Perspectives de l’emploi de l’OCDE 2014
French
International organizations
Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.
Career guidance and employment services
Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.
Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.
Youth employability
Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.
Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.
Research papers
Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.
Chapitre 5 s’appuie sur les résultats de l’Évaluation des compétences des adultes conduite par l’OCDE pour apporter un éclairage sur l’influence qu’exercent différentes compétences sur deux caractéristiques essentielles de la situation des jeunes (16-29 ans) sur le marché du travail : leur probabilité de n’être ni en emploi, ni scolarisés, ni en formation (NEET pour not in employment, education or training) et, lorsqu’ils travaillent, leur salaire horaire. Les types de compétences étudiés sont : le niveau d’instruction, les compétences en traitement de l’information competences en littératie, en numératie, en résolution des problèmes dans des environnements à forte composante technologique) ; les compétences génériques (capacité à organiser son travail de manière autonome ou à influencer le travail des autres, à travailler en équipe ou encore à résoudre des problèmes complexes) et les competences spécifiques à un domaine de spécialisation d’études ou de formation. Le chapitre examine également si les employeurs exploitent pleinement les compétences des jeunes sur le marché du travail et identifie les types de compétences les plus susceptibles d’entraîner une inadéquation entre les compétences que possèdent les travailleurs et celles qu’exige leur emploi. Enfin, le chapitre identifie les leviers d’action les plus susceptibles d’influencer la manière dont les employeurs reconnaissent et rétribuent les compétences de leurs salariés. Cette analyse conforte des résultats antérieurs reposant essentiellement sur le rendement de l’éducation, et apporte un nouvel éclairage aux responsables de l’action publique.
DOI:10.1787/a752a8dd-fr