Professional Documents
Culture Documents
Vincenzo Spiezia
Senior Economist
Working Party on Measurement and Analysis of the Digital Economy (MADE)
vincenzo.spiezia@oecd.org
23 June 2016
3.2 Cooperation in
managing digital
security & privacy risk
2.1 Improving
networks & services
through convergence
2.2 Internet of
Everything
Outline
3,0
30
2,0
20
1,0
10
0,0
-1,0
-10
-2,0
-20
-3,0
-30
-4,0
-40
-5,0
-50
-6,0
-60
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Software publishing
Telecommunications
0.2 4.9 0.0 1.0 0.1 0.1 14.4 0.1 1.2 0.0 0.1 0.7 0.5 0.2 1.7 0.6 0.1 0.3 0.1 0.4 0.1 0.1 0.4
5
4
3
2
1
0
Millions, 2013
ICT technicians
7
6
5
4
3
2
1
0
Electrotechnology engineers
ICT professionals
ICT-intensity by occupation
PIAAC ask how often the respondent:
a.
send/receive email;
c.
d.
e.
use spreadsheets;
f.
g.
h.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Occupation
Administration professionals
Information and communications technology service managers
Business services and administration managers
Finance professionals
Information and communications technology operations and user support
Sales, marketing and development managers
Sales, marketing and public relations professionals
Software and applications developers and analysts
Database and network professionals
Financial and mathematical associate professionals
Electrotechnology engineers
Engineering professionals (excluding electrotechnology)
Managing directors and chief executives
Physical and earth science professionals
Professional services managers
Authors, journalists and linguists
Legislators and senior officials
Life science professionals
Sales and purchasing agents and brokers
Business services agents
ISCO-08
Frequency
242
133
121
241
351
122
243
251
252
331
215
214
112
211
134
264
111
213
332
333
100%
100%
95%
95%
95%
95%
89%
89%
84%
79%
74%
68%
68%
68%
63%
58%
53%
53%
42%
37%
2011
Occupation
Information and communications technology operations and user support
Engineering professionals (excluding electrotechnology)
Software and applications developers and analysts
Information and communications technology service managers
Database and network professionals
Physical and earth science professionals
Electrotechnology engineers
University and higher education teachers
Mathematicians, actuaries and statisticians
Architects, planners, surveyors and designers
Vocational education teachers
Telecommunications and broadcasting technicians
Physical and engineering science technicians
Electronics and telecommunications installers and repairers
Blacksmiths, toolmakers and related trades workers
Life science professionals
Metal processing and finishing plant operators
Administration professionals
Sales, marketing and public relations professionals
Process control technicians
ISCO-08
351
214
251
133
252
211
215
231
212
216
232
352
311
742
722
213
812
242
243
313
Frequency
100%
95%
95%
89%
89%
79%
79%
74%
63%
63%
58%
58%
53%
53%
42%
37%
37%
32%
32%
32%
2011
2014
8%
7%
6%
5%
4%
3%
2%
1%
0%
2012
Job
Skilled Trade Workers
Sales Representatives
Engineers
Technicians
Drivers
Management/Executives
Accounting & Finance Staff
Secretaries, PAs, Administrative Assistants & Office Support Staff
IT Staff
Production/Machine operators
2009
5%
4%
3%
2%
1%
0%
EA-18
EU-28**
2.4
2.2
2.0
1.8
1.6
1.4
1.2
1.0
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3
2006
2007
2008
2009
2010
2011
2012
2013
2014
2014
2009
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Total business
20%
15%
2012
2013
10%
2014
2015
5%
0%
Australia
Canada
France
Germany
United
Kingdom
United States
2011
2012
30
2013
20
2014
10
0
Netherlands
Source: OECD, based on Jobfeed
Germany
France
Cooperation:
Horizontal interaction:
Physical tasks:
Problem solving:
Influence:
Managerial tasks:
Self-direction:
Client interaction:
Working physically
Collaboration
Information sharing
Horizontal
interaction
Training others
Giving presentations
Client
interaction
Selfdirection
Managerial
skills
Influence
Problem
solving
Physical
skills
Manual
skills
-0,2
-0,1
0,0
0,1
0,2
0,3
Medium education
Low education
Collaboration
Information sharing
Horizontal
interaction
Training others
Giving presentations
Client
interaction
Selfdirection
Managerial
skills
Influence
Problem
solving
Physical
skills
Manual
skills
-0,3
-0,2
-0,1
0,0
0,1
0,2
0,3
0,4
Medium education
Low education
Collaboration
Information sharing
Horizontal
interaction
Training others
Giving presentations
Selling a product or service
Client
interaction
Advising others
Selfdirection
Managerial
skills
Influence
Problem
solving
Physical
skills
Manual
skills
0,0
0,1
0,2
0,3
0,4
0,5
0,6
Medium education
Low education
0,6
0,5
0,4
0,3
0,2
0,1
0,0
Numeracy
Reading
Writing
Medium education
Low education
0,7
0,6
0,5
0,4
0,3
0,2
0,1
0,0
Numeracy
Reading
Writing
Conclusions (1/2)
The demand for ICT generic skills has increased in most countries
Yet, ICT intensity continues to differ across countries: from 1.6 in US and
Norway to 0.8 in Poland and the Slovak Republic
The demand for ICT specialists has been growing fast over the last
years
but wage premia, vacancy rates and vacancy duration suggests ICT skills
shortage is not large and limited to few countries
However, available statistics do not permit to fully address these questions better measures are needed
Conclusions (2/2)
ICTs are also raising the demand for ICT complementary skills
On average, intensive use of ICT at work is associated to:
more interaction with co-workers and clients,
more problem solving
less physical work
In Austria, these changes are bigger and towards:
Client interaction
Negotiation
Coordination
Changes in the tasks associated to ICTs larger for low-skill
occupations:
stronger orientation to numeracy in Austria
http://skills.oecd.org/documents/OECDSkillsStrategyFINALENG.pdf
Gather and use information about changing skills demand to guide skills development.
Engage social partners in designing and delivering curricula and education and training
programmes
Promote equity by ensuring access to, and success in, quality education for all
Ensure that costs are shared and that tax systems do not discourage investment in learning
Design policies that encourage international students to remain after their studies
2. Activating skills
Encourage people to offer their skills to the labour market:
Identify inactive individuals and the reasons for their inactivity.
Create financial incentives that make work pay
Dismantle non-financial barriers to participation in the labour force
Foster entrepreneurship
2.
Mental Processes
Scheduling Work and Activities(0.53)
Organizing, Planning, and Prioritizing Work (0.49)
3.
Information Input
Estimating the Quantifiable Characteristics of Products, Events, or Information(0.34)
4.
5.
Mental Processes
Information Input
job zone 2
0.1
0.2
job zone 3
0.3
0.4
0.5
job zone 4
0.6
0.7
job zone 5
0.8