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This [Knowledge Centre on Migration and Demography] KCMD study uses data from the EU Labour Force Survey (EU-LFS) to analyse how intersecting social statuses shape labour market participation. The report focuses on the intersection between gender and migrant status and assesses the likelihood of EU mobile and non-EU born women to participate in the EU's labour market. Additionally, it considers how education, marital status and parenthood, highlighted by research as key determinants of labour market participation, interact with gender and migrant status. Overall, our report confirms that intersectionality is a fruitful analytical approach for improving the understanding of the different and complex mechanisms that may shape labour market participation of women. In particular, in light of the interrelated effects of gender and migrant status, the report points to the need for a comprehensive strategy for the integration of non-native women (both EU mobile and non-EU born) in the labour market.

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We investigate shifts in employment structures during the first decades of the twenty-first century at a global scale, focusing on a diverse set of countries, including eight EU countries [Germany, France, Sweden, Italy, Spain, Ireland, Czech Republic and Romania], Canada, the US, Mexico, Brazil, Chile, Argentina, Russia, India, and South Korea. Using the jobs-based approach as the common underlying methodology enhances the comparability of results.

The findings highlight a lack of a singular prevailing pattern in employment changes, revealing a variety of shift patterns across countries and time periods. Nonetheless, occupational upgrading emerges as the most frequently observed pattern. A sectoral analysis underscores the pivotal role of private services as the primary driver of employment growth across most countries. A distinct contrast is evident between the dynamics of private and public services. Private services tend to foster job polarization, while public services lean towards job upgrading, with some notable exceptions. Examining the gender dimension over the past two and a half decades reveals a marked improvement in the status of female workers. In many instances, there has been a feminization of employment, and women have experienced more occupational upgrading than their male counterparts. While this represents a general trend, significant exceptions exist.

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The recent surge of digital labour platforms has led to new forms of work organisation and tasks distribution across the workforce. This has raised several questions about the functioning and the benefits deriving from the reorganisation of work that those platforms entail and the associated risks. A crucial issue in designing the policy response to the emergence of digital labour platforms is the lack of reliable evidence. In 2017, the Joint Research Centre (JRC) conducted the COLLaborative Economy and EMployment (COLLEEM) pilot survey, an initial attempt to provide quantitative evidence on platform work, responding to calls by the European Council and the European Parliament. The survey provides a basis for an initial estimation of platform work in 14 Member States.

Estimates indicate that on average 10 per cent of the adult population has ever used online platforms for the provision of some type of labour services. However, less than eight per cent do this kind of work with some frequency, and less than six per cent spend a significant amount of time on it (at least 10 hours per week) or earn a significant amount of income (at least 25 per cent of the total). Main platform workers are defined as those who earn 50 per cent or more of their income via platforms and/or work via platforms more than 20 hours a week. They account for about two per cent of the adult population on average. There are significant differences across countries: the UK has the highest incidence of platform work. Other countries with high relative values are Germany, the Netherlands, Spain, Portugal and Italy. By contrast, Finland, Sweden, France, Hungary and Slovakia show very low values compared to the rest. The typical European platform worker is a young male, educated to a degree level.

The findings presented in this report suggest an emerging phenomenon of increasing importance but still modest in size. If platform work remains significant but small in the future, a two-pronged policy response is likely to suffice, focusing on (i) fully grasping its job creation and innovation opportunities and (ii) adjusting existing labour market institutions and welfare systems to the new reality and mitigating its potentially negative consequences for working careers and working conditions.

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This report provides a first approximation to the emerging phenomenon of platformisation of work, with an empirical analysis of data from the new [Joint Research Centre] JRC Algorithmic Management and Platform Work survey (AMPWork) in Spain and Germany. The study focuses on three key elements of platforms: the digital devices used at work, the digital monitoring of work, and the use of algorithms for work organisation. These three elements are studied in three different contexts: regular work settings, Digital Labour Platforms and content sharing platforms. The implications of these new forms of work for work organisation and working conditions are also discussed. The findings show that a small but significant proportion of workers in the two countries analysed are subject to digital monitoring and algorithmic management systems at work to some degree. A smaller but not marginal proportion of the working age population get their main income from providing labour services through Digital Labour Platforms. And another sizeable proportion of the working age population spend a significant amount of time producing unpaid content for sharing platforms outside their family and close friends.

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The report investigates the status of implementation of the European Credit System for Vocational Education and Training (ECVET) recommendation in Europe including the nuclear sector. It provides a summary of the findings from the point of view of EU Member States and EU nuclear fission training projects. Those findings may apply to other industrial sectors. Its target audience are nuclear training providers and Directorate Generals of the European Commission (EC): Joint Research Centre (JRC), Education Youth and Culture (EAC), Energy (ENER), Internal Market, Industry, Entrepreneurship and SMEs (Market), Employment and Social Affairs and Inclusion (EMP).

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The development of a European sustainability competence framework is one of the policy actions set out in the European Green Deal as a catalyst to promote learning on environmental sustainability in the European Union. GreenComp identifies a set of sustainability competences to feed into education programmes to help learners develop knowledge, skills and attitudes that promote ways to think, plan and act with empathy, responsibility, and care for our planet and for public health. This work began with a literature review and drew on several consultations with experts and stakeholders working in the field of sustainability education and lifelong learning.

