmadas en el documento:
ALGUNAS
CIFRAS Y DATOS
·
Closing the gap requires developing needed
skills: only 31% of adults have sufficient problem-solving skills to succeed in
a world of ubiquitous technologies.
·
Many jobs are likely to change: Digital
transformation leads to creative destruction, with jobs being lost and others
being created. Estimates of possible automation of tasks suggest that 14% of
jobs face a high likelihood of automation and another 32% are likely to face
significant change over the next 10 to 20 years.
·
74% people use e-mail, more sophisticated
activities, like online courses (9%), still have great potential to grow
· Some skills are particularly rewarded in
digital work environments: workers in digital-intensive industries with high
science, technology, engineering and mathematics skills and high levels of
self-organisation or management and communication skills tend to earn a wage
premium relative to those in non-digital intensive industries (Grundke
et al., 2018[17]). On the other hand, low-skilled workers seem to
experience downward pressure on their wages as a result of digital
transformation (Acemoglu and Restrepo, 2017[7]; Dauth et al., 2017[19];
Graetz and Michaels, 2017[20]; Nedelkoska and Quintini, 2018
· If one considers a mix of skills that includes
literacy and numeracy, the number of adults lacking basic cognitive skills to
be productive in digital environments is close to one in five adults in several
countries.
· The labour market demand for cognitive skills
such as written and oral expression, numeracy, reasoning and complex problem
solving has increased in the last decade, while demand for routine and physical
abilities has dropped significantly.
· The available evidence shows that the diffusion
of online activities is more widespread among individuals with higher education
levels than among less educated individuals (see Figure 3.1). Individuals with
sound cognitive skills, notably numeracy, literacy, and problem-solving skills
in technology-rich environments, are found to be most likely to perform a more
diversified range of activities, including more complex/ sophisticated online
activities.
LO QUE
SE REQUIERE
·
Effective use of digital technologies often
involves experimentation, as it takes time to reorganise production processes,
introduce new business models, and find or provide workers and management with
new skills. Digital transformation also requires complementary investments in
skills, organizational change, process innovation, as well as new systems and
business models.
·
Occupations requiring formal training and
related curricula need to evolve with a long-term vision, and the conditions
and quality of teaching need to improve. In addition, policies should help
individuals navigate uncertain and evolving work environments by promoting
comprehensive information about skills and learning opportunities; making
learning opportunities flexible and affordable for both individuals and
employers; and establishing mechanisms to ensure the quality and credibility of
learning. It also important that policies foster engagement in learning for
all, notably those most at risk of having their skills become obsolete.
Overall, people’s readiness to learn, which is strongly correlated with
cognitive skills, is a crucial determinant of participation in training
programmes but also of learning from experience and expanding opportunities of
digital learning
· Everyone should have the chance to acquire
needed skills and effectively use and continuously improve them.
Starting from early childhood education, the accessibility, quality and equity
of education for young people and of training for adults along their working
life need to improve, including through better use of digital technologies for
digital learning
·
To increase effective use, policies should:
o
Empower everyone with a mix of skills to thrive
and trust in a digital world;
o
Boost adoption and diffusion of digital tools
to drive productivity growth in firms, and small and medium-sized enterprises
in particular;
o
Promote business dynamism and structural
change;
o
Foster investment in intangible assets
(e.g. patents, software); and
o
make digital government services more user
centered.
·
Tareas importantes a desarrollar en los países:
·
The OECD Skills Strategy identifies three
imperatives – life-long learning, fostering equitable opportunities and
outcomes, and making better use of digital technology as a learning device. It
advocates for three core areas of policy action: 1) Developing relevant skills
across the life course; 2) Using skills effectively in all facets of work and
society; and 3) Strengthening the governance of the skills system
·
In addition, co-ordination among education and
training institutions, employers, and social partners and institutions is
crucial to make education and training programmes more responsive to changing
needs and help target those who need learning opportunities the most. This
should include high-quality and independent orientation and counselling on
life-long learning for all workers and the unemployed over their whole career
span.
