With digitalisation, deepening globalisation and population ageing, the world of work is changing. The extent to which individuals, firms and economies can harness the benefits of these changes critically depends on the readiness of adult learning systems to help people develop relevant skills for this changing world of work. This report presents the key results from the Priorities for Adult Learning (PAL) Dashboard which facilitates comparisons between countries along seven dimensions of the readiness of adult learning systems to address future skill challenges. Based on the dashboard, the report highlights in which areas action is needed, and policy examples from OECD and emerging countries throughout the report illustrate how these actions could be implemented.

Georgia's reforms over the last two decades have paved the way for the country's economic transformation by the creation of better jobs and substantial poverty reduction. Despite these positive developments, some important structural challenges persist in relation to jobs. Growth has not created sufficient jobs in Georgia, especially not enough inclusive and high-productivity jobs. This report analyses the main economic forces driving job creation in Georgia, and attempts to answer four questions. First, chapter one investigates whether the enabling environment is conducive to good job outcomes? Second, chapter two investigates how formal sector job creators are doing? Third, chapter three investigates how does the Georgian workforce measure up to the needs of employers? Finally, chapter four recommends a set of policy options that can improve jobs outcomes.

The costs of 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 a pressing priority as OECD governments reflect on the implications of technological progress, digitalisation, demographic change and globalisation for jobs and work organisation. In light of these challenges, the 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., This review offers an in-depth analysis of the existing skill assessment and anticipation system in Australia, and makes recommendations for how it could be further improved. In addition to providing a summary of the state of skill imbalances in Australia, 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 employment, education and training, and migration; and (iii) the effectiveness of governance arrangements in ensuring strong co-ordination among key stakeholders in the collection and use of skill needs information.

A decade after the Great Recession, millions of job seekers in their late teens and twenties - especially young people of color and youth from low-income families - are still struggling to land and keep meaningful work, even as the economy improves. Traditional education and training models are failing to equip them with the skills and credentials necessary to secure good jobs that put them on a path to earning family-sustaining wages. The Annie E. Casey Foundation launched Generation Work in 2016 to explore new ways of connecting these young people with the knowledge and experience they need to succeed in the job market. This multiyear, multicity initiative weaves together best practices from the adult education and training field - in particular, a focus on demand-driven workforce development strategies - with positive youth development practices, such as mentoring and work-based learning, to better prepare young people ages 18-29 for work. The Foundation is investing in local partnerships in five cities - Cleveland, Hartford, Indianapolis, Philadelphia and Seattle - as they plan, convene, build evidence and conduct the advocacy work needed to connect and scale promising practices across different education, training and human service platforms.

With rapid changes - both technological and in the organization of work - this new study finds that workers are extremely concerned about the profound impact of technological changes in their jobs (and whether they will even have a job in the future), with two-thirds of respondents seeing their job changing significantly at least every five years because of technological advances. Based on responses from approximately 4,700 workers and in-depth interviews with companies and institutions, this study provides a window into the preparations being made in the workplace to meet the future world of work. It offers new insights into the view of workers on how they should acquire new skills to meet changes brought about by the advent of new technologies. It also examines the role of companies and public institutions in building new workforce skills., The survey shows that while workers are generally optimistic about their ability to acquire new skills, the results reveal a lack of systematic evaluation of the potential gaps between workers' current skills and those they will need in future. It also reveals a disconnect between employees' willingness to acquire new skills (some 62 per cent of employees consider themselves as primarily responsible for acquiring these) and the degree to which they will take the initiative (59 per cent expect their employer to develop the training opportunities). Workers see the main obstacles to acquiring new skills as the lack of time and the cost of training. Meanwhile, interviews with executives reveal that most companies grasp the importance of giving their workers opportunities to acquire new skills. Yet they are still not investing sufficiently and developing long-term horizons when it comes to skills' development. The challenge is one of incentives: companies may be paying to reskill employees who, as a result of changes later on, may not continue working for them. Moreover, it is challenging for companies to take decisions in the face of an uncertain future. Yet while it may be hard to predict what skills will be needed in the years ahead, companies cannot afford to make decisions only when the trends are clear. Those that fail to plan and invest now may find this negatively affects their business down the road., What is needed is a shift in mindset. Companies and workers need to see the acquisition of skills as a means of future-proofing - whether that is their business or their employment prospects. They need to adopt a more flexible approach, making plans to reskill but setting a path that can be adapted to changing circumstances. Public institutions can help by for example establishing individual learning accounts, enabling workers to access training as and when they need it, continuously throughout their careers. In the future world of work, skills acquisition will no longer be a process with an ending. Companies will need to reassess constantly the capabilities of their workforce while workers will need to regularly upgrade their skills to meet advances in technology, new ways of working and changes in the demands of the labour market.

