Description
A skilled workforce is essential for economies to grow.
But in many countries, unequal access to skill development opportunities continues to hold people and societies back.
Drawing on the OECD Skills Outlook 2025, this video explains why family background remains the strongest driver of skills gaps. Adults whose parents did not attend university have lower literacy, numeracy, and adaptive problem‑solving skills and earn 11% less, unless education and skills are equal.
Across OECD countries, around half of skills differences are explained by education pathways, with 61% of university‑educated adults participating in training compared to 19% without a degree. The evidence highlights what works: early learning, inclusive schooling, relevant adult training and recognition of skills wherever they are acquired.
Speakers
Francesca Borgonovi | Senior Policy Analyst, OECD Centre for Skills
Chapters
00:00 The future of work and changing skills demands
00:14 How family background drives skills gaps
01:03 Education pathways and unequal learning access
02:22 What works to reduce skills inequality
What you will learn in this video
How is the future of work changing skills needs?
Technological change, population ageing, and the green transition are increasing demand for adaptability, problem solving, and continuous learning.
Why does family background still drive skills gaps?
The Skills Outlook 2025 shows that family background is the strongest determinant of skills inequality because it shapes access to learning from early on. Socio-economic gaps that emerge before school are usually narrowed during compulsory education. But differences re-emerge when students follow different educational paths.
What skills and earnings gaps persist across generations?
Adults whose parents did not attend university have lower literacy, numeracy, and problem‑solving skills and earn 11% less, unless education and skills are equal.
How do education pathways widen or narrow skills gaps?
Across OECD countries, around half of skills differences are explained by different education pathways, stemming again from different socio-economic background. Those from more advantaged families are far more likely to pursue advanced studies than their less advantaged peers, in part because they often can afford to stay in education longer. 61% of university graduates train regularly versus 19% without degrees.
What policies help reduce skills inequality?
OECD evidence highlights early learning investment, inclusive schooling, access to relevant adult training, and recognition of skills wherever they are acquired.
