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In 2019, the European Commission and CEPS (Centre for European Policy Studies), conducted a study on mapping opportunities and challenges for micro and small enterprises in offering their employees up- and re-skilling opportunities. Up- and re-skilling are necessary to face changes in the labour market, led by important transformations such as digitalisation, ageing population and climate change. In addition, the recent [Coronavirus Disease 2019] COVID-19 crisis has reinforced some of the existing trends transforming the labour market, like digitalisation, and made the need for continuous up- and re-skilling even more evident.

This guidance pack draws on the results of the study and presents information, recommendations and additional resources for intermediary organisations such as chambers of commerce or education and training providers, and social partners to support micro and small companies in up- and re-skilling.

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The present survey analysis summarises the findings of 93 interviews conducted among large European enterprises (81) and a number of labour- and business associations (12) on challenges and practices related to competence development. The survey is a key part of the preparations for the first upcoming European Business Forum on Vocational Training and services the following purposes: a knowledge base for drawing up the agenda and identifying suitable speakers; a basis for identifying workshop topics; input for the background notes that will help steer the debate on the most important issues related to competence development in workshops; and together with the Forum conclusions, it will provide input for a final assessment of challenges, trends, solutions and best practices in the area of competence development in large European enterprises.

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This publication has been prepared by the interagency technical vocational education and training (TVET) group on skill mismatch in digitised labour markets, to support experts and policy-makers who wish to engage in discussion on the potential of web-based big data for skills policy. It outlines how such data can be used to mitigate labour market challenges, reduce skills mismatches and strengthen the links between the labour market and education and training.

The focus is on overcoming conceptual and practical challenges and limitations, system development and using big data for skills policy in practice. Examples of big data initiatives from around the globe illustrate its potential and provide insight into how big data are already supporting policy-makers in shaping the futures of work and education.

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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

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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The Blueprint for Sectoral Cooperation on Skills is a new framework for strategic cooperation to address short and medium-term skills needs in a given economic sector. The publication outlines how stakeholders (businesses, trade unions, public authorities, research, education and training institutions etc.) can apply the framework to address sectoral challenges, illustrating the steps towards delivering sector-specific skills solutions through sectoral partnerships. The Blueprint currently focuses on six pilot sectors including: automotive; defence; maritime technology; space (geo-information); textile, clothing, leather and footwear (TCLF); and tourism. It will be extended to additional sectors in the future.

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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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The Blueprint for sectoral cooperation on skills was launched under the New Skills Agenda for Europe to create a framework for strategic cooperation between stakeholders to improve skills intelligence and address skills shortages. The automotive sector was selected as a pilot, to investigate skills gaps and their potential impact on growth, innovation and competitiveness, mobilise and coordinate key players to build a skills partnership at European level, and roll out the initiative at national level. This study contributes to the Blueprint sectoral skill strategy to support the automotive industry in identifying skills gaps, retaining key competences and acquiring new ones. By identifying key trends in the sector and their effects on skills, analysing the initiatives implemented in Europe and selected third countries, the study draws a picture of the current situation and existing policies focused on up/reskilling in the sector, particularly focusing on Small and Medium-sized Enterprises. Taking all these elements into account, the study delivers a vision with a set of supporting actions and a roadmap. The vision aims at increasing the awareness of automotive stakeholders concerning existing gaps, challenges and initiatives, helping them in increasing their capacity, filling gaps and remedying mismatches on the automotive labour market.

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Adapting to change and ensuring the correct matching between labour market and supply is crucial if European Union (EU) countries want to remain productive and competitive. The rapid change implies that EU countries have to become proactive and be able to anticipate in order to be better prepared for future challenges. The European Commission was asked to report on future skills requirements in Europe up to 2020. This ‘New skills for new jobs’ initiative should help to: improve the capacity to anticipate and match labour market and skills needs in the EU; reach the objectives set out in the EU’s growth and jobs strategy; make best use of existing initiatives and instruments; gather results that are comparable at EU level; and promote a truly European labour market for jobs and training that corresponds to citizens’ mobility needs and aspirations. Show less

This report presents findings from original economic and labour market analysis using the Conference Board's proprietary macro-economic model; a survey of more than 300 [British Columbia] B.C. employers; interviews with employers and experts in four major economic sectors in B.C., accounting for more than 50 per cent of the economy, including finance, insurance, real estate; technology; natural resources and liquefied natural gas (LNG); and transportation and warehousing; as well as a review of relevant literature and current data. The report identifies: the educational and skills credentials that B.C. employers need in their employees today and in the future; the impact of education and skills gaps on the B.C. economy; the actions that [postsecondary education] PSE institutions, employers, governments, and individuals can take to ensure that B.C. has a highly educated, productive, and skilled workforce.

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