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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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‘Education and Training 2010’ is a long-term project governed by the European Commission which aims to contribute to the Lisbon Strategy in the area of education and training. The goal of the project is to see Europe recognised by 2010 as the world leader in terms of the quality of its education and training systems. The Copenhagen declaration in November 2002 is a related policy which set out a strategy for improving the overall performance, quality and attractiveness of vocational education and training (VET) in Europe. Transfer and recognition of qualifications and competences is an increasingly important aspect of education and training systems, and refers to the ability to carry qualifications between different contexts, levels and settings of education and training. It is the aim of the Technical Working Group (TWG) to investigate options for the development of a system of credit transfer in VET at a European level, while also looking at common reference levels for qualifications and competences, and common principles for certification. This report updates on progress made in this area during the period of November 2002 - October 2003, with a final report to the European Commission, outlining a basis for concrete action in this field, planned for release at an unspecified future date. The TWG concludes with a summary of their main achievements thus far, which include: the identification of key issues and concepts at stake in the development of a European credit system for VET (referred to as ECVET); the formulation of a strategy for the development and implementation of ECVET; and the initiation of further research and consultation with stakeholders concerning the key issues.

Selected documents relating to ‘Education and Training 2010’ are indexed from TD/TNC 80.530 to TD/TNC 80.541. Show less

Following the publication of 'A memorandum of lifelong learning' (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on 'Making a European area of lifelong learning a reality' (indexed at TD/IRD 88.264). National reports were submitted by each Member State as well as by candidate countries and Iceland and Norway. This document is the national report from Estonia. The contents are: Introduction; Description of the consultation process; The six key messages; General conclusions.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

The [Coronavirus Disease 2019] COVID-19 pandemic has led to deep shocks and scars to the economy and societies throughout the world. To mitigate and address these shocks and scars, as well as the wider impacts of the pandemic, many countries put in place recovery plans that may now be threatened by Russia's war of aggression against Ukraine, the associated rises in energy prices and cost of living, and its consequences on the global economy. At the same time, countries are also mobilising to reduce greenhouse gas emissions and widespread environmental degradation, working to adjust to the diffusion of new digital technologies (including generative artificial intelligence systems), and putting in place strategies to reduce the economic and societal effects related to increased poverty and shares of marginalised population.

Overall, countries look increasingly vulnerable, with risks of profound economic and societal upheavals. In this context, skills development and lifelong learning play a fundamental role, now more than ever before. Skills are essential to ensure that individuals and societies are able to navigate and integrate into a rapidly changing world of work. Learning from the past three years is critical to strengthen the resilience of lifelong learning systems to future and ongoing shocks.

This brief focuses on the resilience of skill systems, which is key to promote resilient labour markets and societies. It reviews what policy responses can promote labour market integration and skills development, with a view to build resilient systems. It draws lessons from recent episodes of economic downturn, for example the COVID-19 pandemic - an economic crisis for which both shock and recovery are currently observable - as well as the cost-of-living crisis, that many countries have recently experienced as a consequence of rising prices, in particular for energy.

The brief first summarises evidence on the effect of COVID-19 and the cost-of-living crisis on labour markets and skills over 2020-2023, flagging their most important lessons. It then proceeds to describe a set of policies that have recently been implemented around the world to foster skill resilient systems in the face of external shocks - such as the pandemic crisis or the energy crisis, by classifying them in policies to enhance absorption, adaptation, and anticipation.

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The 'European vacancy and recruitment report' is the first of a set of biennial reports to be launched by the European Commission as part of the [European Union] EU Skills Panorama. The report focuses on changes in the demand for labour, including analyses of contractual arrangements, sector demand, occupation demand, growing occupations, difficult to fill vacancies (bottleneck occupations), skills requirements and the market shares of public employment services and temporary work agencies. The report shows that top bottleneck occupations all over Europe are in health, [information and communications technology] ICT, engineering, sales and finance.

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The 'Rethinking education' communication aims to help Member States by setting out a range of fields in which the efficiency and effectiveness of education and training systems can be improved. In this context, given the importance of the teaching professions for learning outcomes, and the large proportion of national education budgets that is spent on them, it is essential to identify policies that reinforce the recruitment, initial education, induction and continuing professional development of teachers and trainers; the practice of school leadership; and the profession of teacher educators. The teaching professions include all those who teach, educate, manage learning, or educate educators in the following education fields: early childhood education and care; compulsory education; vocational education and training; and adult education. This document applies to all these professionals (except where otherwise stated) and highlights the evidence base for the corresponding policy proposals outlined in the communication 'Rethinking education'. The findings aim to support and encourage Member States to consider a number of priority areas for action and investment in teaching professions to achieve necessary reforms, taking into account the current socioeconomic crisis.

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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

Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’ (indexed at TD/IRD 88.264). National reports were submitted by each Member State as well as by candidate countries and Iceland and Norway. This document is the national report from the UK. It highlights the UK’s approach to lifelong learning against the six key messages of the Memorandum.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

The quality of human capital is crucial for Europe's success. The Europe 2020 Strategy puts a strong emphasis on education and training to promote 'smart, sustainable and inclusive growth'. This Communication responds to the call of the Europe 2020 Strategy to reinforce the attractiveness of vocational education and training (VET) and maps out its potential with respect to the Flagship Initiatives 'An Agenda for new skills and jobs' and 'Youth on the Move', including its Youth employment framework. VET must play a dual role: as a tool to help meet Europe's immediate and future skills needs; and, in parallel, to reduce the social impact of and facilitate recovery from the crisis. These twin challenges call for urgent reforms.

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On November 21 2001, the European Commission adopted a Communication on 'Making a European area of lifelong learning a reality' in response to the mandate from the Feira European Council 'to identify coherent strategies and practical measures with a view to fostering lifelong learning for all'. This document contributes to the establishment of a European area of lifelong learning aimed at: (1) empowering citizens to move freely between learning settings, jobs, regions and countries, making the most of their knowledge and competences; and (2) meeting the goals and ambitions of the European Union and the candidate countries to be more prosperous, inclusive, tolerant and democratic. It is based on individual submissions received by the Commission, the Member States, the European Economic Area (EEA) and candidate countries, and by European institutions and bodies representing civil society and the social partners as well as meetings and conferences organised as part of a consultation process.

The contents are: Executive summary; Introduction; The context; The European-wide consultation; A European area of lifelong learning; What do we mean by lifelong learning?; Structure of the document; Coherent and comprehensive lifelong learning strategies; Priorities for action; Valuing learning; Information, guidance and counselling; Investing time and money in learning; Bringing together learners and learning opportunities; Basic skills; Innovative pedagogy; Driving forward the agenda; A lifelong learning framework; Building on achievements at European level; Indicators; Maintaining the momentum; Next steps.

Documents from 'Making a European area of lifelong learning a reality' are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less