skills governance in the eu member states
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Skills Governance in the EU Member States
EEPOSynthesis Report
Diana ERIKSONAITESkills and qualifications
The Synthesis Report
Explores Skills Governance and how it is operationalised in the EU MS
Based on country fiches prepared by the European Employment Policy Observatory (EEPO)Report has limitations due to multi-faceted nature of skills governance – not possible to ‘label’ or ‘group’ countries
Skills Governance definitionComplex concept, no internationally agreed definition
Understanding of SG formulated for the Report:
A system aimed at balancing the supply and demand for skills and at providing a good skills basis for the economy…
The concept may be reviewed in future
Key components of Skills Governance
Labour market &
skills intelligence
(LMSI)
Production
Transmission
Use
Production of LMSI (1)
Range of tools and instruments
Vary in terms of regularity, timeframe covered, data produced
Vary according to the model of education and training: planned (regular) or market-driven (ad-hoc) or mixed
Output may be national, sector-specific or cover a sub-system of education and training
Production of LMSI (2)
• ≥1 key forecasting and intelligence tools in place for at least a decade and meeting the needs of stakeholders
• e.g. DK, SE, LT
Mature
• designing a new infrastructure, or have recently implemented a new important tool or system
• e.g. BU, RO, EE
Developing
Production of LMSI(3)
Success factors• Effective statistical
infrastructure• Complementary
forecasts, incl. ad-hoc or sectorial produced "on demand"
• Mature approach to cooperation
• Clear policy intent / strategy at national level
Challenges• Limitations of the data
or methods used• Fragmentation: lack of
integration between data sources or lack of cooperation between the actors involved
• Crisis taking attention/resources away
Transmission of LMSI (1)
• Ministries• Education & training providers• Career guidance services• Public Employment Services• Social partners
Target audience
s• Online publication• Special events and training• Institutional mechanisms• Multi-faceted strategies
Methods
Transmission of LMSI (2)
End-users involved in the design and production of forecasts
Information is targeted to different audiences
Transmission is not systematic and not coordinated
Use of LMSI(1)
Shape education and training offer
Inform career guidance
Inform the design & delivery of the ALMP
Use of LMSI – examples (2)
Increase the training offer in certain subjects
•Special subsidies to E&T providers (PL, EE, DE)•Linking performance of E&T institutions to funding (EE, DK, IE)
Encourage learners to take up specific
subjects
•Free places in priority HE courses (LV)•Motivation scholarships to students in priority VET programmes (SK)
Incentivise employers to
increase training•Subsidies, tax incentives, etc.•To encourage work-based learning & apprenticeships (AT, MT)•Training in specific areas with skills shortage (BU)
ESF support to Skills GovernanceReport gives an overview of ESF support for SG (incl. per MS in Annex 1)
The overview is not comprehensive, to be completed
NB: ex-ante conditionalities No 8.1, 8.2, 8.5, 10.4
ESF support to SG - examples
development of new tools and infrastructure
improvement of existing tools
funding smaller-scale regional or local projects
To finish
The Synthesis Report presents an overview of Skills Governance in Europe. It is only a starting point.
Further work on this will be done in the context of the Skills Agenda and within the framework of Europe 2020.
ESF can provide a significant contribution – important to plan the investments in the most efficient way.
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