Anticipating and governing skills in Europe Facilitating feedback loops between education and the labour market

Transcription

1 Anticipating and governing skills in Europe Facilitating feedback loops between education and the labour market Konstantinos POULIAKAS Department for Skills and Labour Market, CEDEFOP Cedefop-UNESCO conference Skills, jobs and sustainable development Paris, October 2016

2 Governance of skills anticipation No agreed international definition A system in which key stakeholders coordinate, use and dissemination labour market and skills intelligence with an aim of adjusting the offer of education and training in a timely fashion and influencing employment policies so that they achieve closer alignment with (short-, medium- and long-term) labour market needs whilst supporting the goal of lifelong employability of the workforce. Multiple stakeholders & target groups/negotiation perspective Various administrative levels (national, sector, regional, sub-regional) Different segments of E&T systems (initial, continuing) Diverse policies (education, ALMPs, development, migration, climate) Skill needs at different points in time (past, current, future)

3 Source: Cedefop European skills and jobs survey (ESJS) 33% Estonia Skill mismatch at job entry adult employees (<5 years of tenure), 2014, top EU Member States Great Britain 44% 33% Lithuania My skills were higher than needed to do my job Austria 42% 30% 29% 19% Latvia Czech Republic European Union My skills were lower than needed to do my job Greece Ireland European Union 38% 37% 32%

4 Is LMSI used enough and by all? 44% of EU citizens have looked for skill intelligence Education or training 63% 61% 56% 52% Study or career guidance 51% 32% 21% 31% 14% 13% 10% 4% 11% 63% Source: Eurobarometer 417; European Commission (2014)

5 Labour market & skills intelligence a global overview Joint effort by OECD, Cedefop, ETF and ILO Governance of EU skills anticipation systems What LMSI strategies are used? Does LMSI have an impact? What are the level and mechanisms of stakeholder involvement? What barriers prevent their use in policy development? Is LMSI effectively disseminated? What examples of good practices exist? Method: questionnaire; 4 respondents per country; Data collection in 2014 Supplemented by EU COM (2015); CEDEFOP SKILLSNET network & Governance of skills anticipation project ( )

6 LMSI is essential for evidence policies Informing standards Updating qualification frameworks/learning outcomes; designing new qualifications; occupational standards 1 2 Updating VET Development of apprenticeship programmes; funding VET schools and programmes Responsive activation On-the-job training and re-training programmes; identification of shortage areas 4 3 Informing careers updating career guidance and/or training career advisors Source: OECD (2016); European Commission (2015); Cedefop Skillsnet network

7 Use of LMSI in EU TVET Increase the training offer in certain subjects Special subsidies to E&T providers (PL, EE, DE) Linking performance of E&T institutions to funding & accreditation (EE, DK, IE) Define professional standards, sectorspecific qualifications and learning outcomes (LT) Encourage learners to take up specific subjects Free places in priority HE courses (LV) Motivation scholarships to students in priority VET programmes (SK) Incentivise employers to increase training Subsidies, tax incentives in design of ALMPs. To encourage workbased learning & apprenticeships (AT, MT) Training in specific areas with skills shortage (BE, ES, IE) Source: European Commission (2015); Cedefop REFERNET/SKILLSNET networks

8 No one single method of diagnosing skill needs/multi-level approach an ideal 22* «Mature» systems DE, IE, CY, SE, LT, FR, DK «In development» Fragmented Little activity BG, EL, EE, PL, PT, HR, RO, HU IT, BE, AT, MT CZ, SK, LU, IS * No of countries General LM analysis Quantitative forecasting models Qualitative methods Employer surveys Sector studies Surveys of workers/graduates Source: Cedefop (2016) based on Assessing and responding to changing skill needs; EU COM (2015)

9 LMSI infrastructure is resource-intensive (1) Human resource capacity (55%) (experts, users of LMSI) (2) Lack of funds (51%) (3) Coordination failures among agencies (49%) (multiactor landscape; diverse interests) (4) Poor statistical infrastructure (46%) (different methodologies/taxonomies; sample sizes; time breaks) (5) Lack of interest & support by policymakers (27%) (6) Difficulties in stakeholder involvement ( stifled voices, exclusion of sub-regional actors) Source: Kriechel and Vetter (2016), Global approaches to skill needs anticipation, ed ILO-OECD-CEDEFOP-ETF

10 Dissemination of skills intelligence the weakest link Unsystematic Technical jargon Untailored to users needs Underfinanced Limited monitoring of usability Inadequate use of digital power Time inconsistency Career guidance counsellors forgotten

11 1 2 Moving towards better-functioning skills anticipation systems Organisational structures Dedicated SLMRU unit (IE) 26 E&T committees (FI) Standing Committee on New Skills (AT) Regional skills fora (SE, IE) Data infrastructure Augment forecasts with qualitative inputs (FI, EE) Competency-matching (BE) 4 5 Social partner inclusion Extend regional/local reach of systems (NL, DE) Better sectoral coverage (IT) Sustainability Replacement of old activities with new (CZ, PL) Employment & Skills Network (FR) Clear policy intent Dissemination 3 MyCompetence (BG) Momentum (IE) MITENNA (FI) 6 Study of Human Capital (PL) eguidance service (DK) LMI for All (UK) Skills Panorama (EU) Source: Cedefop skills governance in EU project

12 For more information