Technological disruption is rapidly changing the nature of work and the skills needed to succeed at work. It's estimated that around half of current work activities can be automated by adapting currently available technologies. To address this disruption, governments must prepare future workforces for jobs that will require more digital and interpersonal skills and less repetitive skills susceptible to automation. Three areas of focus are seen as the critical components to developing the future workforce: (1) computer science education to develop digital skills; (2) pathways to skilled work - most commonly apprenticeships - to develop post-secondary school specialisation and qualifications and; (3) soft skills training - such as effective communication, social and emotional intelligence, critical thinking and adaptability - to develop the means by which to most effectively facilitate the digital skills and specialisations. In the United States, workforce development is a bipartisan priority, key to the agenda of most state governors across the country. As Australia faces the challenge of an uncertain future of work, looking at the strategies of US states, where there are diverse examples of excellence driven by a different educational system, provides an opportunity to put lifelong learning into practice.

The Queensland economy and labour market are changing; our population is growing and new industry sectors are emerging. We are also living and working longer and alternative ways of working offer new possibilities for jobs and skills. The outlook for employment across Queensland is overall strong. Industries such as mining continue to underpin employment across many parts of our economy. In the coming years the most significant employment growth is expected in industries focussed on the provision of services. These include health care, social assistance, professional services and education. Total employment in traditional industries such as agriculture and manufacturing is also projected to grow. This report outlines emerging findings and recommendations relevant to future work in Queensland. It builds upon an extensive literature review that identified changes driven by technology, demographic and social factors, and institutional and policy influences. While these drivers are not new, what is unfamiliar is the speed and extent of change. A Queensland-specific perspective has been developed through state-wide consultation and social research. Queenslanders recognise that change is occurring and it can bring both opportunities and some challenges. Many are unclear about how this change will play out in the coming decade. While many of Queensland’s industries, regional economies and communities are resilient, some are facing significant challenges. Factors such as where we live, our age, our education level and our occupation and industry of employment all influence the impacts of change. The challenges faced by rural communities require particular attention. Employment and skills policy must respond to our changing economy and labour market. Jobs Queensland’s work to date has identified five key areas where the Queensland Government can act to shape a positive future to 2030. ‘Business as usual’ is not an option The role for government is important, but essentially facilitative. As Queensland evolves, industry, regions, communities and individuals all have an important role. Shared priority, purpose and responsibility towards a positive vision for skills and employment in 2030 will underpin our future prosperity.

In recent decades, communities across the globe have been transformed by the spread of technology to all corners of life. This transformation has extended to the world of work and has disrupted the skills that workers must develop to remain competitive. In a 2018 special report, The New Foundational Skills of the Digital Economy: Developing the Professionals of the Future, BHEF commissioned Burning Glass Technologies to identify the skills that form the foundation of the new digital economy. An examination of more than 150 million unique U.S. job postings revealed 14 New Foundational Skills that converge around three interrelated groupings: Human Skills, Digital Building Blocks, and Business Enablers.To fully grasp the impact of these new skills, however, it is necessary to look beneath broader economic trends and investigate how these skills are affecting communities at a local level. This report aims to do just that by turning the lens on a specific cohort of communities that are pioneers of the new digital economy: smart cities.

This paper examines corporate attitudes toward talent availability in the future of work. It also details the extent to which business leaders are aware of imminent talent shortages, and what they're doing about them. This work follows Korn Ferry's study, The Global Talent Crunch, which modeled the gap between future labor supply and demand at key major milestones (2020, 2025, 2030) to estimate how organizations and nations will be affected by shortages of skilled talent. For The Talent Shift study, we interviewed 1,550 business leaders from the world's largest companies across 19 developed and developing economies. We focused on businesses in three knowledge-intensive sectors that act as critical drivers of global economic growth: financial and business services; technology, media and telecommunications (TMT); and manufacturing. Additionally, we analyzed a cohort of the highest-growth companies against the average. High-growth businesses are defined as the 20 per cent of businesses achieving the highest level of growth in annual turnover averaged across three years. The top 20 per cent is taken within each of the core sectors in the study and within each market, to ensure that the companies' growth is compared only to their peers. A global talent crisis is looming, with skilled labor shortages predicted to hit 85.2 million workers at 2030. Business leaders across the globe believe they will need more highly skilled workers as a percentage of their workforce, yet only half believe there will be a deficit of this talent, and a third deny that talent shortages will reduce their growth or limit profitability.