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The OECD annual report on jobs and employment in OECD countries reviews recent trends, policy developments, and prospects. The 2021 edition of the OECD Employment Outlook [available in VOCEDplus at TD/TNC 145.163] focusses on the labour market implications of the [Coronavirus Disease 2019] COVID-19 crisis. Country notes are available for Australia, Canada, France, Germany, Italy, Japan, Korea, Mexico, Spain, the United Kingdom, and the United States.

In some countries, employers used job retention programmes to cut hours while allowing workers to keep their pay and jobs; there, it is likely that the full impact of the pandemic is yet to be felt. In others, there have been unprecedented increases in unemployment, but many workers will return to their jobs (or to new ones) as economies re-open and activity picks up.

The initial impact of the COVID-19 crisis was relatively modest in Korea due to the fast and widespread campaign of test, tracking and tracing that contributed to contain the spread of the virus. The unemployment rate in Korea started to rise from 3.4 per cent in February 2020 and reached 5.4 per cent in January 2021 due to enhanced distancing measures at the end of 2020. After that, it gradually declined to 3.8 per cent by May 2021. In Korea, the COVID-19 pandemic has had a greater impact on vulnerable groups, such as non-regular workers and young people. In 2020, the number of temporary and daily workers decreased by 6.5 per cent and 7.1 per cent respectively, while the number of regular workers increased by 2.1 per cent. The employment rate for young people (aged 15-29) also fell in 2020 by 1.3 percentage points compared to the previous year, showing the largest decline among all age groups.

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This brief paper notes that one-third of the population of OECD countries hold an upper secondary vocational education and training (VET) qualification as their highest educational attainment, and it is estimated that nearly half will graduate from a VET programme in their lifetime. However, keeping up with technology developments in industry can be a costly endeavour, although partnering with employers can help to spread the cost of VET programmes. While vocational qualifications offer young people a good chance of finding employment, they are sometimes seen as a second-class choice and limit their value in the labour market overall. Countries need to ensure their vocational programmes offer all students the basic skills they need in the labour market and in life, as well as the opportunity to progress on to tertiary education if they wish.

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The OECD annual report on jobs and employment in OECD countries reviews recent trends, policy developments, and prospects. The 2021 edition of the OECD Employment Outlook [available in VOCEDplus at TD/TNC 145.163] focusses on the labour market implications of the [Coronavirus Disease 2019] COVID-19 crisis. Country notes are available for Australia, Canada, France, Germany, Italy, Japan, Korea, Mexico, Spain, the United Kingdom, and the United States.

In some countries, employers used job retention programmes to cut hours while allowing workers to keep their pay and jobs; there, it is likely that the full impact of the pandemic is yet to be felt. In others, there have been unprecedented increases in unemployment, but many workers will return to their jobs (or to new ones) as economies re-open and activity picks up.

Australia successfully ran a job retention scheme that helped support a large number of jobs during the COVID-19 crisis. By April/May 2020, 30.5 per cent of workers were employed on the scheme. Given the improvement of the health and economic situation, the scheme has now ended. Australia increased funding over four years to provide extra support to individuals affected by the crisis. In addition, it offered funding to enhance digital services for jobseekers to compensate for reduced in-person service. Additional training programmes were offered, training was moved online and training places were expanded to ensure individuals could continue to improve their skills in order to be ready for their next job.

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This paper is part of a series of briefs that highlight specific indicators in OECD's Education at a Glance that are of particular interest to policy makers and practitioners. Adult migrants in all OECD countries are a diverse group, with different profiles and levels of education. Even if they hold tertiary degrees, they are more likely to have poorer labour market outcomes, including lower earnings. Participation in the labour market is more difficult for foreign-born adults who arrived at a later age and acquired their qualifications in another country. It is important that host countries design and implement policies that will help immigrants improve their chances in their labour market, benefitting both the person and the country.

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The ongoing health and economic crisis related to the [Coronavirus Disease 2019] COVID-19 pandemic and the required physical distancing measures force many firms to introduce telework (working from home) on a large scale. This may catalyse wider adoption of teleworking practices also after the crisis, with a wide range of impacts and uncertain net effects on productivity and other indicators. Public policies and co-operation among social partners are crucial to ensure that new, efficient and welfare-improving working methods emerging during the crisis are maintained and developed once physical distancing is over. To maximise the gains for productivity and welfare inherent in the use of more widespread telework, governments should promote investments in the physical and managerial capacity of firms and workers to telework and address potential concerns for worker well-being and longer-term innovation related in particular to the excessive downscaling of workspaces.

