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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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This conference paper focuses on training provided by firms. Many empirical studies demonstrate considerable variation across countries and across socio-economic groups in training participation rates, with Nordic countries showing higher participation than Southern European countries, and low-educated and older workers generally participating less than other groups in training activities. To investigate the reasons for this situation, the authors examine both the theoretical underpinnings and the empirical evidence in support of the under-provision of training. Under-provision is used to denote when 'training is below its efficient level, which equalises marginal social benefits to marginal social costs'. The authors argue that, if firms invest in general training, important evidence on under-provision can be gathered by examining the relationship between investment in training and labour turnover. They find evidence of a 'statistically significant and positive relationship between employer-provided training and subsequent turnover' for Denmark, Belgium, France and the UK. In the remaining countries the relationship is either not statistically significant or negative and statistically significant, as in the case of Finland. The evidence that, in no country except Finland, training significantly decreases the quit rate is suggestive of under-provision. The authors suggest that policies which aim at increasing the level of training above the market level should be designed to affect either supply or demand, or both.

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

This [conference] paper provides a tentative review of the literature that estimates wage returns to training. It discusses both the measurement and estimation issues. The fundamental problem concerning the recovery of the causal effect of training on earnings lies in the correction for selectivity into training. The discussion of the empirical literature emphasises the size of the estimated returns; something which has been largely neglected in the literature. It is argued that traditional studies that depend on differencing (fixed effect) methods where non-participants are used as a comparison group results in high return estimates. On the basis of these high returns, some have argued that there is substantial under-investment and therefore scope for public intervention. Such under-investment could arise because of, for example, hold-up or liquidity constraints. The paper then shows that studies which exploit arguably exogenous variation in training participation find much smaller wage effects of training. The evidence collected in this paper calls into question the case for under-investment based on return studies. There is other evidence which suggests that under-investment may be less severe than previously believed. First, recent literature in experimental economics shows that individuals are often motivated by reciprocity and fairness considerations which are typically ignored in standard human capital models, while reciprocity can alleviate under-investment. Second, recent literature emphasising market imperfections also shows that imperfections may give employers more incentives than previously thought to invest in the general training of their employees. The paper concludes by calling for further study of training mechanisms and subsequent outcomes. Some potential avenues for research in this area are given.

Published abstract.

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

This document explains how the [European Union] EU and its partners are improving vocational education and training (VET) to make them relevant to current and future labour markets. Work-based learning, access to VET, ongoing training for teachers and recognition of skills and qualifications are expected to help drive jobs and growth. The New Skills Agenda for Europe and the Riga Conclusions lay the foundations for this process. Progress in achieving the goals set out will be monitored by CEDEFOP and the [European Training Foundation] ETF.

The key deliverables outlined in the document are: (1) promote work-based learning in all its forms, with a special focus on apprenticeships, by involving social partners, companies, chambers and VET providers, and by stimulating innovation and entrepreneurship; (2) further develop quality assurance mechanisms in VET in line with the [European Quality Assurance in Vocational Education and Training] EQAVET Recommendation and, as part of quality assurance systems, establish continuous information and feedback loops in [initial] I-VET and [continuing] C-VET systems based on learning outcomes; (3) improve access to VET and qualifications for everyone through more flexible and open systems, notably by offering efficient and comprehensive guidance services and validating nonformal and informal learning; (4) provide an added boost to key competences in VET curricula and offer more effective opportunities to acquire or develop these skills through I-VET and C-VET; and (5) introduce systematic approaches to, and opportunities for, initial and continual professional development of VET teachers, trainers and mentors in both education and work-based settings.

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The Joint Employment Report (JER) is a key input to EU economic governance, providing an annual overview of key employment and social developments in Europe as well as Member States' reform actions in line with the Guidelines for the Employment Policies of the Member States and Annual Growth Survey (AGS) priorities. Key indications are that: (1) the economic expansion, which now has reached all Member States, is accompanied by steady improvements in the labour market and social situation supported by the reform efforts made by Member States; (2) job creation has picked up and employment continues to expand at a firm pace; (3) the main labour market indicators have strengthened across the board; (4) while all Member States show improvements, very substantial differences can be observed; (5) underutilisation of the labour force is falling but remains sizeable even in countries where unemployment is low; (6) despite the improvements in the labour market, wage growth remains subdued in most countries; (7) several Member States have taken steps to enhance the predictability of the wage setting system, with the involvement of social partners; (8) in line with the labour market upturn there is a general improvement in the financial situation of households; (9) increasing labour market participation, employment rates, and productivity is an imperative in view of demographic change; (10) recent gains in employment have not been evenly distributed among different population groups; (11) while the employment rate of women reached another record high, they continue to be underrepresented in the labour market and face a significant pay differential; (12) in addition, more part-time work combined with shorter and more discontinuous careers often translates into lower pensions for women.

