bridging the gapN S N Jew kills ew obs&

National Workshops ReportEnglish

http://www.newskillsnewjobs.eu/

PROJECT INFORMATION

TABLE OF CONTENTS

report guide

Project information ______________________________________________________________________________________ 1

PT __________________________________________________________________________________________________________ 2

UK ________________________________________________________________________________________________________ 22

DE ________________________________________________________________________________________________________ 28

TR ________________________________________________________________________________________________________ 30

SK ________________________________________________________________________________________________________ 32

PROJECT INFORMATION

Project information

New Skills and New Jobs - Bridging the Gap is a

Project funded with European Commission

support coordinated by Kerigma Innovation and

Social Development (Portugal) in cooperation

with GSI-Gesellschaft fu r Schweisstechnik

International mbH (Germany), IPCA - EST -

Instituto Polite cnico do Ca vado e Ave – Escola

Superior de Tecnologia (Portugal), BIC BB -

Business Incubator Centre in Banska Bystrica

(Slovakia), BELKTRO - Bursa Chamber of

Electronics (Turkey), TWIN Group (United

Kingdom) (Grant agreement nr. VS/2012/0517)

PT

PT

REPORT OF THE PORTUGUESE NATIONAL WORKSHOP

KERIGMA

21 JAN 2014 IN BARCELOS, PT

1. WHAT IS THE CONCEPT OF COMPETENCE?

The concept of competence is not a peaceful subject among authors and entities/institutions that dedicate

themselves to the respective study. In spite of being a recurring subject in literature and political speeches

(Mavromaras et al.2009) of national, communitarian and academic institutions, there is no guiding line that

allows in an unequivocal fashion (Sa and Paixa o, 2013) and ridden of Manichaeism’s, to establish a solid

understanding(CEDEFOP 2006), clear and unified. The construction of the concept itself is riddled with

controversy. Rope and Tanguy (1997) (apud Sa and Paixa o, 2013) demonstrate the respective polymorph

character, while Weinert (2001) (apud Sa and Paixa o, 2013) alerts us to the excessive number of

concessions that are brought against him. On the other hand, Pires (2005) (apud Sa and Paixa o, 2013)

reiterates the polysemy of the concept and Gouveia (2007) (apud Sa and Paixa o, 2013) refers to the image of

a “conceptual nebula”. Jonnaert (2002) (apud Sa and Paixa o, 2013) mentions the competence as a “nomad”

or “volatile” notion e Le Boterf (1999) (apud Sa and Paixa o, 2013) considers being a “conceptual

chameleon”. In truth, considering the disciplinary area of the framing function of the different studies two

strands can be identified (Sa and Paixa o, 2013): the behavioural matrix approach and the integrated

approach.

The behavioral approach is represented mainly by White (1959) to whom the concept of competence is

connected to personal characteristics associated to a superior performance in tasks and the motivation with

which the subject performs them. On the other hand, for McClelland (1973) the competence is the subjacent

characteristic to the subject, casually connected with superior performance in task performing or in a

certain situation. This author goes further as to distinguish clearly between aptitudes (natural and personal

talent), ability (practical demonstration of particular talent, meaning, its aptitudes) and knowledge (what a

person needs to know in order to perform a certain task) in an exercise of conceptual and terminological

clarification of the concept. Proctor and Dutta (1995) define competence as a behavior organized and

oriented at results, acquired through practice and executed with economy of effort.

PT

The integrated approach of the competence concept is composed by many more authors. Sa -Chaves (1994)

describes a competence as a specific behavior or performance that can be observed and demonstrated (and

evaluated) and is associated with the capacity and knowledge domain. Guy Le Boterf (1999) claims that it is

a disposition to act in a pertinent way given a specific situation, requiring coordinating operations and not

just applying them in an isolated way.

The authors Dolz and Ollagnier (2004) refer to the differentiation, adaptation, integration and combination

capabilities and constitutes a continuum that organizes itself around theoretical knowledge, and so, being a

functional complex system.

Perrenoud (1999, 2000) defends that competence consists in acting facing complex situations, towards

which it is necessary to make decisions and solve problems through the mobilization of a set of resources.

On the other hand, Allal (2004) considers that a competence illustrates itself by a functional and integrated

network composed by cognitive, affective, social, sensorimotor components capable of being mobilized in

actions finalized before a family of situations. The OECD (2005), in the scope of the DeSeCo Project, observes

that it is the capacity to answer to individual or social demands, or to perform a task successfully, with

cognitive and non-cognitive dimensions. More recently Zabala and Arnau (2007) mention the ability or

capability to perform tasks of to face different situations effectively.

Besides the linguistic and conceptual diversity of the many member states (CEDEFOP, 2006) the European

Union (2013) defines competence as the ability to apply and use knowledge to execute tasks and solve

problems.

Facing this diversity we can build a common denominator to the different approaches. Therefore, a

competence is composed by different elements, it is multidimensional, complex, movable and transferable,

comprising a knowledge in use of combining nature.

In terms of easiness of understanding, we shall consider in the framing of the New Skills – New Jobs project,

that the competences are the exercise of a qualification (or qualifications). This is, that qualification

concerns the formal aspect of knowledge acquisition, ability and aptitudes and the competence refer to the

exercise of that qualification.

2. NEW COMPETENCES FOR NEW JOBS OR DIFFERENT COMPETENCES FOR NEW JOBS?

In a community level the European job strategy – Europe 2020, and the “Agenda for New Skills and Jobs”

initiative, preconizes that Europe needs a more competent workforce, capable or contributing and adjusting

to the new work and organization patterns (European Commission, 2011). That means that it becomes a

considerable challenge, given how fast competence needs are changing and a persistent lack of knowledge

PT

adjustment (skill mismatch) is registered in the EU work market. This lack of adjustment is accompanied by

frictions between work offer and demand (Santos, 2013).

This lack of adjustment is double. On one hand, when we think about transversal competences (softskills)

there is a mixed set of competence needs (mix of skills) in companies and organizations that look for them

and that, despite existing in individuals, are latent or undeveloped. On the other hand, the educational

system does not possess the flexibility and celerity needed to adjust to the company’s technical and

organizational needs. To sum it up, apparently companies need new competences (or technical nature), but

also different competences (transversal and non-cognitive) and/or a mixed set of competences (Fig.1)

Figure 1. New and Different competences in work structure.

For that fact we are not talking about new competences by themselves, but about developing different

competences needed nowadays and new job demands, that normally educational-training systems do not

convey enough and whose institutional offer differs substantially between countries (Hanushek et al, 2013).

