Due to its transformative effect on work and organisation, firms’ adoption of artificial intelligence profoundly influences the job market, especially concerning the demand for skills. This paper estimates how this effect applies to jobs exposed to AI but that do not require specialised AI skills. The report analyses job vacancies across 10 OECD countries over the past decade to find which skills are most demanded in jobs with high AI exposure and for which skills the demand increased.

Additionally, the study explores how the demand for certain non-AI-related skills changes in firms comparable in the industry sector and local labour market but differing in the presence or lack of AI exposure at an establishment level. Thus, it inspects the possibility that exposure to AI is not the only factor causing increased demand for these skills.

The report is structured as follows:

• Section 1 provides a brief overview of the report and the relevant literature

• Section 2 explains the methodology utilised and analyses the level of AI exposure in the labour market

• Section 3 links the level of AI exposure to the change in demand for certain skills

• Section 4 analyses the situation in case establishment-level exposure

The brief “Skills Policies for Resilience” by the OECD and CEDEFOP, presents a thorough analysis of ‘resilient skill systems’. In other words, after analysing the COVID-19 pandemic and its effects, it explores some countries’ responses to crises.

In particular, the brief divides the response to a shock in three separate moments: absorption, adaptation, and anticipation. Based on this division, best practices and policies are suggested.

Digital transformation requires constant upskilling and reskilling of workers to harness its full potential. However, traditional academic institutions, due to their slow bureaucracy and structure, are unable to certify an individual’s skills and competencies. This white paper proposes a codification of digital skills for AI and Sustainability that can also apply to different domains, such as Search for Talent.

The codification is based on an adaptable framework for digital competencies. The 32 skills of the framework are divided in 8 areas:

• Digital Identity

• Digital Use

• Digital Safety

• Digital Security

• Digital Emotional Intelligence

• Digital Communication

• Digital Literacy

• Digital Rights

Moreover, these 8 areas are further divided into 3 levels based on the degree to which the individual who’s evaluated has mastered these skills.  

The white paper is structured as follows:

• The first part introduces the DQ Global Standards (DQGS), a common framework for digital literacy, digital skills, and digital readiness  

• The second part proposes the DQ Global Standards Microcredentials (GSM), an interoperable codification of skills required for supporting a wide range of training  and educational programs

• The third part showcases the examples of how DQ GSM can be used in different domains