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The European Commission, as part of the 2020 Skills Agenda, recognizes the importance of skills intelligence as the foundation for skilling, upskilling and reskilling Europe’s workforce
The European Skills, Competencies and Occupations (ESCO) system identifies and categorises skills, competencies and occupations relevant to the EU labour market and its education and training systems. (European Commission 2020)
ESCO provides access to intelligence on skills needs in occupations, sectors and thematic areas. It maintains disaggregated data on countries, which are available in 27 European languages. A number of free open-source tools linked to ESCO exist, including an online skills intelligence platform (Skills Panorama) hosted by the European Centre for the Development of Vocational Training (Cedefop). (European Union 2021)
The EU Skills Panorama, launched in 2012, supports the effort to provide better data and intelligence on skill needs in the labour market
(ETF, Cedefop and ILO 2016)
ESCO’s common reference terminology helps make the European labour market more effective and integrated, and allows the worlds of work and education/training to communicate more effectively with each other.
(European Commission 2020)
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The range of stakeholders involved in the identification of NQCs varies across European countries, with implications for TVET's responsiveness to learners' needs and emerging skills needs
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The range of stakeholders involved in the identification of NQCs varies across European countries, with implications for TVET's responsiveness to learners' needs and emerging skills needs
According to the respondents of a 2020 BILT study, TVET national bodies, government ministries or local public authorities, and public TVET schools and training centres tend to be included most often in national exercises to identify NQCs in TVET – to a greater extent than chambers, businesses, employers’ associations or trade unions.
Rarely are youth organizations, NGOs or CSOs involved in national exercises to identify NQCs in TVET, with implications for how well TVET programmes reflect youth and other learner groups’ needs and aspirations, and associated impacts on their interest in and uptake of TVET.
Specialists and universities/research institutions likewise may be underrepresented in national exercises to identify NQCs in TVET.
(Trends in New Qualifications and Competencies for TVET - Perspectives of the European UNEVOC Network, UNESCO-UNEVOC 2020)
UNESCO-UNEVOC International Centre
for Technical and Vocational Education and Training
UN Campus, Platz der Vereinten Nationen 1
53113 Bonn, Germany
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Identifying, recognizing and matching skills supports labour market mobility, including absorbing migrants to fill worker gaps in European societies and economies
adriaticfoto/Shutterstock.com
Identifying, recognizing and matching skills supports labour market mobility, including absorbing migrants to fill worker gaps in European societies and economies
The EU’s New Pact on Migration and Asylum calls for skills-based Talent Partnerships to support the building and use of skills intelligence to achieve better matching of labour market needs and skills between the EU and partner countries. (ETF 2022)
Currently, most EU Member States do not have skills mobility partnerships or other formalized cooperation agreements in place to boost mutually beneficial international mobility. However, some countries have longstanding experience in this area and multiple initiatives in place. (European Migration Network 2022)
Yet the contribution that migration can make to meeting skills gaps in Europe and solving the EU’s ageing population problem hinges on migrants’ successful integration in European societies and economies. (European Union 2019)
The BILT Trends Mapping Study on new qualifications and competencies recommends that European students, teachers and trainers acquire the following competencies to facilitate migrants’ integration into society and labour markets: awareness of diversity, inclusion, and cultural and socio-economic competencies. It also outlines competencies needed by migrant students to facilitate their integration into European societies and labour markets: awareness of diversity, inclusion, and cultural expectations, and local language proficiency as the most crucial skill for successful integration. It recommends that migrant students be given the opportunity to learn the technical and professional competencies required by specific occupations and jobs, as well as entrepreneurial competencies needed for self-employment. (Trends in New Qualifications and Competencies for TVET - Perspectives of the European UNEVOC Network, UNESCO-UNEVOC 2020)
The European Commission’s Skills Agenda for Europe proposes actions to support the early profiling of migrants’ skills and qualifications, including a tool to assist receiving countries to identify and document the skills, qualifications and experience of newly-arrived migrants and to support staff training in reception facilities as well as making online language learning available for newly-arrived migrants. (Bachmann and Holdsworth 2016)
UNESCO-UNEVOC International Centre
for Technical and Vocational Education and Training
UN Campus, Platz der Vereinten Nationen 1
53113 Bonn, Germany
Contact
Data privacy statement | Contacts | © UNESCO-UNEVOC
The BILT project is implemented by
with support of
and sponsored by
UNESCO-UNEVOC International Centre
for Technical and Vocational Education and Training
UN Campus, Platz der Vereinten Nationen 1
53113 Bonn, Germany
Contact
Data privacy statement | Contacts | © UNESCO-UNEVOC