o
life-long learning
o
on-the-job training
o
up-skilling
o
re-skilling
o
training of low-skilled workers: the marginal
benefit of training for technology adoption is twice as large for low-skilled
than for high-skilled workers
·
Improve the accessibility, quality and equity
of education for young people and of training systems for adults throughout
their working life, including through better use of digital technologies for
learning
SKILLS NEEDED
·
Leverage skills for people, firms and
governments to thrive in the digital age
·
Ensure everyone has the skills needed for a
digital world; currently, only 31% of adults have sufficient problem-solving
skills for technology-rich environments.
·
Hard AND soft skills!
Important
skills include:
· Generic ICT
· ICT specialist
· Data specialist skills: data analytics are
essential to extract insights from data and to create value. Data analytics
include a set of techniques, tools – software, AI, visualisation tools, etc. –
that help extract information from data by revealing the context in which the
data are embedded and their organization and structure. Effectively analyzing
data with such tools crucially requires human capacity, notably skills, such as
data analytic and management skills. Data analytics help extract information
from data, which can be used to generate knowledge and/or support decision
making.
·
Complementary skills and competences that
enable high-performance work practices:
o
Teamwork, autonomy, problem solving, creative
thinking, communication, collaboration, and emotional intelligence and a strong
ability to continue learning.
EMPRESAS
·
On the jobs front, we know that digital
transformation leads to some job losses and some job gains. The growing scale
and complexity of these complementary investments make digital transformation
particularly difficult for non-frontier firms, such as small and medium-sized
enterprises in less digital-intensive sectors. To date, however, employment
rates are at record high levels in many countries and over the past decade four
out of ten new jobs were created in digital intensive sectors. But it is
important to ensure that all workers benefit more equally from digital
transformation and are empowered with the right mix of skills as well as
provided with social protection. Over the past two decades, real median
wage growth in most OECD countries has decoupled from labour productivity
growth, suggesting that productivity gains no longer automatically translate
into wage gains for all workers.
·
Ensure that people develop the skills they need
to succeed in the digital world of work, notably sound cognitive skills,
information and communication technology (ICT) skills, complementary skills,
specialist skills and the ability to cope with change and keep learning,
including out of work.
·
In addition, firms are not only demanding more
in terms of workers’ skills requirements but also increasingly testing skills
on their own rather than relying on diplomas. Similarly, skills acquired by
workers through non-formal and informal learning are not often certified and
not easily recognised by other employers, which is likely to weaken learning
incentives and the ability of workers to fully benefit from such learning
(OECD, forthcoming[13]; Quintini, forthcoming).
·
Boost the adoption, diffusion and effective use
of advanced digital tools which drive productivity in firms; today, big data
analysis is performed by 33% of large firms, but only by 19% of medium-sized
and by 11% of small firms.
·
Promote investment in information and
communication technologies (ICTs) and intangible assets, foster business dynamism
and structural change, and support small and medium-sized enterprises (SMEs) to
overcome challenges in adopting advanced digital tools.
·
To boost productivity, it is essential to
promote the adoption, diffusion and effective use of advanced digital tools,
especially in SMEs, including by promoting investment in ICTs and intangible
assets, notably skills, and by fostering business dynamism.
·
At the same time, policies need to strengthen
trust in digital environments, for example by raising awareness and empowering
people and organizations to better manage digital risk.
·
Besides having enough of the right skills,
allocating skilled workers to the jobs they are best equipped for is important
to foster usage.
·
Trust underpins most digital relationships and
transactions and a lack of trust is an important barrier to diffusion and
effective use
·
ICT skills used at work include, for
example, basic computer skills, communication and information search skills,
and proficiency in using office productivity software
·
High performance work practices include skills
and competences such as teamwork, autonomy, task discretion, mentoring, job
rotation, and applying new learning, as well as management practices including
bonus payments, training, and flexible working hours.
