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In this paper, the author argues that the obsolescence of human capital, or the deterioration of the skills workers have acquired in the past, is central to the key challenge for western economies to achieve a knowledge-based society through lifelong learning. The first section outlines a typology of the various possible causes of human capital obsolescence, in which five different kinds of human capital obsolescence are identified: the wear of skills due to ageing, or illness that may be related to working conditions; the atrophy of skills due to insufficient use; job-specific obsolescence due to technological and organisational change; sector-specific obsolescence due to shifts in employment; and firm-specific skills obsolescence due to displacement. This is followed by a discussion of the different ways in which the obsolescence of human capital can be measured: (1) objective method: testing; (2) subjective method: asking workers or their employers; (3) workers' wages; and (4) the probability of losing their jobs. The next section reviews the evidence on skills obsolescence that exists in the literature. An example of some empirical indicators of the potential risks of human capital obsolescence for workers in the various sectors of industry in the Netherlands is presented. The discussion then moves to what kinds of learning or training activities could be remedies for the different kinds of human capital obsolescence and some empirical evidence on training participation in the various sectors of industry in the Netherlands is presented. Training participation in the various sectors of industry in relation to the specific potential risks of human capital obsolescence in each sector is discussed, with particular reference to older workers. The author concludes with some policy issues.

Selected papers from the conference are indexed from TD/TNC 87.81 to TD/TNC 87.84. Show less

This mapping report is composed of two related chapters and is focused on language, intercultural needs and modes of delivery for small and medium enterprises (SMEs)in the hospitality and leisure sector. The survey research reveals that many SMEs miss out on orders because of insufficient foreign language skills. Most international organisations use English, the 'lingua franca', as an official language. Moreover, English is taught in many schools as a first foreign language. The English language can therefore be regarded as the lowest common denominator. The aim of the survey, undertaken by five project partners, was to determine the needs of SMEs in the hospitality and leisure sectors concerning training in the areas of language skills and intercultural awareness. Furthermore, the survey inquired about previous experiences and future interest and needs of these SMEs regarding e-Learning.

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An important objective of European education policy is to explore possibilities of increasing the participation of adult learners in higher education by means of distance education. Against this background, the UNESCO Institute for Lifelong Learning (UIL), together with the International Council for Open and Distance Education (ICDE) and StudyPortals (SP), set out to examine the potential of the distance education programmes provided by higher education institutions on adult learning in Europe. Their research project entitled Impact of Distance Education on Adult Learning (IDEAL) was funded by the European Commission's Lifelong Learning Programme.

The task force for the project consisted of experts on adult and distance education from the European Association of Distance Teaching Universities (EADTU), European Association for the Education of Adults (EAEA), European Distance and E-Learning Network (EDEN), European Foundation for Quality in E-Learning (EFQUEL) and European Society for Research on the Education of Adults (ESREA). The project aimed to: (1) offer policymakers and distance education providers insights into the needs of adult learners; (2) strengthen the social dimension of higher education by better meeting the needs of adult learners; and (3) increase the participation of adult learners in higher education through distance education. This final report highlights the findings of the research which was carried out from October 2013 until November 2015. The report presents a meta-analysis of the research undertaken in an attempt to answer the central research question: How can the distance education programmes offered by European higher education institutions be better matched to the needs of adult learners? In other words, how to close the gap?

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This report provides detailed analytical results of the Continuing Vocational Training Survey (CVTS), carried out in 1994, which is based on elaborate questionnaires and interviews with the managers of 50 000 European enterprises in the then 12 Member States. Results are tabulated and analysed for: training offered by enterprises; training courses; training policies; and management. Show less

The main focus of the EUROTECNET program was on providing the European workforce with competencies to enable maximum benefit to be gained from new technologies. Workers required not only technological skills, but social, organisational and business competencies as well. The program involved a national reflection during 1992-1993 by the Member States of the European Union (EU), on critical issues related to the design of a flexible training model aimed at a new integration of work and learning. Through this reflection, the area of continuing vocational training emerged as the area of greatest need across the EU. The program was re-focused and four priority fields were identified for its final two years. These fields were innovative training needs analysis with a special focus on core competencies, transfer of innovative methodologies for the planning and management of training in the framework of human resources development, training providers as innovative service centres for enterprises, and innovative pedagogical methodologies and approaches. The results of the work by the projects in each of these areas was incorporated in four individual reports and these are synthesised in this document. Show less

Demand for workers in retrofitting and new green construction is expected to grow over the coming years. Securing an adequate supply of suitably skilled workers is essential to capitalize on opportunities to further develop the sector and its potential to create jobs. Within this context, adequate training provision is vital to success. Green sectors will require new skills needs related to energy efficiency, water management and renewable energies in buildings. At times this may lead to the development of new occupations, such as energy efficiency analysts, but more frequently skills for many existing occupations, such as plumbers and electricians, will need to be upgraded. Workers displaced from declining sectors, including the traditional construction sector, may successfully relocate to green building, provided that relevant retraining programmes are accessible. Training offered in green building has increased notably over the past few years; however, employers still face difficulties finding qualified people to perform certain jobs. Skills-led strategies can drive the green building sector forward. This report brings together the findings from 34 countries. It arises from a joint management agreement between the European Commission and the ILO on knowledge sharing in early identification of skill needs.

