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Complement recent strategic reforms to career guidance provision across all providers, by developing clear, common, transparent and accountable quality standards (Recommendation 1. Introduce funding model reforms to ensure a proportion of grant funding is conditional on graduate employment outcomes (Recommendation 1. Publish a single, comprehensive strategy setting out a holistic vision for adult learning across different cohorts of learners (Recommendation 2.

Establish a ring-fenced skills fund to subsidise the provision of training opportunities and apprenticeships (Recommendation 2. Develop a new strategy for management and leadership capabilities to raise awareness of the challenge, provide a co-ordinated approach and set out a direction for action (Recommendation 3. Ensure sufficient provision of management and leadership programmes for micro and small businesses by introducing new programmes or expanding existing ones (Recommendation 3.

Commit all relevant decision makers and ministers (including the first minister and deputy first minister) to guarantee support and sustainable financial resources to achieve strategic goals as part of a binding, cross-departmental Skills Strategy for Northern Ireland (Recommendation 4.

As a result of mergers of high-level employer engagement bodies, implement a central skills needs advisory body to advise government on skills policy (Recommendation 4. This annex presents the OECD Skills Strategy Dashboard. The objective of the Dashboard is to present an overview of the performance of skills systems in OECD countries. It is the starting point for analysis in the diagnostic phase of Skills Strategy projects and allows the OECD and the Project Team to identify the priority skills policy themes to be covered in greater detail in the report.

This annex describes the characteristics, presents the indicators and describes the underlying methods for calculating indicators. The OECD Skills Strategy Dashboard is the result of internal consultation and analysis of core indicators used in OECD Skills Strategy projects. The Dashboard applies a broad definition of skills by presenting foundational skills, problem-solving skills and breadth of skillsets, and considers both economic and social outcomes. A total of 33 key outcome indicators were selected and grouped into 16 aggregated indicators.

The selection of indicators followed a process whereby a longlist of the most commonly used indicators in OECD Skills Strategy reports was gradually reduced to a shortlist of core indicators. This process built on the principle that the indicators describe the core outcomes of the different dimensions of the skills system.

In addition, these indicators express outcomes in terms of level, trend, distribution and equity. The indicators need to be comparatively easy to interpret and based on OECD sources, using the most recently available.

To develop aggregate indicators that represent the relative position of countries on key outcomes of the skills system, a number of calculations were made on the collected data. To describe the relative position across countries, a score for each indicator was calculated ranging from 0 to 10, with 0 for the weakest performance and 10 for the strongest performance.

This resulted in an indicator that allows comparisons between different types of indicators (e. The resulting scores were normalised in such a way that better performance results in a higher score. Subsequently, an unweighted average of the indicators was calculated for each of the aggregates, and these scores were then ranked. Aggregate indicators are only presented in the Dashboard when more than half of the underlying indicators have data available. Mathematics (PISA1), mean score, 2018Science (PISA1), mean score, 2018PISA1 average three-year trend (reading, mathematics, science)2Are the skills of youth being developed inclusively.

PISA1 economic, social and cultural status (ESCS) parity index, science performance, 2015How many young adults attain tertiary education. How skilled are young tertiary-educated adults.

How inclusive is the labour market. Do workplaces make intensive use of skills. Programme for International Student Assessment (PISA). The average trend is reported for the longest available period since PISA 2006 for science, PISA 2009 for reading, and PISA 2003 for mathematics.

Survey of Adult Skills, a product of the Programme for the International Assessment of Adult Competencies (PIAAC). It outlines four strategic goals to increase the level of skills of people in employment and encourage greater uptake of STEM subjects.

Pathways to Success: Preventing Exclusion and Promoting Participation of Young PeopleThe strategy is divided into three parts: prevention for under 16s, re-engagement for 16-18 year-olds and re-engagement for 18-24 year-olds.

Specific initiatives for each age group are proposed. Graduating to Success: A Higher Education Strategy for Northern IrelandThis strategy proposes ways to make higher education more responsive to the needs of the economy, more accessible, more flexible and of even greater quality for students.

This strategy for widening participation in higher education seeks to build upon the work of Graduating to Success, by ensuring that individuals are given every opportunity to benefit from higher education, irrespective of their personal or social background. Securing our Success: The Northern Ireland Strategy on ApprenticeshipsThis strategy puts forwards measures to increase the quality and participation levels of apprenticeships.

It also introduced Higher Level Apprenticeships from Qualification Level 4-8. The majority of these Higher Level Apprenticeships are at Level 5 (Foundation degree equivalent). Generating our Success: The Northern Ireland Strategy for Youth TrainingThe strategy envisages a new vocational system for young people aged 16-25 who require training at Level 2 (equivalent of GCSEs).

This scheme would be an alternative to more academic routes and provides a foundation on which young people can then go onto further training (such as with apprentices). Enabling Success: A Strategy to Tackle Economic Inactivity in Northern IrelandThe strategy is focused on individuals with work-limiting health conditions or disabilities, lone parents and individuals with caring commitments. It aims to improve information, engagement and employment opportunities for these groups, as well as address wider barriers to their participation in the labour market.

The refreshed strategy provides the future direction of careers education and guidance for the next five years and sets out the vision, aims, policy commitments and key actions to ensure delivery.

Further Education Means Success: The Northern Ireland Strategy for Further EducationThe strategy puts forward numerous aims for further education centred on themes such as economic development, social inclusion and excellence.

This strategy set out the key actions required to support businesses in all areas of the economy to become more innovative, in order to transform the Northern Ireland economy into one that is knowledge-based and export-focused. This programme lays out the major societal outcomes that the Executive wants to achieve.

Included is the aim to increase innovation, increase the proportion of people working in good jobs and reduce educational inequality. It is based around five pillars for growth: accelerating innovation and research, enhancing education, skills and employability, driving inclusive, sustainable growth, succeeding in global markets and building the best economic infrastructure.

The framework recognises agri-food as one of the areas in Northern Ireland that has the greatest potential for growth. It highlights the need to develop a world-class education and skills system which is critical for economic growth, and indicates that improving the skills and employability of the entire workforce will allow people to scale the skills ladder, thereby delivering higher productivity and increased social inclusion.