YES! topic 2018
All set to tackle technological change with further training!?
by Sylvi Rzepka and Rebecca Fehn, researchers at iwp Institute for Economic Policy at the University of Cologne.
Selected by Schule Schloss Hansenberg
Digitisation and automation will significantly change the labour market and the need for further training. Recent studies estimate that about 6-12% of current jobs may be lost to automatization. For another 25% of jobs, we will see a drastic change in the task requirements. Thus, employees will need to perform new tasks within their current occupation.
Training plays a crucial role in making this technological change in the labour market as smoothly as possible. Appropriate further training can help employees adjust to these changes in the labour market. The new, digital learning options, like massive open online courses or educational applications, can make further training much more comfortable, as they provide low-priced, high-quality training everywhere at any time.
Challenge: However, studies point to unequal participation in further training concerning educational background and age. It seems especially problematic that low-skilled employees participate less often in additional training than high-skilled. Also, they use the internet less often for educational purposes than high-skilled employees, even when they have access to fast internet. This is also called the “digital divide”.
What is the current state of competencies of the German labour force, especially with respect to information and communication technology (ICT literacy)?
How do these competencies differ across different population groups (e.g. education or age)? To what extent is there a “digital divide” regarding digital media usage in Germany?
How does the current participation in further training vary across different population groups?
What kind of policies has already been introduced to foster further training? What kind of incentives and/ or regulatory framework could policymakers set to ensure that in the future all employees, especially the low-skilled, participate in further training – both in online and in traditional (offline) courses?
Arntz, Melanie; Gregory, Terry; Zierahn, Ulrich (2016): The Risk of Automation for Jobs in OECD Countries: A Comparative Analysis. In: OECD Social, Employment and Migration Working Papers 189.
Autor, David H. (2015): Why Are There Still So Many Jobs? The History and Future of Workplace Automation. In: Journal of Economic Perspectives 29 (3), S. 3 -30. (David Autor delivered a TED-Talk on this topic: https://www.ted.com/talks/david_autor_why_are_there_still_so_many_jobs )
Autorengruppe Bildungsberichterstattung (2016): Nationaler Bildungsbericht. Chapter G. https://www.bildungsbericht.de/de/bildungsberichte-seit-2006/bildungsbericht-2016/pdf-bildungsbericht-2016/g_web2016.pdf
Bundesinstitut für Berufsbildung (2017): Datenreport zum Berufsbildungsbericht 2017. Informationen und Analysen zur Entwicklung der beruflichen Bildung. Bonn. https://www.bibb.de/datenreport/de/aktuell.php.
The Economist (2017), Special report: Lifelong education, 14. Jan. 2017. https://www.economist.com/news/special-report/21714169-technological-change-demands-stronger-and-more-continuous-connections-between-education
Moraal, Dick (2007): Berufliche Weiterbildung in Deutschland. BIBB. https://www.bibb.de/de/16624.php
OECD (2013): OECD Skills Outlook 2013. First Results from the Survey of Adult Skills. Paris: OECD Publishing.
OECD (2016): Skills matter. Further results from the survey of adult skills. Paris: OECD Publishing.
Zilien, Nicole (2013): Digitale Spaltung – Reproduktion sozialer Ungleichheiten im Internet. BPB. https://www.bpb.de/dialog/netzdebatte/171701/digitale-spaltung-reproduktion-sozialer-ungleichheiten-im-internet
Sylvi Rzepka joined the research department “Labor Markets, Education, Population” as a researcher in April 2013. She obtained her Bachelor of Arts in International Relations from TU Dresden in 2009. For her Master of Arts in International Economics (obtained in 2013) she studied at the Georg-August University Göttingen and the University of California Berkeley, USA. In her dissertation, she investigates lifelong learning in various contexts – from local labour markets to the World Wide Web.
YES! Participations: 2018
Rebecca Fehn joined the research department “Labor Markets, Education, Population” at RWI as researcher and PhD student in March 2017. She studied Economics at the University of Cologne (BSc 2014, MSc 2017) and the Lund University (Sweden).
YES! Participations: 2018