Published abstract.

A research brief entitled ‘Greening of the building sector is held back by skill shortages: skills-led strategies can drive green building forward’ is available for this report. Show less

This paper is an overview of the main issues for discussion at the OECD LEED Conference held in 2004 in Copenhagen, Denmark. It contains an introduction, which states the purposes of the conference: to critically examine and compare local instruments and partnerships set up to upgrade the skills of the low qualified; to establish the role they play in broader area-based economic and employment development strategies; to discuss their relative success and limitations to date; and to propose possible ways to improve design and implementation strategies. The four sessions of the conference are outlined. They are: (1) the challenges of increasing workers' skills in the 21st century: a debate; (2) the instruments of public policy intervention; (3) the institutional arrangements of public intervention; and (4) to act now: what lessons?: a debate. Show less

This document synthesises the main work to date followed in the EUROTECNET program on the subject of key/core competencies. The EUROTECNET program was initiated in 1990 and finished in 1994. Its objective was to promote innovation in the fields of basic and continuing vocational training, taking account of current and future technological changes and their effects on employment, work and the necessary qualifications and skills. Although not directly financing projects, the program was concerned with the networking of innovative projects in vocational training and undertaking research on specific themes, such as the learning organisation, key qualifications, training of trainers, and the development of innovative training systems. The program contributed to innovation in vocational training through the facilitation of transnational partnerships between projects and through synergy with other European Commission (EC) programs. The first three chapters of this report outline the context in which the concept of key/core competencies was developed, how they can be described and implemented, and the training implications resulting from technological change and new forms of work organisation. Chapter four describes the involvement of some of the projects in the development of key/core competencies and the activities related to this concept that have taken place since the beginning of the EUROTECNET program. Chapter five highlights the concept of key/core competencies in a European context. Chapter six outlines the broad context for future developments and presents some recommendations for the transition to the LEONARDO program. Show less

The renewable energy sector is growing fast: about half of the new electricity-generating capacity added globally in 2008 and 2009 came from renewable energy additions. Renewable energy is expected to generate more jobs over the coming years in the energy sector as a whole. Employment in fossil fuel, however, will drop as energy production turns greener. Fast deployment of new capacity at country or regional levels has led to skills shortages in technical occupations such as solar installers and electrical engineers, but also in more general occupations, such as sales and finance specialists, inspectors, auditors and lawyers. An efficient training system for renewable energy must be integrated within overall policies to support the growth of the sector. It must also involve social partners in the design and delivery of training, retraining of workers and draw from a combination of practical and theoretical knowledge. The study brings together the findings from 33 countries. It arises from a joint management agreement between the European Commission and the ILO on knowledge sharing in early identification of skill needs.

Published abstract.

A research brief entitled ‘Investment in renewable energy generates jobs: supply of skilled workforce needs to catch up’ is available for this report. Show less

These guiding principles are a contribution of the European Commission, Cedefop and the thematic working group on professional development of trainers in vocational education and training (VET) to the objective set in the Bruges communique of collecting good practice and developing guiding principles on the changing roles, competences and professional development of VET teachers and trainers. The objectives of the paper are firstly, to attract attention to and increase knowledge of what these key agents between the worlds of education and work are and what makes them 'trainers', and secondly, to discuss existing practice and provide suggestions on how to support in-company trainers so they have opportunities to update their competences throughout their careers. After presenting the general context, the paper discusses the diversity of situations, titles, functions and roles of in-company trainers across member states [of the European Union] and focuses on two groups of specialists who provide training in companies: trainers who perform training tasks as the major part of their occupational role and employees whose occupational role includes a particular training-related function (for example, owners, general managers, supervisors and skilled workers). It also points out the common understanding that at least four groups of competences are important to a different extent for trainers in VET, including those who train in companies: technical/subject-related; company-specific; pedagogical-didactical; and transversal. The paper then identifies examples, areas and approaches in which interventions, or lack of such, have significant influence on in-company trainers so that stakeholders across companies, sectors and countries have reference points to look for further actions. Examples of competence requirements and profiles of VET trainers from Belgium, Finland, Germany and the Netherlands are presented in detail in the annex.

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