The results presented in this report form a framework for learning for environmental sustainability that can be applied in any learning context. The report shares working definitions of sustainability and learning for environmental sustainability that forms the basis for the framework to build consensus and bridge the gap between experts and other stakeholders. GreenComp comprises four interrelated competence areas: (1) embodying sustainability values; (2) embracing complexity in sustainability; (3) envisioning sustainable futures; and (4) acting for sustainability. Each area comprises three competences that are interlinked and equally important. GreenComp is designed to be a non-prescriptive reference for learning schemes fostering sustainability as a competence.

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Will today's emerging technologies impact the teaching profession in the future? Which parts of the teaching tasks or learning processes could be substituted, enhanced and transformed through automatisation, algorithms and machines? To help educational stakeholders with strategic reflection and anticipatory thinking, eight future-oriented scenarios are outlined using foresight methods. The scenarios cover the following aspects: (1) lesson planning and teaching practices; (2) students well-being, motivation and non-cognitive skills; (3) language acquisition by migrant learners; and (4) special education. They explore whether and how emerging technologies could be used to tackle challenges that educators throughout the EU have identified as preventing them from delivering quality education and training. Emerging technologies cover a wide range of applications and services that take advantage of Artificial Intelligence (AI), Virtual and Augmented and Mixed Reality, social robotics and wearable technology such as head mounted displays and sensors. The scenarios take place in classrooms, lecture halls, training centres and digital learning environments in which emerging technologies could be used to support educators in their profession. Key challenges emerging from the scenarios relate to ethical considerations (e.g. balance between human autonomy and machines, datafication of education, pedagogical models) and the evolving competence requirements of teaching professionals. At the end of the report, a number of insights for policy reflection are raised. They aim to prompt the need today to discuss the future role of emerging technologies in education and training, and their impact on the teaching profession.

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In a context of deficiency of digital skills in Europe to respond to the needs of the labour market, this report analyses the most recent data from the following sources: [European Centre for the Development of Vocational Training] Cedefop's European Skills and Jobs Survey (ESJS), OECD's Programme for the International Assessment of Adult Competencies (PIAAC) Adult Skills Survey, Eurofound's European Working Conditions Survey (ECWS) and Eurostat's Digital Skills Indicator. In doing so it makes an attempt to clarify the differences between the existing data sets (relative to different methodological approaches) and concludes upon which would be the highest priority groups to take into account in those policies that seek to increase digital skills, providing a set of policy design recommendations.

The research finds that there is a lack of a standard definition used for the measurement of digital competences and the related proficiency levels, and also a diversity of data collection methodologies and years of collection, which have posed methodological challenges and limitations to the research work. In relation to the supply of digital skills, in 2019, 40 per cent of individuals aged 25-64 (the proxy for the working age population) had below-base skills and more research is needed to understand the barriers to access, use and development of digital skills among these individuals. Nine priority groups are identified as affected by the existing digital skills gap and this diversity calls for different focused skilling approaches. Among these groups, young people with low education and [not in employment, education or training] NEETs emerge as a significant, often invisible, priority group, particularly from the employability perspective. For unemployed and inactive individuals, policy actions could aim at stronger cooperation with active labour market policies (ALMPs) and with education and training actors. There is a remaining 10 per cent of adults not using the internet, which points to the need for specific access and use policies across the priority groups.

In the context of employment there is a limited digital skills mismatch of active workers in a range between 3-11 per cent, relatively homogeneous across countries. For basic/moderate digital skills, the skills gap is rather homogeneous between occupations. A job polarisation is taking place concerning the use of ICT at work leading to very different experiences of work with potentially profound impacts on career development, occupational mobility and working life. In some occupations, workers never or almost never use ICT in their jobs and have even seen a decrease in ICT use in the last years. These coexist with an increasing number of workers using ICT at high intensity. There is an opportunity to work towards the definition of the basic digital skills required by the 'generic employee', instrumental for digital skills assessment and development of the training offer.

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This report comprises the key outcomes and final analysis of the study Innovating Professional Development in Compulsory Education. It aims to help education authorities face the challenges of meeting the professional development needs of tomorrow's teachers in Europe and elsewhere. This report focuses on innovative and emergent practices of teacher Continuous Professional Development (CPD) and professional learning by teaching professionals who work in compulsory education.

The first part of the study gathered an inventory of 30 examples illustrating new and innovative models and practices that have emerged to overcome the known barriers and limitations that teachers say hinder them today from participating in CPD. An accompanying Technical Report looks at their key elements and uses seven labels to describe and analyse the broad areas in which innovation currently takes place (Vuorikari, 2018). The labels are not categorical, and many of the examples feature many of them.

This report further analyses the inventory of models and practices focusing on their innovative aspects. The 30 examples were classified according to their type of innovation representing product innovation as well as process, organisational and marketing innovation allowing for a discussion on the innovative aspects of the emergent practices in teacher professional development and professional learning. The key outcomes of the study are discussed in a cross-case analysis with the help of the above-mentioned seven broad areas. Lastly, together with providing conclusions, a number of policy pointers are given in order to better inspire and support those who plan and design policies and provision of teacher professional development and professional learning.

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'Personal, social and learning to learn' was set as a key competence in 2018 by the Council Recommendation on Key Competences for Lifelong Learning. The LifeComp framework regards 'Personal, social and learning to learn' as a set of competences applying to all spheres of life that can be acquired through formal informal and non-formal education, and can help citizens to thrive in the 21st Century. These competences have been established following a thorough literature research and several consultations with experts and stakeholders. LifeComp has nine competences with three descriptors each. The framework is conceptual and non-prescriptive. LifeComp can be used as a basis for the development of curricula and learning activities fostering personal, and social development, and learning to learn. The description of the competences can help in exploring its implementation and be contemplated as the embryo of a continuous discussion with teachers and educational policymakers.

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