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Based on an assessment of progress made in key policy areas in the last three years, this draft Joint Report proposes new working priorities for the period 2012-2014 geared to mobilise education and training to support Europe 2020. The draft Joint Report also sets out a number of options to adjust the governance of ET 2020 to ensure that it contributes to Europe 2020. The Communication is underpinned by two Staff Working Documents. They take stock of the situation in individual countries and key thematic areas and draw on National Reports provided by Member States as well as other information and data.

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In November 2002, the Education Ministers of Europe, meeting in Copenhagen signed up to a program to increase voluntary cooperation in vocational education and training (VET). The aim of this was to establish a basis for increasing mobility across Europe and facilitating access to lifelong learning through the promotion of mutual trust, transparency and recognition of competences and qualifications. The target is for the cooperation initiatives set out in the declaration to be implemented by 2010. Show less

Strengthening partnership and flexibility is important for modernising education in Europe. The present Staff working document is part of a larger policy initiative: it accompanies and offers analytical support to the Commission’s Communication on ‘Rethinking education: investing in skills for better socio-economic outcomes’. It is part of the European efforts to make lifelong learning a reality, and contributes to the objectives of Europe 2020. The findings presented build on analytical work carried out in cooperation with Member States and academic experts: (1) Cooperation and partnership increase flexibility and relevance of learning and improve efficient use of resources; (2) Effective partnerships and cooperation require strong and sustainable coordination structures and a shared vision among stakeholders; (3) Cooperation with social partners seems to work best where it is based on standing consultation mechanisms and sharing of responsibility between public and private actors; (4) Creating partnerships for funding can be effective, such as sectoral training funds based on social partner agreements; (5) Flexible pathways have an important potential for encouraging participation in lifelong learning as they allow individuals to build upon prior learning, and link competences and qualifications gained across different phases and contexts of life - leisure and working life, inside and outside formal education and training; (6) Such flexibility requires the removal of system-level barriers between different subsectors (e.g. restricted progression from VET to higher education); (7) This needs to be supported by the creation of structures that give easy access to integrated learning services; (8) Implementing strategies for groups of current non-learners require learner centred programmes and effective outreach strategies (notably approaching disadvantaged groups in their social environment) aimed at raising their awareness of the available offer and its benefits, and motivating them; (9) Close cooperation with the voluntary and community sector can be particularly crucial when it comes to attracting vulnerable and disadvantaged groups into learning and offering low-threshold and targeted support.

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Although the organisation and content of education and training systems are entirely their responsibility, Member States increasingly acknowledge the benefits of policy cooperation with European Union partners to address common challenges in these fields. The quality of education and training, and with it the quality of teacher education, are high on the policy agenda in all the countries of the European Union. The purpose of this handbook is to offer practical and reasonable advice for policymakers wishing to introduce, or to make more effective, a system of induction for new teachers.

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The purpose of this report is to draw on indicators and benchmarks in order to provide strategic guidance for the Education and Training 2010 program and to set out the evidence available on progress towards the objectives agreed by ministers. The 16 core indicators for monitoring progress towards the Lisbon objectives in education and training are: (1) Participation in pre-school education; (2) Special needs education; (3) Early school leavers; (4) Literacy in reading, mathematics and science; (5) Language skills; (6) ICT skills; (7) Civic skills; (8) Learning to learn skills; (9) Upper secondary completion rates of young people; (10) Professional development of teachers and trainers; (11) Higher education graduates; (12) Cross-national mobility of students in higher education; (13) Participation of adults in lifelong learning; (14) Adult skills; (15) Educational attainment of the population; and (16) Investment in education and training.

The leaflet summarising this report is indexed at TD/TNC 93.240. Show less