So, the European Commission (2011) considers that the education and training systems should give

individuals a full set of competences that, besides technical competences, should include key, transversal,

digital, IT literacy and communication in a foreign language competences. On the other hand companies in

general are looking mainly for non-cognitive competences (Heckman, 2008) and that are part of the

individual (Santos, 2013): a critical and inventive spirit, a cooperation and teamwork capability, a good

reaction capacity to the unpredicted, being result oriented, creativity, resilience, adaptability, proactivity and

humility.

PT

3. WHAT ARE WE TALKING ABOUT EXACTLY WHEN WE APPROACH THE LACK OF COMPETENCE ADJUSTMENT SUBJECT (SKILL MISMATCH)? LACK OF ADJUSTMENT OF QUALIFICATIONS OR COMPETENCES?

Concerning OECD, Desjardins and Rubenson (2011) distinguish among educational lack of adjustment

(educational mismatches) and lack of competence adjustment (skill mismatch). In the first case we are

faced with an inadequacy (or gap) between the educational-training contents (which includes

qualifications) and the needs of the work market. In the second case, it is about a lack of adjustment

between the competences the individuals demonstrate and the needs of task execution in a determined

work position. Here, we have to further distinguish the competences that come directly from an educational-

training process and those that have become obsolete.

On a European level the CEDEFOP (2009) preconizes that the lack of skill adjustment (Skill mismatch)

closes several types of gaps (skill gaps and unbalances) that may be quantitative and or qualitative. It

further distinguishes between insufficiency/excessive school education (under/over education) and

insufficiency/excessive qualifications (under/over qualifications). In quantitative terms the OECD (2011)

estimates there are in the several member states, about 25% workers that have an excess in competences

and that 1 out of 5 workers is registered has having lack of competences.

The domain contained by the lack of competence is very large (CEDEFOP, 2009). It is a multidimensional

question that can be approached through various sides. It is generally understood as being a discrepancy

between competence offer and demand (CEDEFOP, 2009). That is, the lack of adjustment doesn’t refer only

to the unbalance between formal qualification and required qualification (in work context) but also the

discrepancies between demand and offer of demands. In the opinion of the CEDEFOP (2009) the lack of

adjustment of competences is a generalized phenomenon in Europe, having even proposed a typology

(CEDEFOP, 2001) of these gaps (skill gaps):

a) When qualifications are inadequate in face of work requirements (over qualification/ under qualification and over education/under education);

b) When work is inadequate when compared to the qualification level (underutilization and overutilization);

c) When there is unemployment (registered, hidden or in terms of work time when less than desired);

d) When there is lack or excess of workers with specific competences or occupations

(quantitative/qualitative surplus or lack of specific competences)

For this European centre over qualification may, in certain cases be positive for companies, in terms of productivity (Kampelmann & Rycx, 2012), but negative on an individual point of view, because states are wasting potential talent (CEDEFOP, 2012) and national investment.

PT

*

CEDEFOP reports yet about another typology: vertical and horizontal. The lack of vertical adjustment (or

competence inadequacy) refers to a situation in which the level of competence that a worker possesses is

bigger or smaller than the required level for a job or specific task. The lack of horizontal adjustment,

however, occurs when the workers have an appropriate level of qualification, but different competences

than those demanded by their work or task:

However, faced with this diversity there is another circumstances to add: the diversity of jobs, work posts and of tasks and individual idiosyncrasies. It is by the evidence of this heterogeneity that it is necessary to have in account other forms of analysis of lack of competence adjustment. (Sala, 2011).

In equal manner we cannot overlook another phenomenon that is connected with the time of the lack of

competence adjustment (Lamo & Messina, 2010). Meaning, the lack of adjustment may be a permanent or

temporary state especially if we are dealing with lack of adjustment related with qualifications/education.

So, Lamo and Messina (2010) claim that the temporary lack of adjustment may be due to inefficiency in

functioning of the work market or mobility (where people temporarily accept jobs with inferior demands to

those they possess (Leuven & Oosterbeek, 2011), but gaining in exchange, work experience). On the extreme

opposite end the permanent lack of adjustment occurs when employers use qualifications as a

differentiating and recruitment signal (Spence, 1973); when the individuals (both with lower and higher

qualifications) compete for scarce jobs and when the obsolescence of the qualifications becomes definite,

facing fast updates in the skills of the work force (Lamo & Messina, 2010).

From the individual point of view and of the inherent processes of employability acquisition, Mavromaras et al. (2009) preconizes that the lack of adjustment by excess (due to excessive qualifications and level of education) may lead to four forms:

(a) Without lack of adjustment: the individual doesn’t show lack of adjustment, so, not having an excess of competences (over skilled) nor education (overeducated);

(b) Only excessive competence (only over skilled): the individual is adjusted from the educational point of view but with excessive competences;

(c) Only excessive education (only overeducated): the individual is adjusted from the competence point of view but with excessive education;

(d) With excessive competence and education (both overeducated and over skilled): the individual shows lack of adjustment in both elements.

These authors also claim that the lack of adjustment has variations according do gender, especially in what concerns consequences over salaries and mobility.

PT

*

For us to analyze and evaluate the lack of adjustments of qualifications/education we can resort to three methodologies (Lamo & Messina, 2010):

1) Objective evaluations (or consubstantiated on data) based on the contrast of the real distribution of education of the workers with an estimate of the adequate educational levels (by job);

2) Systematic evaluations consubstantiated on the contrast between the workers educational level

and the required education for the respective job (that occurs from a systematic evaluation done by

work analysts that also specify these requirements through an occupational qualification, taking as

example the EQF and the several QNQ);

3) Subjective evaluations (or direct), founded on self-evaluation from the workers.

Any of these methods has advantages and inconveniences, and its pondering must always be taken into account. However the two authors advocate that the systematical evaluations are more reliable and rigorous. In any way, Velden and Smoorenburg (1997) have already made this statement.

*

Facing what has been exposed we can represent several factors that lead to the lack of competence adjustment and their respective integration in the following way (Fig 2.):

Figure 2. Influent factors in Skill Mismatch

PT

Meaning, the lack of adjustment is rarely due to just one factor, being that the interactivity between the different potential constitutive elements (Mavromaras et al., 2009) makes itself felt in the several levels of analysis.

4. WORKSHOP RESULTS “NEW SKILLS AND NEW JOBS – BRIDGING THE GAP”

This workshop for the official presentation of the final project results was divided into 3 focus groups.

GROUP A – COMPETENCE LAG OR GAP: WHAT IMPACT ON OUR COMPANIES AND ORGANIZATIONS?