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Job retention (JR) schemes have been one of the main policy tools used by a number of OECD countries to contain the employment and social fallout of the [Coronavirus Disease 2019] COVID-19 crisis. By May 2020, JR schemes supported about 50 million jobs across the OECD, about ten times as many as during the global financial crisis of 2008-09. By reducing labour costs, JR schemes have prevented a surge in unemployment, while they have mitigated financial hardship and buttressed aggregate demand by supporting the incomes of workers on reduced working time. However, as the first wave of the health crisis is receding in some OECD countries and government restrictions to economic activities are being withdrawn, JR schemes need to adjust. This requires a better targeting of JR support to jobs that are viable but at risk of being terminated and a greater focus on supporting workers at risk of becoming unemployed, rather than their jobs. The objective of this brief is to discuss the main features of JR schemes deployed by countries during the COVID-19 lockdown, and how they should be adjusted as restrictions to economic activities are gradually being withdrawn to continue to protect viable jobs without hindering the reallocation of employment towards expanding firms and sectors.

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Are teachers being adequately prepared and supported to make the most of the diverse students in their classrooms? Globalised societies must learn to benefit from their increasingly diverse populations. Teachers can play a key role in this by integrating students with different backgrounds and encouraging their academic and social achievement. As teachers’ roles and responsibilities change with their students, teacher education and training must evolve as well. What is the best way to do this, and how can success be measured? This publication summarises key research findings which can be used to redesign initial and continuing teacher education to help practitioners effectively teach diverse students. It looks at challenges teachers face in OECD countries and presents a range of policies and practices used in various contexts, from countries with long histories of diversity to those with more recent experiences. The key role of evaluation - of teachers, schools and systems - is emphasised. [This publication] asks how these insights can inspire continuing educational reform for our changing classrooms, with a special focus on key questions for research, policy and practice.

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This paper reviews international research in the field of dropout from upper secondary education and training in OECD countries in order to present possible solutions to policymakers faced with the completion challenge. The paper begins by presenting existing definitions of dropout and upper secondary completion and states that dropout must be understood as the final step in a process of disengagement that begins early. Causes that lead to dropout in OECD countries are then studied, and the paper illustrates that causes of dropout are highly complex and intertwined. Finally, to address these causes or risk factors, the paper reviews research that had been carried out on piloted or implemented measures across OECD countries. It finds that successful measures address several risk factors and involve action both within school, outside school and at systemic level simultaneously. The paper concludes by presenting a set of solutions according to educational level and emphasizes that preventive measures to reduce dropout should start early. Early identification enables broader, less costly measures to be set up earlier and leaves the more costly one-on-one measures for later stages of education to the remaining at risk students that have not yet been picked up. Overcoming the completion challenge requires a close cooperation between educational authorities and many other parts of government such as social and labour services, health services and justice system in some countries.

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Researchers are embarking on increasingly diverse careers where collaboration, networking and interdisciplinarity are becoming more important. Transferable skills (e.g. communication skills and problem-solving abilities) can help researchers operate more effectively in different work environments. While researchers acquire some of these skills in the course of studies and work, attention is turning to the role of formal training. This study analyses countries' government and institutional level policies on formal training in transferable skills for researchers, from doctoral students through to experienced research managers. It draws on results from a cross-country policy questionnaire on transferable skills training strategies and programs, including formal training and workplace-based options, as well as discussions at a policy-oriented workshop with OECD delegates and experts. The study represents a first step to analysing transferable skills for researchers in OECD countries. The study points to the significant role of individual institutions in setting strategies and providing transferable skills training programs. While the scope for governments to improve on current arrangements is difficult to assess, the study suggests policy makers could boost policy monitoring and evaluation, facilitate dialogue between academia and industry, encourage workplace-based training options, and leverage collaborative research to support transferable skills training for researchers at all levels.

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Tackling mental ill-health of the working-age population is becoming a key issue for labour market and social policies in OECD countries. OECD governments increasingly recognise that policy has a major role to play in keeping people with mental ill-health in employment or bringing those outside of the labour market back to it, and in preventing mental illness. This report on Belgium is the first in a series of reports looking at how the broader education, health, social and labour market policy challenges identified in ‘Sick on the job?: myths and realities about mental health and work’ (OECD, 2012) are being tackled in a number of OECD countries. It concludes that Belgium can build on a system with a number of structural strengths that are not yet exploited to the best possible extent.

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