Getting Skills Right: Sweden

image of Getting Skills Right: Sweden

The costs of a persistent misalignment between the supply and demand for skills are substantial, ranging from lost wages for workers to lower productivity for firms and countries. Addressing skills imbalances has become even more of a concern as OECD governments reflect on the implications of technological progress, digitisation, demographic change and globalisation for jobs and work organisation. In light of these challenges, OECD has undertaken new research to shed light on how countries measure changing skill needs while ensuring that employment, training and migration institutions are responsive to the emergence of new skill requirements. The Getting Skills Right in Sweden review offers an in-depth analysis of the key areas where policy action is required to spur the development of an efficient system for skills assessment and anticipation to inform policy in the country. The report provides an assessment of practices in the following areas: i) the collection of information on existing and future skill needs; ii) the use of skill needs information to guide policy development in the areas of labour, education and migration; and iii) the existence of effective governance arrangements to ensure good co-ordination among the key stakeholders in the collection and use of skill needs information.



Building skills assessment and anticipation information: An overview of the Swedish initiatives

Skills assessment and anticipation exercises are carried out in virtually all OECD countries, but that the approaches used vary. This chapter describes four fundamental aspects of the Swedish SAA exercises. First, it discusses the ability of existing tools and exercises to identify where and when skills imbalances do (will) arise. Second, it analyses the specific methodological challenges faced by these exercises along with the solutions that have been found to produce reliable and robust information in Sweden. Third, it describes the governance of the SAA exercises and the way the main stakeholders involved in assessing and anticipating skill needs interact in the production of SAA information. Finally, the chapter reviews the diffusion channels for SAA information and the potential bottlenecks to its dissemination to an audience of policy makers, students, job seekers and education providers.


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