In a systematic way the main headlines were introduced with the objective to stimulate participant discussion, making possible a true interaction between the people present.

Awaiting the introduction of the theme “WHAT IMPACT ON COMPANIES AND ORGANIZATIONS”, it was possible to discover different perspectives about the reality of the companies and organization’s lives, having registered the following opinions:

Competences not adequate for the tasks;

Difficulty in recruiting professionals;

Obstacles to development and expansion;

Lack of creativity and innovation;

Reduced company and institutional cooperation capability;

Low Productivity.

The subject “WHY? LAG AND/OR GAP” was what motivated a more complete and directed analysis. It was revealed that there exists a more consensual and generalized understanding of one of the main flaws in the relationship between the training entities and the corporate fabric.

So even though there are many opinions it was the scarce development of the softskills in education/training that assumed a great weight in the discussion.

In fact, the limitation and sometimes the lack of implementation of transversal competences during the educational-training process, prevents a greater transversality of the work offer and makes slower the integration in the vacancies created by the companies.

PT

It undervalues the reality of the national enterprise fabric, as well as the technical valence that it needs and

makes available in real work context.

The participants vision seems then more consensual, in the certainty that objective alterations of the

training and curricular contents (allowing the adjustment of the new transversal softskills to the different

sectors of activity), substantiates an effective support to the needs of the work market, assuring a greater

employability on national terrain.

The subject “HOW TO MAKE COOPERATION MORE EFFECTIVE?” produced a set of considerations:

Greater cooperation of the teaching establishments with the business world and vice-versa;

Reorganization of the training offer according to the needs of the work market;

Adapting the transversal competences (softskills) and techniques to the reality of the work context;

Improving the educational system from the basic to the superior levels promoting a culture of

strictness and demanding.

The subject “WHAT IS THE JOB OF EACH STAKEHOLDER IN ORDER TO CREATE A BRIDGE?” was also

approached in a swift way in order to allow keeping up with the time chronogram previously defined,

however the following conclusions were still identified:

Opening to the business world – establishing partnerships;

Knowing the market needs;

Redefining the training offer;

Implementation of higher levels of strictness and demanding;

Recruitment of high potential H.R. (teachers, investigators, young students) from Universities and

Polytechnics to the companies (if possible with public incentive);

Access to establishments of higher education in the areas of investigation and development.

The last subject was “IN WHAT WAY WILL MAKING THE NECESSARY WORK MARKET COMPETENCES

ADEQUATE HELP THE EUROPEAN SOCIAL MODEL OF SUSTAINABILITY AND THE ECONOMIC GROWTH”:

Main areas of the social model: Financial (budget control), Economical (economic growth, job

creation, education, training and competitiveness), Social (education, health, poverty and social

PT

inclusion) and Environmental (globalization);

Betting on human resources;

More competitive companies;

Greater equality of opportunities in access to education/training and health.

GROUP B – NEW PATTERNS OF WORK ORGANIZATION FOR FACING THE TECHNOLOGICAL CHANGE –

MYTHS AND REALITIES

The discussion of the focus group started by reflecting over the concept of “technology” and its possible implications in different forms of work organization.

It was clear, thought the visualization of a small video,

(http://www.youtube.com/watch?v=4ZwJZNAU-hE), that this same technological evolution has always accompanied the processes of work organization. The simple change from using a scroll to using a book, implies necessary changes in the way work can be organized. Questions that arose:

Resistance to change;

Advantages and disadvantages of incorporating a new technology;

Necessary readjustments to everyone’s functions.

Being it impossible to find a clear answer, these are recurring questions whenever we discuss these areas.

The main conclusion comes in facing technological evolution as an inevitability that should be taken in a

positive manner so that we can make the most from the different forms of work organization and, in final

analysis, the performance of each individual.

This continuous technological evolution as awakened the evolution of the discussion to another dimension.

Challenged by the following claim “For the first time we are preparing students for a future we cannot

clearly describe” from David Warlick, the focus group reflected on the dichotomy between specialization and

versatility. If we can clearly identify some areas in which there is an assumed need for competent and

trained professionals that can answer local challenges, on the other hand, it is complicated to generalize

these sorts of actions and determine policies and programmes that may lead to these professional paths, in a

way that between the discussion period, and planning of the same, until its execution, the identified need

may no longer be the same or might have been extinguished. In this way, it is crucial that the triangle

constituted by the employer entities, the learners and the educational institutions, need to be in continuous

articulation so that different promoted initiatives can satisfy the different needs and expectations.

The importance of a healthy functioning of this triangle was another of the topics on debate during the focus

group. It is natural and legitimate that the learners (students, trainees, …) aspire a future job with

PT

expectations of a good salary and career evolution, so it is only natural that there is some divergence from

the more traditional jobs and those associated with very routinely functions, closely related with taylorist

and neo-fordist work forms.

However, it is unquestionable, and was reminded by the group, that these same functions and jobs are

strictly necessary nowadays and will continue to be so in the future.

So, it matters here that the employing entities themselves may increase valorization and recognition of these

because they remain indispensable. So that learners can be more motivated in embracing these sort of jobs

it is essential that these have a greater recognition by the working class and even by the civil society.

On the other hand, it is also crucial that there exists a greater promotion in training these same areas. The

educational institutions (schools, universities, training centers, …) need to perform correct diagnostics to

the regional and national needs and incorporate offers that may satisfy, on one hand the expectations of the

learners, and on the other the needs of the market.

In parallel there was also a discussion about changes that are happening to the ways of work that they have

been experiencing over the years. It is consensual that the concept of a lifetime job is increasingly harder to

find. Nowadays, actives find different opportunities associated with specific projects and characteristics and

that, often, are circumscribed within a certain space and time. These constrains create a greater uncertainty

in the same market and turn these into one off opportunities and generate a greater uncertainty. On the

other hand, we must point out that the current social and economic context creates less and less

opportunities for the possible actives. Even in cases where there is some work stability, the group reflected

that it is necessary to continuously update oneself because the functions associated to the same job tend to

vary and diversify.

This dimension lead the group to the main conclusion that reflects the thematic in discussion. “Provoked” by

the following quote, “It's not what you know that counts anymore. It's what you can learn” by Don Tapscott,

the group assumed clearly that what is important nowadays is not what you know but what you are willing

to learn.

It matters to mention that this predisposition must be assumed by all three corners of the same triangle,

that is, it is equally important that the learners are willing to continue learning throughout their lives, as

institution educators need to maintain continuous diagnosis programmes to readjust their offer, and also,

employer institutions need to remain “open” as to incorporate innovation in its processes and even products

and services.

