The costs of a 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 even more of a concern as OECD governments reflect on the implications of technological progress, digitisation, demographic change and globalisation for jobs and work organisation. In light of these challenges, 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. The Getting Skills Right in Sweden review offers an in-depth analysis of the key areas where policy action is required to spur the development of an efficient system for skills assessment and anticipation to inform policy in the country. 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 labour, education and migration; and iii) the existence of effective governance arrangements to ensure good co-ordination among the key stakeholders in the collection and use of skill needs information.
This review is the first in a new series on the skills and labour market integration of immigrants and their children. With 16% of its population born abroad, Sweden has one of the larger immigrant populations among the European OECD countries. Estimates suggest that about half of the foreign-born population originally came to Sweden as refugees or as the family of refugees and Sweden has been the OECD country that has had by far the largest inflows of asylum seekers relative to its population. In all OECD countries, humanitarian migrants and their families face greater challenges to integrate into the labour market than other groups. It is thus not surprising that immigrant versus native-born differences are larger than elsewhere, which also must be seen in the context of high skills and labour market participation among the native-born. For both genders, employment disparities are particularly pronounced among the low-educated, among whom immigrants are heavily overrepresented. These immigrants face particular challenges related to the paucity of low-skilled jobs in Sweden, and policy needs to acknowledge that their integration pathway tends to be a long one. Against this backdrop, Sweden has highly developed and longstanding integration policies that mainly aim at upskilling immigrants while temporarily lowering the cost of hiring, while other tools that work more strongly with the social partners and the civil society are less well developed and need strengthening.
Tant le niveau de qualification que celui de compétences, telles que mesuré dans l'évaluation des compétences des adultes (PIAAC), sont élevés en Suède. Ils ne sont pas de parfaits substituts, mais les deux sont dans une certaine mesure nécessaires à l'intégration avec succès sur le marché du travail suédois.
Les résultats du système d'enseignement pourraient être améliorés en rendant plus attractive la profession d'enseignant, en améliorant la formation des enseignants et en renforçant le soutien apporté aux élèves en difficulté. Un marché du travail plus flexible rendrait l’emploi plus accessible aux jeunes peu qualifiés et aux immigrés.
This report is the result of an analysis of Sweden’s context and policies, as well as relevant international best practices to support school improvement.
English, PDF, 500kb
As in other Scandinavian countries, lifelong learning is very well developed in Sweden, and contributes to making the system inclusive.
English, Powerpoint, 4,163kb
Presentation on lessons for Sweden in light of the PISA 2012 results.
Bien qu’elle soit un pays très égalitaire, la Suède accuse aujourd’hui un creusement des inégalités, et certaines catégories de sa population restent en marge du marché du travail.
English, PDF, 907kb
Sweden enjoys an 81.5% employment rate for all levels of education – the second highest rate of all OECD countries after Iceland (Table A7.1b).