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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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국회도서관 홈으로 정보검색 소장정보 검색

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Title page 1

Contents 9

Foreword 4

Abbreviations and acronyms 5

Executive summary 7

1. Designing skills assessment and anticipation exercises 11

1.1. The unit of analysis 12

1.2. The geographical and sectoral coverage of the exercise 14

1.3. Time horizon 15

2. Implementing skills assessment and anticipation exercises 18

2.1. Data sources 19

2.2. Methodology 22

2.2.1. Quantitative methods 23

2.2.2. Qualitative methods 24

2.2.3. Mixed methods 25

3. The institutional set up of SAA exercises 26

3.1. Stakeholder involvement 27

3.2. The governance of SAA exercises 28

3.2.1. Conditions that can contribute to effective SAA governance 29

3.2.2. Approaches to SAA governance 29

3.3. Funding and resources 32

3.4. From SAA exercise to SAA system 33

4. Using the results of skills assessment and anticipation exercises 34

4.1. Using SAA results to inform higher education policy and practice 35

4.1.1. Identifying use cases 35

4.1.2. Adapting policy approaches to the specific case of higher education 36

4.1.3. Regulatory pathways to promoting response to SAA in higher education systems 36

4.1.4. Financial incentives to improve higher education response to SAA information 38

4.1.5. Bridging supply and demand through learner information and guidance 41

4.2. Dissemination practices 42

4.2.1. Reporting outputs of SAA exercises 42

4.2.2. Adapting outputs to serve different audiences 43

References 44

Annex A. SAA exercises included in the analysis 46

Notes 49

Tables 10

Table 1.1. Unit of analysis by SAA exercise analysed 12

Table 1.2. The coverage of the exercise by SAA exercise analysed 14

Table 1.3. The time horizon of the exercise by SAA exercise analysed 15

Table 2.1. Data sources used by SAA exercise analysed 20

Table 2.2. Methodology by SAA exercise analysed 23

Table 3.1. Owners, operators and operative status of project-level SAA exercises 30

Table 3.2. Examples of top-level governing bodies for SAA systems 31

Table 4.1. Stated intended uses for reviewed SAA exercises 35

Table 4.2. Reporting and adapting outputs of selected SAA exercises 43

Figures 9

Figure 3.1. Areas of stakeholder involvement in SAA exercises 28

Figure 3.2. Considerations for building effective SAA governance 29

Figure 4.1. Direct and indirect regulatory approaches to using SAA exercises to inform higher education provision 37

Figure 4.2. Financial incentives for higher education systems to bridge supply and demand 38

Boxes 14

Box 1.1. Determining new skills through Skills Assessment and Anticipation - CARIF OREF (France) 14

Box 1.2. The OSKA programme in Estonia 17

Box 3.1. Involvement of higher education stakeholders in SAA governance 32

Box 4.1. Building close connections between SAA, occupational standards and the education offer in Estonia 37

Box 4.2. The Human Capital Initiative in Ireland 39

Box 4.3. Using SAA results to inform policies for attracting international students 40

Box 4.4. The French ONISEP portal 42

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