PT

GROUP C – INTERACTION BETWEEN THE BUSINESS, EDUCATION AND TRAINING WORLDS: OBSTACLES AND CHALLENGES

The conclusions of this focus group come down to the following:

It looks like a contradiction but it is a reality: there are job offers but no qualified workers to take

these positions. This situation allows us to further reflect that the cooperation between the

different social, educational and entrepreneurial agents is not being seized effectively. And in this

sense, it is necessary to improve communication channels, establishing proximity relationships.

Among the several propositions the need to “hear” the local agents, small and medium sized

companies, stands out, changing the

Advisory councils for the construction of a National Qualification Catalog (NQC) for the inter-

municipal communities.

The lack of adjustment between the demanded qualifications and competences by the work market is often referenced, and presents itself as an obstacle but can also become an opportunity for its capacity to change, if worked on by the various interested parties.

The approval of the Centers for Qualification and Professional Teaching is presented as an opportunity, by its proximity to the local agents and also for the information and orientation work that constitutes one of the main missions of these structures.

The bet on intensifying the work on softskills comes as a challenge to the educational entities in order to respond to the challeges placed by the workmarket.

Networking is more and more important creating opportunities for vocational formation in which the offer adjusts to the national and European work markets.

In narrow connection with the European strategy – Europe 2020 the challenge of creating mutual

learning networks arises, allowing mobility between member states.

The educational entities/schools more and more have a social responsibility towards companies,

work market and the country’s economic growth.

There are demands being placed on the schools that are not just about preparing for the work

market, but in the building of citizens in its fullest, eg.: posture, ethics, responsibility; competences

that surpass technical ability.

The educational system should give innovating experiences to its students, through European

PT

mobility programmes (ex. Training periods); to inform students of the contests promoted by

company groups. To bet on the connection to the business fabric opening the “school” doors to

companies, making known their methods and work resources.

School must have the role of making the business fabric referential on the terrain closer, which can

be consubstantiated by the creation of privileged communication and interchange channels that

pull together techniques, methodologies and contents from the business enterprise reality.

Meanwhile, these channels must have in perspective a contribution that benefits both intervenients

in an assumed fashion.

The school must assume itself as a human resources incubator that will later fill the gaps felt by

companies that fit the gears in the economic fabric in a way as to carry value, innovation and

success.

Companies may benefit from the creation of privileged channels with schools, in a way that a pool of

human resources is made available to them with a profile that resembles that wanted by

businessmen, on a competence level not only of social and emotional competences but also in what

the technical and innovation sides (that are the base for an increment of company performance and,

consequentially, its success) are concerned.

These is a need for an adjustment of the National Qualification Catalog, namely through the creation

of some referential of “broad band” in the way that professional demands impose specialist

collaborators, but also and mainly very versatile, with a capacity to adapt to the several mutations

of the business world and economic demands.

Team work is referred as being one of the great pillars of professional sustainability, allied with

technical, social and learning competences.

Companies should cooperate with educational agents in the creation of curriculums adjusted to the

market needs, but it also fundamental to work with higher education organizations, namely in the

area of investigation, in a perspective of anticipating scenarios and correspond to innovation needs.

The economic growth will pass through the company’s capability to create situations for innovation

in tune with the training entities.

It must also be pointed out the experience, techniques and methodologies interchange, between

universities, training professionals and the business branch – in other words, innovation, of

technique and of doing – makes them dynamically closer, promoting a flux of technological progress

and innovation among the corners of this triangle.

PT

In this fashion, the kinetic harmonization among a company’s different gears and functional profiles

would be desired: specialized workers, intermediate and superior boards and people responsible

for the management of the companies.

In this interchange, and in what comes to schools, a greater approximation of the training course to

the work reality – in its different ways, the placing of training students in renowned companies, in

what the innovation capital is concerned, namely, abroad, with a perspective to value experience in

terms of new competence innovation and performance acquisition, they will, surely, be one of the

starting points to building a new reality in what comes to the three way relationship between

companies-schools-universities.

Companies should cooperate more with the education agents, forming learning organization

networks.

The professional cards must be brought back valorizing access to a profession, recognized by both

the training entities and the economic agents as a labor market need.

There are schools gifted with excellent resources and with good implemented practices yet it is

necessary to change mentalities, to further the bet on qualified collaborators; to give incentives to

continuous training of human resources; to create incentives for companies to stimulate lifelong

learning for its collaborators, namely by the creation of training offers available to companies. It is

fundamental to qualify the Portuguese entrepreneurial fabric and gifting the businessmen with

tools that allow them access to information, namely through update and qualifying training.

PT

5. SOME CONCLUSIONS/SUGGESTIONS

As a sum of the three focus groups and paying heed to the former framing, we can point out some

conclusions, in form of suggestions aimed at national and communitarian stakeholders:

1- Besides the new competences for new jobs, we should also pay heed to the potentiation of

different competences that will meet the requirements of these new jobs;

2- O lack of adjustment in competences is verified both concerning the technical and the

transversal ones. However a growing emphasis should be given to soft skills.

3- There seems to exist more of a lack of adjustment in qualifications/habilitations than of

technical competences themselves, for what it is desirable to permanently involve employers or

its representatives and other social partners, in curricular development decisions (both in

school and professionally);

4- To create in the curriculum development modules for softskills;

5- Creating broadband courses with a possibility of being complemented by competence modules

(technical and transversal), duly credited (ECVET or national crediting systems), if solicited by

the companies;

6- To increase onjob training e lifelong learning;

7- Only initiate training courses that have professional integration guarantees on behalf of the

committed and identified employers;

8- To take advantage of active job policies (Active Labour Market Policies – ALMP) as enhancers

for creating/updating adjusted competences;

9- To create local synergies and networks.

PT

6. CONTRIBUTION OF THE NSNJ PROJECT FOR THE CONCLUSIONS/SUGGESTIONS

The set of documents (i.e. the Case Studies) and the software application produced for the project contains

an array or contents that allow us to conclude that some of the partners are already in route to implement

some of the suggestions, namely in the dissemination of good practices (best practices).

Suggestion 1. IPCA and CITEVE offer courses for Technological Specialization (i.e. different competences).

The BTSM Kurunsal conducts training and updating courses yearly, aiming at giving competences adequate

to new technologies and productive processes adopted by companies.

Suggestion 2. WBO incorporates in its curriculum modules in development of social competences.