CAMBIO EN EL SECTOR
DE LA EDUCACIÓN
·
Review education and training systems to
empower people to prosper and workers to succeed, and better exploit the
possibilities of digital learning.
·
Important potential for making education and
training more effective lies in better using of digital technologies for
teaching and learning. Over the past decade, different approaches to digital
learning have evolved and often improved access to and flexibility of learning,
including by allowing access to education and training over the Internet, and/or by unbundling and personalising it. Examples include: ●●
digital learning materials and open educational (online) resources, which
create new possibilities such as digital annotations, machine-scorable online
quizzes, links to tutorials, etc. and can greatly reduce cost per learner ●●
blended or hybrid learning, which may take the form of digital face-to-face
learning or flipped classrooms courses ●● personalised instructions and
adaptive learning, including through games and enhanced through data
collection, predictive analytics and AI ●● digital immersive learning that can
facilitate faculty-student and student-student interactions and substitute for
“hands-on” educational experiences.
·
Digital transformation creates significant
opportunities, from enhancing access to knowledge to driving new skills
development. However, the benefits of access to and use of digital technologies
appear to depend on whether digital tools are used as substitutes or
complements to traditional education (Bulman and Fairlie, 2016[65]; Escueta
et al., 2017[66]). At school, computer-assisted instruction seems to have
more positive effects on students’ educational outcomes than ICT investment
when the use of computers is supplemented with additional instruction and with
investment in teacher skills to deploy digital tools effectively.
·
As the provision and forms of education,
training and learning expand and diversify, a key question to be addressed is
how to design and organize the certification of learning, including digital
learning, to provide clarity to firms and individuals and to facilitate the
recognition of skills acquired formally and informally. Many labour markets are
characterised by a pool of workers with similar educational attainment but very
different skills
·
It is therefore crucial to develop better
accreditation mechanisms that complement the traditional diploma, including
certifications that are independent from the completion of years of education,
and to move towards a reliable assessment of skills rather than only a
certification of participation in learning activities (OECD, forthcoming[13]).
·
To develop a holistic approach to improving
education and training systems, governments need to invest strategically. To
help governments do so, the 2019 OECD Skills Strategy, currently being reassessed,
provides an integrated, cross-government strategic framework to help countries
identify the strengths and weaknesses of their national skills systems,
benchmark them internationally, and develop policies that can transform better
skills into better jobs, economic growth and social inclusion.
DEBE SER
INCLUYENTE
·
To promote social prosperity, policies should
reduce divides by strengthening foundational skills and life-long learning and
include everyone – notably women, the elderly and low-income
individuals – while tackling risks like cyberbullying and disinformation.
Digital technologies can also help to address collective challenges, for
example by promoting energy efficiency and reducing healthcare costs,
e.g. through mobile health technologies.
·
To ensure that digital transformation supports
and growth and well-being, it is important to and reduce any inequalities
that may be exacerbated by technological progress. While each country has
its own social preferences and specific context, there are some policy actions
that can be taken that are relevant for all countries, particularly investing
in education and skills, among others.
·
Address digital divides to increase
inclusiveness
o
Divides by gender, age, educational attainment
and income level reduce digital inclusion. Thirty-two percent of 55-65
year-olds have no computer experience or have failed core information and
communication technology (ICT) tests, compared with 5% of 16-24 year-olds. More
than twice as many young (16-24 year-old) men than women in the OECD can
program.
o
Promote foundational skills (e.g. literacy,
numeracy) for all, including by offering incentives for and easing access to
adult learning and improving the recognition of skills acquired after initial
education so that everyone can participate in a digital society. Social
policies that support mobility and redistribution can also reduce digital
divides
o
The gender gap is starker when considering
programming skills. Across the European Union, more than twice as many young
men (aged 16-24) than women have learnt to program (Figure 6.1). Only those
with programming skills will be able to shape the development of digital
technologies (e.g artificial intelligence), which could create biases.
o
Women are also less likely to study science, technology,
engineering and mathematics (STEM) or to pursue careers in the ICT sector
o
Older people (aged 55-74) were less likely than
those aged 16 to 24 to use the Internet in every OECD country for which data
were available in 2016 (OECD, 2019[1])
·
Divides in the distribution of skills may be
somewhat compensated for by holistic education and skills policies that support
learning and skills development throughout the life cycle.
