A new “Skill Level” is suggested to be added to the current categorization, which will clarify that distinction in formal training or education actually required among unit groups, especially “Skill Level B”, which offers a wide range of educational requirements or formal training. 

The NOC 2016 “Skill Level B” category contains all jobs that typically need two to three years of postsecondary education at a community college, institute of technology, or CÉGEP, or two to five years of apprenticeship training.

In the NOC 2016, 211 jobs (42 percent) were classed as “Skill Level B,” resulting in a disproportionately broad category and restricting the capacity to assess differences among a large number of occupations.

Another observation made during the revision process was that the NOC’s usage of the “Skill Level” category may be confusing because training and education, which are the key building blocks of the NOC’s “Skill Level” classification, are not considered “skills” in the labor market. Many countries and organizations are now working on building their own skills taxonomy (which includes concepts such as numeracy and literacy). As a result, it was considered suitable for the NOC to remove the “Skill Level” classification.

The NOC 2021 revision will alter the “Skill Level” framework by establishing a new classification expressing the degree of Training, Education, Experience, and Responsibilities (TEER) necessary for each occupation.

The new “TEER” classification redefines the occupation’s qualifications by rethinking the sort of education, training, and experience necessary for entrance, as well as the complexity and obligations that come with the job. In general, the higher the variety and complexity of occupational activities, the more formal education and training, prior experience, on-the-job training, and, in some cases, the responsibility necessary to properly perform the set of duties for that occupation.

Legislative and senior management positions are classed as Management in “TEER” 0 because they typically need and have a considerable degree of expertise, knowledge, and duties connected to resource planning and directing.

Occupations classed as “TEER” 1 often need a university education or prior experience and proficiency in subject matter knowledge from a related career classified as “TEER 2.”

Occupations that typically require two to three years of post-secondary education or apprenticeship training of at least two years, or occupations with supervisory or significant safety responsibilities, are classified as “TEER” 2, while occupations that require less than two years of post-secondary education or on-the-job training, training courses, or specific work experience of more than six months are classified as “TEER” 3.

TEER 4 or TEER 5 occupations often require a high school diploma or no formal schooling. The whole NOC 2021 restructure may be found in Schedule B.

These revisions greatly enhance how the NOC categorization accounts for differences in formal training and educational requirements, as well as how it represents skill and knowledge growth that occurs via on-the-job experience.

Simultaneously, it improves the homogeneity of the distribution of unit groups within the classification and answers issues about the “Skill Level” categorization and allocation of unit groups among them.

The NOC redesign for 2021 abandons the present NOC four “Skill Level” classifications in favor of an innovative six-grouping “TEER” categorization. This adjustment is required for a number of reasons. For starters, the phrase “Skill Level” is frequently misunderstood by many stakeholders. This update will help to clear up any doubt. Second, some NOC users build or assume a low- and high-skill classification arbitrarily. As the TEER more effectively represents variances in occupational needs, this redesign shifts away from high/low skill classification, which will benefit the analysis of occupations.

The transfer from the “Skill Level” to the “TEER” category more evenly distributes jobs among the “TEER categories.” The following tables describe the changes in the distribution of unit groupings.