Suggestion 3. CITEVE has workshops dedicated to companies (about 500 associates) and trainees, aiming

at localized and applied competences. ACICE, through the project “Dinamizar” actively involves

entrepreneurs in curricular design. The Amar Terra Verde Vocational School is in means to create an

Advisory Council, which involves the regions businessmen and the respective live forces. The London

Borough of Lewisham, integrates the Council’s Local Labour and Business Schemes aiming at the

articulation between companies and council partners. The Trexima Bratislava, Ltd. / Sustava Povolani

produced a software that articulates the individual competences attained with the demands of registered

work offers.

Suggestion 4. The Amar Terra Verde Vocational School, implemented the Escoschools and the Volunteering

Projects modules that focus on the development of softskills and the acquisition of professional experience.

The Simple Business Solutions conducts training in entrepreneurship and languages.

Suggestion 5. CEF in Turkey has permanent technical training modules that are only offered upon company

solicitation.

Suggestion 6. Twin Training promotes transnational internships in companies, accompanied by training

(rotating) modules in transversal competences. The MAN does on-job training for all its future collaborators.

Suggestion 7. CEF in Turkey has permanent technical training modules that are only offered upon company

solicitation.

PT

Suggestion 8. (No corresponding actions in the Case Studies)

Suggestion 9. IPCA has a council of former students, for dissemination and creation of employability

networks and to establish partnerships with companies and institutions in order to operationalize

professional and curricular internships. The London Borough of Lewisham organizes a Job Fair in

articulation with local employers. The Twin Training integrates a network of 70 partners that are education

and training operators.

In what concerns suggestions the software prototype has an algorithm that is directed at the following

items:

NSNJ Bridging the GAP Software AREA

Suggestion Focus Group Employer Training Institution Worker

1 ✓ ✓

2 ✓ ✓

3 ✓

4 ✓

5 ✓ ✓

6 ✓ ✓

7 ✓ ✓

8

9 ✓ ✓

Globally it seems to us that the software completely meets the coverage of some of the focus group

suggestions.

However, as is shown, only suggestions 2 and 3, in the perspective of the workers, are object of

response in the application.

Suggestion 8, given the respective essence, is not considered.

PT

Facing these considerations the software prototype seems to be a valuable instrument to perform in practice the “bridging the gap” among new/different competences and the demands of new jobs. More, facing a possible generalization, we can consider that it is a good practice (best practice) whose ulterior development might constitute as a database of European range (e.g. in the EURES board of action).

PT

BIBLIOGRAPHY

Allen, J. & Velde, R .(2001). Educational Mismatches versus Skill Mismatches: effects on wages, job satisfaction and on job search. Oxford Economic Papers, 3. Ed. Oxford University Press. pp. 434-452

CEDEFOP (2001), Training and learning for competence: second report on vocational training research in Europe, synthesis report. Luxembourg: Publications Office (Cedefop Reference series). Available at: http://www.cedefop.europa.eu/EN/Files/0088_en.pdf

CEDEFOP (2006), Typology of knowledge, skills and competences: clarification of the concept and prototype. CEDEFOP Reference series; 64. Available at: http://www.cedefop.europa.eu/EN/Files/3048_en.pdf

CEDEFOP (2009), Skills mismatch. Identifying priorities for future research. CEDEFOP working paper. No 3. Available at: http://www.cedefop.europa.eu/en/Files/6103_EN.PDF

CEDEFOP (2012), Skill mismatch. The role of the enterprise. Research Paper. No 21. Tessaloniki.

Confederação do Turismo Português (2013). Estudo: Melhores Competências! Melhor Turismo! Relatório Final. Ed. CTP. Lisboa.

Desjardins, R. & K. Rubenson (2011), An Analysis of Skill Mismatch Using Direct Measures of Skills, OECD Education Working Papers, No. 63, OECD Publishing. Available at: http://dx.doi.org/10.1787/5kg3nh9h52g5-en~

European Commission (2011), An Agenda for New Skills and Jobs: A European Contribution towards full Employment. Ed. COM. 32pp.

European Commission (2012), New skills and jobs in Europe: Pathways Towards Full Employment. Directorate-General for Research and Innovation Ed. UE. 92pp.

European Commission (2013), EU Skills Panorama - Glossary. Available at: http://euskillspanorama.ec.europa.eu/Glossary/

Hanushek, E. et al (2013), Returns to Skills around the World: Evidence from PIAAC. IZA Discussion Papers, No. 7850, Bonn.

Heckman, J. (2008), Schools, Skills, and Synapses. IZA Discussion Papers, No. 3515, Bonn.

PT

Kampelmann, S. & Rycx, F. (2012), The Impact of Educational Mismatch on Firm Productivity: Evidence from Linked Panel Data. IZA Discussion Papers, No. 7093, Bonn. Lamo, A. & Messina, J. (2010), Formal Education, Mismatch and Wages after Transition: Assessing the Impact of Unobserved Heterogeneity Using Matching Estimators. IZA Discussion Papers, No. 4982, Bonn.

Leuven, E. & Oosterbeek, H. (2011), Overeducation and Mismatch in the Labor Market. IZA Discussion Papers, No. 5523, Bonn.

Liu, K., Salvanes, K. & Sørensen, E. (2012) Good Skills in Bad Times: Cyclical Skill Mismatch and the Long-Term Effects of Graduating in a Recession. IZA Discussion Papers Series, No. 6820. Bonn.

Mavromaras, K. et al. (2009), Job Mismatches and Labour Market Outcomes. ESRI Working Papers, No. 314, Dublin.

Nordin, M. & Persson, I. & Rooth. D. (2008), Education-Occupation Mismatch: Is There an Income Penalty? IZA Discussion Papers Series, No. 3806. Bonn.

OECD (2005). The Definition and Selection of Key Competencies. Executive Summary. www.oecd.org/edu/statistics/deseco

OECD Publishing. Available at:

OECD (2011). Employment outlook. Paris, OECD. Available at: http://www.oecd.org/els/48650026.pdf

Pellizzari, M. & A. Fichen (2013), A New Measure of Skills Mismatch: Theory and Evidence from the Survey of Adult Skills (PIAAC), OECD Social, Employment and Migration Working Papers, No. 153, OECD Publishing. Available at: http://dx.doi.org/10.1787/5k3tpt04lcnt-en

Proctor, R.W. & Dutta, A. (1995), Skill Acquisition and Human Performance. London: Sage Publications.

Sa , P & Paixa o, F. (2013). Contributos para a clarificaça o do conceito de compete ncia numa perspetiva integrada e siste mica. Revista Portuguesa de Educação, 26 (1), Ed. Universidade do Minho. pp. 87-114

Sala, G. (2011). Approaches to Skills Mismatch in the Labour Market: A Literature Review1. Papers - Revista Política y Sociedad. 96/4 , Madrid. pp. 1025-1045

Santos, M. B. (2013). Emprego e Formação. Modelos e Práticas. Coleça o ESTUDOS, IEFP, nº 39. Lisboa, Ed. IEFP.