Governments and firms can promote adult learning by offering incentives (e.g.
through the tax system), easing access to formal education for adults, and
improving the recognition of skills acquired after initial education (OECD, 2017[12])
ADULTOS
·
Policy action can improve the future readiness
of adult learning systems by:
o
Making adult learning systems more inclusive,
for example through providing better information and guidance, flexible
learning provision, and the recognition of prior education and training
o
More closely aligning adult learning with skill
needs, for example by ensuring high-quality information on skill needs to help
shape learning systems
o
Improving the quality of training, for example
by setting and monitoring quality standards, ensuring that training leads to
certification, and regularly evaluating adult learning programmes
o
Ensuring adequate financing of adult learning,
including by calling upon employers and individuals, in addition to
governments, to contribute to training costs in line with the benefits they
obtain.
o
Improving governance to enable effective
vertical and horizontal co-ordination on adult learning within the government,
as well as co-operation with social partners and other stakeholders (OECD,
2019[25]).
o
Raising aspirations for learning, strengthening
systems of skills validation and certification, and encouraging the development
of education and training markets that are responsive to the needs of adults.
BONO ADM: TALENTO EN COLOMBIA
Algunas iniciativas que está haciendo Colombia en el tema de habilidades:
·
MINTIC
o
Convenio MINTIC – Coursera
(septiembre 3 de 2019): el Presidente dice que se trata de “ir
democratizando esta plataforma para lograr también nuestra meta de tener cerca
de 150 mil estudiantes formados en programación y en habilidades de la cuarta
revolución industrial, de aquí al finalizar nuestro Gobierno, en agosto del
2022”.
§ También
señaló que se ha iniciado “un piloto que ya tiene cerca de 2.700 estudiantes, y
la idea es ver cómo se van comportando los estudiantes, en la medida en que
vayan también conociendo las herramientas de esta plataforma que, a su vez,
está asociada con las mejores universidades del mundo, incluidas universidades
de Colombia”.
o
Soluciones de acceso público gratuito a Internet
o
Primer Centro para la Cuarta Revolución Industrial en
Latam del WEF
o
Apps.co (más de 33 mil beneficiados en cursos
virtuales y más de 419 personas en talleres presenciales de emprendimiento
digital)
o
Ecosistema C Emprende (emprendimiento digital)
o
Proyecto “Programación para niños y niñas”
o
Crea Digital
o
Empresariodigital.gov.co con más de 36 cursos
virtuales
o
Centros de Transformación Digital Empresarial en más
de 20 departamentos del país
o
Créditos condonables con el Icetex para la formación
en temas TI
o
Computadores para Educar: formación a docentes y
entrega de dispositivos.
o
En TIC Confió: Alfabetización digital
o
Colombia 4.0 cumbre de contenidos digitales en
Colombia (más de 10.000 inscritos en 2 días)
o
Alianza Code.org con Computadores para Educar: en
julio 2019 lanzaron un piloto para llevar su modelo a 18 colegios oficiales de
Popayán.
§ Esta organización
ofrece cursos de programación gratuitos a más de 36 millones de estudiantes en
todo el mundo y es el principal referente en la promoción de la educación
computacional en el mundo. En Colombia, cerca de 220.000 jóvenes aprenden
código desde sus casas con ellos
·
SENA
·
Innpulsa: Desarrollo del emprendimiento de alto
impacto en el país.
·
MINEDUCACION: un gran trabajo
· CPE
¡NO SOLO
JALONA EL SECTOR PÚBLICO!
·
Plataformas
como Platzi y World Tech Makers
·
Universidades,
colegios
·
Centros
de Robótica
·
Otros (digan cuáles :) )
