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Skills for innovation: a quick overview

Skills for innovation: a quick overview. Stéphan Vincent-Lancrin OECD Centre for Educational Research and Innovation (CERI). Past work covered in horizontal documents. Contribution of higher education to quality human resources , research and innovation

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Skills for innovation: a quick overview

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  1. Skills for innovation: a quick overview Stéphan Vincent-Lancrin OECD Centre for Educational Research and Innovation (CERI)

  2. Past work covered in horizontal documents • Contribution of highereducation to qualityhumanresources, research and innovation • Broadenedaccess, graduation, quality • Funding of tertiary education (teaching and research) • Balance between modes of funding (competitive vs. block grants) • Links withindustry • Reflection on the academic profession • Importance of knowledgeflows • Mobility of staff (researchcareers, public-private, non-compete clauses) • Migration (highlyskilled and lowskilled, short and long) • Cross-border higher education (teaching and research) • Management of diasporas • Facilitation of communities of practice

  3. What kinds of qualifications are used by innovative companies? the diversity of qualifications and skills

  4. Skills for innovation(see Philip Toner’s paper) • Lack of skillshinders innovation • Skills for innovation are diverse because of diversity of innovation at the sectorallevel: • Science and engineering… but not only • General tertiary education… but also VET • Because of innovation, wedon’t know what the skilldemandwillbe in the future: need for lifelonglearning and transferableskills

  5. How has innovation changed the demand for skills? Skill-biasedtechnical change

  6. How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US) Mean task input as percentiles of the 1960 task distribution Source: Levy and Murnane

  7. Canada: increase in creativity-oriented jobs (1901-2006)

  8. Employment structure in Europe in 1993 (hours worked) Source: Goos, Manning and Salomons (based on EWCS data)

  9. Employment structure in Europe in 2006 (hours worked) Source: Goos, Manning and Salomons (based on EWCS data)

  10. Change in employment structure in Europe: 1993-2006 (% points) Source: Goos, Manning and Salomons (based on EWCS data)

  11. Intermediate conclusions • Need for more tertiary graduates (general, vocational, training)… until there are signs of « over-education » (declining returns) • Problem of drop-outs before high school: • Little chances to get a low-skill job • Little chances to have access to adult education and training

  12. How do and should companies use the skills at their disposal to foster innovation? Learning organisations

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