PT

Spence, M. (1973), Job Market Signaling. The Quarterly Journal of Economics, 87(3), pp. 355–74.

Velden, R. & Smoorenburg, M. (1997), The Measurement of Overeducation and Undereducation: Self-Report vs. Job-Analyst Method. Research Centre for Education and the Labour Market. Faculty of Economics and Business Administration. Maastricht University

UK

UK

REPORT OF THE ENGLISH NATIONAL WORKSHOP

TWIN TRAINING INTERNATIONAL

15 JAN 2014 IN LONDON, UK

Programme: A number of external experts participated in Twin Group’s final workshop in London on the

15th January 2014, along with local employers and employees, from Local Housing organizations, Training

Companies, Apprenticeship Providers, Commerce, the Arts, and Local and National Government. The

Managing Director of Twin Employment and Training, Beth O’Shea, welcomed participants, followed by

an overview of the project and its outcomes by Joy Garner, Project Coordinator. Speakers took questions

at the end of each presentation and a further discussion opportunity was available at the end of the session.

Main Stakeholders who attended the conference/participants

Aileen Oliver, EURES Coordinator, from the Department for Work and Pensions National Employer

Service Team spoke about the EURES Service and its brief to nurture Europe-wide mobility and gave

examples of her day-to-day role such as a recent trip to Greece to recruit doctors for UK hospitals. EURES

has been matching skills and jobs throughout Europe for the last 20 years, having developed due to the need

for a coordinated service to facilitate one of the four fundamental freedoms of the European Union – the free

movement of people. Aileen was delighted to participate in the New Skills: New Jobs – Bridging the Gap

initiative, and had been present at the previous London event having voiced the lack of similar opportunities

in London.

Denise Atkinson, Coordinator, Lewisham Local Labour and Business Scheme of the Economic

Development, Resources and Regeneration Directorate, London Borough of Lewisham, followed to

present the Case Study submitted for the project by their team in Lewisham as did Peter Fox, Manager of

Work Experience and Internships, Twin Training International.

Robbie Cormack, Executive Director of Abilities Ltd continued to discuss their mission to train disabled

people in skills that will enable them to enter the labour market and gain real jobs. Abilities is a Dorset-

based charity, established in 1989, whose work has fostered the following outcomes:

UK

A higher proportion of employers providing training for their staff

Fewer skills gaps and skills shortages

Young people across the LEP area making informed choices about their learning and career pathways

A more work ready supply of labour with the skills needed to fill local vacancies

• Fewer vacancies that are hard to fill because candidates lack the necessary qualities

• A strong culture of enterprise and entrepreneurship

Zack Haider, Director of Intuitive Recovery and Skills-Tu Employment, then spoke on the particular

challenges of engaging the longterm unemployed such as:

Crime/Mental health/Substance misuse/Disabilities

Skills shortage – ‘What type of skills?’

Negative messages

Lack of understanding around employers needs

Systems that complicate the process of getting a job

Dependency – ‘Can I afford to work?’

Procrastination – ‘I’m waiting for one to pop up’

and spoke of their approach to empower, educate and reintegrate this client group into the workforce by

delivering employment skills within a class room, challenging common and embedded beliefs that lead to

long term unemployment - ‘I can’t, I’m not ready’, teaching people to make the most of what they have,

educating people around employers needs, providing tools to ensure job seeking becomes job getting, and

their Asset Based Approach - ‘What are you good at?’

Richard Ryder, Manager, Twin Employment and Training then spoke on Existing technologies for Job

Matching and the New Skills & New Jobs Prototype, developed by IPCA Portugal, and gave compelling

evidence for the fact that there are jobs in the local Lewisham area that customers can effectively match

themselves to by simply putting in some ‘on foot effort’, without the need to rely on systems. Lewisham is a

metropolitan area however, and the same picture is not true in other areas in which Twin Group operate,

especially rural districts, which is why the new systems are so valuable. He felt that this parameter could be

a good follow up study to evaluate against the New Skills New Jobs system. Further recommendations and

conclusions can be found below.

Recommendations/Conclusions and Needs identified

With regards to Dorset specifically, Abilities have identified the following:

Good quality labour market information is essential in enabling Dorset’s skills providers to make well

informed business decisions that will help to align the supply of skills and learning with the needs of

employers, the priorities of the LEP and the policies of the UK Government. The provider base in Dorset

UK

acknowledges that the quality and granularity of labour market information, especially where it relates to

employers’ future skills needs, should be better.

However, it is resource intensive and costly to canvas employers on any significant scale about their skills

needs. It is also the case that without the appropriate support or diagnostics, many employers (SMEs in

particular) will not necessarily be in a position to make a full assessment of what those needs are.

With a drive from Government to bring supply and demand in the skills/labour market closer together, new

approaches need to be considered to help strengthen the evidence upon which providers are taking

important, forward looking decisions about provision and other aspects of their business. To help do this

cost effectively, sector representatives on the ESB should exploit the excellent links that they have with

employers in their industries. Consideration should also be given to a LEP wide training diagnostic that is

made available to all providers.

The issue can also be tackled by providers working together in a new way by signing up to sharing

important labour market information across organisations. This is not with a view to compromising

commercial confidentiality or advantage, but to ensure that providers collectively have access to the

information they need to make a contribution to the shared objectives of the county.

Action is also needed to address the shortage of meaningful placement opportunities for young people and

adults, especially with SMEs, which currently acts as a barrier to the development of core work readiness

skills and attributes. Young people’s exposure to local employers whilst in learning should also be

increased.

Richard Ryder had undertaken a comparison of the New Skills: New Jobs Software Prototype with the PICS

Jobs Matching system used by Twin Group currently.

PICS is very comprehensive in that it gets almost all the advertised vacancies in an area, though it requires

good IT skills to get the most out of. The Jobs Feed used is purchasable from Kaonix as an add on to any

system such as the one developed.

The NSNJ software prototype is intuitive and very easy to use.

PICS has a variety of search criteria including keyword, sector and location. It is integrated to Google maps

for route planning. This puts it in the top tier in terms of functionality for systems available. The new NSNJ

System can do all this, combined with actual skills and qualification matching. Google integration / route

planning is a fairly easy addition but would be welcomed.

The NSNJ System would be a welcome addition to any training provider bidding to provide services as a

prime contractor in the UK.

UK

Comparison table: Pics v the prototype

Evaluation

Competition in the market is not a problem specific to the NSNJ system and can be overcome.

The NSNJ system appears to be significantly easier to use (and definitely more attractive) than the

competition.

The NSNJ system already has a feature rich offering but we would recommend integration with Google

services where possible.

The NSNJ system has potential for employer partners, and supply chain partners to add their offerings to the

system. This would be attractive to current Work Programme Primes for example; who need to ensure that

students are matched to their account managed vacancies and offered training support through partners.

The NSNJ system keeps personal information to a minimum and has student login. With some work it can be

made to meet major security standards needed were it to be used in conjunction with public funding.

All systems seen so far have skills matching as a key word search function only. NSNJ is smarter than that.

Very few systems out there offer any sort of useful diagnostic. The NSNJ ambition to do so is a good selling

point.

PICS NS&NJ

Competition in the market

Easier to use than competition?

More features than competition?

Employer Module for own vacancies?

Secure Student Login?

True Skills Matching?

Supply Chain Offer Management?

User self diagnostics?

Proven track record?

Integrated with vacancies from internet?

UK

HOWEVER:

The lack of a proven track record may make marketing the system in an environment where some (fairly)

close competition exists, difficult.

In order to be truly useful, the system would need to link in with a large source of internet vacancies;

otherwise it would be hard to see how it could display enough vacancies to keep customers interested. It is

very difficult to maintain the skills match functionality when using a data stream that may not have been set

up to provide this information.

Overall, one of the best potential systems out there seen; however the current need for the system users to

engage employers to get the vacancies on there in sufficient detail to use all the facilities could be a problem

unless a way is developed to smartly use vacancy data from other sources.

Solutions found

NS&NJ System – Gaining Acceptance

The system contains limited personal data = lower security risk for companies using it.

The system has a diagnostic which is a useful part of the Information Advice and Guidance part of a

learner journey.

The system provides a company the facility to use it as a partner catalogue, using the training

function.

+ Could be made to meet DWP security guidelines

+ Strong IAG support will be good when bidding for contracts

+ Easy Supply Chain offering management functionality

UK

DE

DE

REPORT OF THE GERMAN NATIONAL WORKSHOP

GSI BILDUNGSZENTREN RHEIN-RUHR

29 JAN 2014 IN DUISBURG, DE

One task of the European Progress project "New Skills - New Jobs Bridging the Gap" (Grant agreement no.

VS/2012/0517) is for each partner country to organize final national workshops to show the results of the

project from all countries. For this task GSI arranged a workshop on the 29th of January 2014 with invited

participants in the “House of Entrepreneur” in Duisburg. The participants come together from businesses

partners, work unions, employment agencies and educational institutions.

For the opening of the workshop Mr Klaus Billen, one of the leading managers from the GSI SLV

Bildungszentren Rhein Ruhr, greeted the participants.

After that introduction, Mr Sikora presented the results of the EU project “New Skills – New Jobs Bridging

the Gap”, to the participants.

Subsequently, Mr Bastian Sikora explained the background of European projects in the education sector,

because some of the participants had not attended the first workshop in May 2013.

After that introduction, Mr Bastian Sikora explained systematically the steps of the project from the

beginning in February 2013, until completion in January 2014. The individual steps and reasons for the

actions were clarified to the participants step by step.

Mr Bastian Sikora outlined the various international workshops that have taken part during the project

phase. These were:

02/2013 Kick-off Meeting in Bratislava – Slovakia

06/2013 International Workshop in London – UK

10/2013 International Workshop in Oberhausen – Germany

01/2014 Final international Workshop in Barcelos – Portugal

DE

In addition to this, the results of every first national workshop from each country were presented to the

participants, in order to show them what has been the rationale for the work during the project.

This illustration surprised the participants because in each involved country the results show almost

identical problems.

Finally Mr Bastian Sikora presented and demonstrated all the results of the common work. The national

workshop brochure, the best practice brochure, and the developed software prototype.

In addition Mr Bastian Sikora gave reference to the appointed website “newskillsnewjobs.eu”

All participants were complimentary of the work done, especially the project results.

Pra sentation: “Verbundausbildung” on an example from BZ Gelsenkirchen

In order to illustrate to the participants an example of a best practice method Mr Dieter Hu ser, manager of

BZ Gelsenkirchen presented a special form of education entitled “Verbundausbildung“.

The participants were shown a detailed presentation of this form of cooperated training.

In this, Mr Dieter Hu ser illustrated all the advantages and disadvantages of this form of training. Also he

demonstrated to the participants the different opportunities for this method, by using examples.

Finally he outlined the financial support by agencies which is available for every company who isn´t able to

undertake their own education.

This also received a very positive response by the participants.

Summary and Conclusions

The results, which the project gets from all participants, are consistently positive.

All participants are very satisfied by the results of this joint project and they would all like to get more

information about the subsequent work. They all think that this has been a good initiative to handle all the

problems which are found in every country.

At least we can say that we had a lot of positive feedback for this work and every participant wanted to take

a further look at the brochures which have been developed. Also the prototype will be tested by them.

TR

TR

REPORT OF THE TURKISH NATIONAL WORKSHOP

BELKTRO

30 JAN 2014 IN BURSA, TR

The New Skills New Jobs Bridging The Gap 2nd National Workshop was held on 30th of January 2014. The

participants were the members of the Chamber of Electronics, representatives of other craft chambers in

Bursa, and representatives from the umbrella organisation BESOB.

The program started with the opening speech of MrTalat Demircan, the President of the Bursa

Elektronikçiler Odası. He introduced the studies of Chamber and informed the participant group about the

project in general. After his speech Mrs. Gu lbin OKUR made a presentation of the project, the activities and

the partners.

There were two guest speakers for the workshop: Mr Ramazan TUNCER, Mechanical Engineer –Secretary

General of Bursa Tradesman and Craftsman Chambers‘ Union (BESOB), and Mrs Ayşen ARAS, Quality

Consultant.

Mr Ramazan TUNCER told the group about BESOB’s studies and research about employment- education

relations. The organisation is a member of the City Employment and Vocational Training Council and Long

Life Learning Council in which the vocational education strategies for the city are planned. He outlined the

main requirements of employers in relation to vocational education. BESOB has experience in National

Vocational Standards and Qualification Development and he advised that studies have been done in relation

to this issue. He explained about the National Qualification System and BESOB Vocational Testing Center for

Woven Clothes Design. (Is this Woven or Women? Very different meaning)

TR

The second speaker was Mrs Ayşen Aras, who is a Quality Consultant. She described her experiences as an

quality consultant and explained the requirements of qualifications in the enterprises she works with. She

also recounted her own experience as an entrepreneur, in that she needed to be flexible and gain new

qualifications to work in the labour market also. She went to a second university to learn about Health and

Safety Management, which is required, and advises the enterprises she is working with in relation to the

changing laws in Turkey. She mentioned that long life learning is a must in the labour market of Turkey .

At the end of program Mrs Gu lbin OKUR outlined the project results and deliverables. First of all she

presented the website and Facebook page of the project, which are in the workpackage that BELKTRO

focused on during the project. She gave information on the deliverables. She explained that the background

of the idea was to collect best practice examples from the other countries and to share experiences aiming to

have a better view to design a prototype, and that the prototype is software developed during the project

and can be used by either employers, job seeking people or training instututes, to match their requirements

in a concrete common environment

After her speech, the participants were invited to ask questions and give contributions. One of the

participants, Mr Fahrettin Bilgit, who is the Vice President of BESOB explained that he has been working in

the textile production area for years, and during this time the main problem has been to find appropriate

employees for the requirements of the company. The prototype will therefore be a good solution to match

skills and requirements. One of the participants told the group about the recruitment problems of his son.

After graduation, he could not find a job in the area he had studied. After a year, he had to join a vocational

training course funded by government. After that he was able to start to work. Some other participants

talked about employment and training studies in the frame of their experience.

After the meeting it is concluded that the prototype will be a good tool for the solution of skills-labour

market requirements mismatch problem. It should be developed further as software.

After the conclusion session, the workshop was completed.

SK

SK

REPORT OF THE SLOVAK NATIONAL WORKSHOP

BIC BANSKÁ BYSTRICA

31 JAN 2014 IN BRATISLAVA, SK

On 31st of January the final – 2nd national – workshop in Banska Bystrica within the international project

"New Skills & New Jobs – Bridging the gap" took place. The workshop was attended by representatives of

the private sector - employers, employed persons, freelancers, representatives from the sector of education,

as well as unemployed people.

There were also two guests – experts – invited, Dr. Ing. Peter Pisa r, PhD., representative of the institution

supporting regional employment and regional development, and also a representative of higher education.

The second one was Martin Pechovsky , a young entrepreneur, nominated in the competition Entrepreneur of

the Year 2013.

At the beginning Lı via Hanesova (Project Manager) presented to participants the project objectives, as well

as individual project partners and their focus and role in the project plus also briefly introduced the

initiative in which the project is implemented – PROGRESS.

Subsequently invited guests were introduced, at the first speech, to Dr. Ing. Peter Pisa r, PhD. At the beginning

he highlighted the importance of projects like this one, mainly because of the exchange of experience in the

development of employment in other regions within the EU. As a representative of regional government he

informed the participants about the activities of the region, aimed at promoting employment. The main

feature of the development of employment, at the regional level, is that it adds value to national policy,

supporting regional actors and adaptation activities plus potential employment needs of specific areas.

Measures in favour of employment at the regional level can have a really positive impact on persistent

unemployment (regional and national), lack of skills and inequality. Also, as the representative of the

institution of formal education – Matej Bel University – he indicated that the statistics clearly show that the

length of unemployment in the various categories of the population is inversely proportional to the degree

of education of the unemployed.

SK

In general it can be concluded that the higher the education of an individual, the shorter the duration of

unemployment. He also highlighted the role of institutions engaged in such educational activities, as well as

the solution of disproportion in the labour market in order to properly single out, which people and in what

direction to educate, and the effective use of resources allocated to requalification. In education, and

problem solving in the labour market, it comes round to understanding new needs and creating sufficient

motivation and interest in increasing qualification requirements.

We can therefore conclude that higher education expands the range of possibilities of entry into the

workforce, both spatially and vertically and horizontally. People with higher education are able to not only

change their place of employment, but also industry or to enter the workplace with lower, or other,

eligibility requirements. The experience of Employment Offices shows that workers with higher education

often receive new job opportunities on their own initiative rather than with the help of these offices.

After a short break, the second guest – Martin Pechovsky – delivered his speech. He is a young entrepreneur

who is constantly expanding his portfolio of innovative technologies and services. He was nominated for the

Entrepreneur of the Year 2013 –a tender issued by Ernst & Young, in which the award-winning

entrepreneurial spirit and contribution of entrepreneurs who inspire others by their vision, leadership and

achievements was judged. Firstly he spoke about his reasons for starting a business, the process of obtaining

a market position as well as the search and selection of appropriate staff. Due to his enlargement scope he

also collaborated with the Labour Office in selecting suitable candidates to take advantage of the

opportunity of partial financial support for the employment of young people under the age of 29 years. He

also presented the possibilities of supporting employment in creating new jobs, as well as the possibilities of

supporting business start up and development.

After the lunch break, Livia Hanesova spoke again, in order to acquaint the participants with the project

outputs. She took some examples of good practice from partner countries and, in particular, the prototype

developed in the project. Stakeholders as well as invited guests greatly appreciated the full functionality of

the software. One of the experts highlighted the importance of the prototype as a tool for improving

monitoring, assessing, anticipating and matching skills, which is crucial in dealing with the impact of the

crisis of employment affecting the long-term job prospects of the EU.

In the subsequent discussion, the participants shared their positive and negative experiences in

recruitment, and in finding a new job. This revealed that problem of employing older people is their

unwillingness to further their education, their missing skills in the use of new technologies and a lack of

language and computer skills.

Employees and companies do not have the necessary level of skills in the right areas because of poor

information and structural rigidities, which hamper the competitiveness of small businesses in particular.

SK

The composition of skills acquired in universities and vocational training systems within the EU does not

fully support an economy based on innovation.

Choices of education and employment, which are made by young people, continue to be influenced by

traditional gender stereotypes. Reducing gender imbalances in sectors and occupations could, in the future,

partially solve the shortage of skills, for as technical and managerial positions.

After this discussion, the workshop was completed.

New Skills and New Jobs - Bridging the Gap is a Project funded with European Commission support coordinated by Kerigma Innovation and Social Development (Portugal) in cooperation with GSI-Gesellschaft für Schweisstechnik International mbH (Germany),IPCA - EST-Instituto Politécnico do Cávado e Ave - Escola Superior de Tecnologia (Portugal), BIC BB - Business Incubator Centre in Banská Bystrica (Slovakia), BELKTRO - Bursa Chamber of Electronics (Turkey), TWIN Group (United Kingdom) (Grant agreement nr. VS/2012/0517)

http://w

ww

.new

skill

snew

jobs.

eu/