Today, technical and vocational skills development is considered to be a crucial vehicle for sustainable development. Many ministries of government, the private sector and other stakeholders, have an interest in technical and vocational skills development systems responding effectively to the broad and intersecting demands of labour market, communities and individuals. This publication underscores the multi-sectoral character of technical and vocational skills development by recognising its historical fragmentation and the need for systems to simultaneously respond to the external demands of economic growth, social equity and sustainability., The publication, the result of sustained collaboration between UNESCO and ILO, identifies six types of governance models, ranging from systems led by one ministry (for example the Ministry of Education or Ministry of Labour) to ones disaggregated across several ministries. However, whilst the publication concludes that none of the six types of models seems to consistently deliver superior results, effective coordination measures do have a greater impact on some parts of a technical and vocational education and training (TVET) and skills system compared to others. However, it suggests that a number of underlying features must also be present for good governance and effective inter-ministerial coordination to occur.

ICT specialists regularly appear on the top of the EU skills shortage list. At the same time, high levels of youth unemployment persist, indicating an important skills mismatch. According to many companies, even the young people graduating with relevant degrees are not fully ready for the workplace. To address this situation, in December 2017, the European Commission launched a pilot project to boost digital skills through traineeships. This study analyses the supply of traineeships in digital in the EU and the potential role of the Digital Opportunity initiative (DOT) in fostering such traineeships. The study is based on the analysis of semi-structured and in-depth responses from 304 interviewees in 15 EU countries and additional desk-research. In total 291 companies of various sizes and from different sectors of the economy were interviewed., The study confirms a high demand for digital skills among European companies and indicates that traineeships are one of the key tools that companies use to address such demand. A large majority of companies interviewed expressed an interest in the DOT, citing a number of reasons, including access to talent and opportunities for partnerships with universities, as well as new expertise that could be gained through hosting trainees with unusual skills profiles. The study also reveals barriers to traineeships in general and DOTs in particular, including administrative burden; lack of clarity (e.g. the place occupied by the traineeship programme in the university curricula of the trainees); lack of knowledge about the local context on the part of trainees coming from abroad; the lack of motivation of some trainees; and the preference of some trainees for shorter traineeships., Published abstract with additional information.

The qualifications achieved in schools, colleges and universities, the brand of an educational institution or an employer, the social networks of a potential job applicant are all signals currently used to indicate the potential fit between individuals' capabilities and job opportunities in the labour market. This system of skills proxies contributes to negative outcomes in the economy, to labour market inefficiencies and to social inequalities. It is outdated, based on a traditional life model of 'learn, do, retire' which presupposes linear career progressions. This paper presents 10 strategies and 22 case studies that illustrate the range of actions that can be taken by educationalists, education technologists, business leaders and government to shift to a fully skills-based labour market. The strategies can help prepare the labour market for the future of work and build a new foundation for social mobility. They span a range of approaches: realizing the potential of education technology; building and certifying skills across the age range; designing coherent and portable certifications, mapping the skills content of jobs and aligning existing skills taxonomies.

This study describes the trends, drivers and policy responses in relation to brain flow in Europe between 2004 and 2016. The corresponding main themes that have been explored are; the main flows of skilled labour; understanding this movement of skilled workers by looking at push and pull factors; how movement of skilled labour is addressed. The main findings from the analysis of stocks and flows of EU movers can be summarised as follows: (1) Data indicates that skilled (or educated), in particular high skilled/educated, EU movers account for a small part of the European labour market; (2) There has been a significant increase in the share of high skilled EU movers; (3) EU movers are not equally spread across Member States and regions and subsequently the benefits of EU movement have not been shared equally; (4) Skilled EU movers are relatively young, with most being of prime working age; (5) Medium skilled EU movers, on average, have higher employment rates than native born counterparts and high skilled EU movers, on average, have lower employment rates than native counterparts, although overall employment rates among high skilled individuals (both native and movers) are higher than among medium skilled individuals; (6) Increasingly, skilled EU movers reside in their host country for longer; (7) Available data indicates an element of skills loss and/or underemployment amongst skilled EU movers; and (8) Available data indicates an element of skills loss and/or underemployment amongst skilled EU movers.

In the Skills Revolution when new roles emerge as fast as others become obsolete, employers realize that what you are likely to learn is becoming more important than what you already know. Companies are beginning to tackle talent shortages by upskilling their own workforce: over half are investing in learning platforms and development tools to build their talent pipeline, up from just 20 per cent in 2014. Now in its 12th year, the ManpowerGroup Talent Shortage research is the largest global human capital survey of its kind. Discover a new approach to the talent problem: build, buy, borrow or bridge to ensure your workforce has the in-demand skills for the digital age.

There is an increasing expectation on the Vocational Education and Training (VET) sector to produce graduates with the necessary skills, knowledge and attributes so they are 'work ready'. Potential employers are seeking employees not only with the required technical skills but also with the desired non-technical (or soft) skills. Equally, learners are seeking to develop a skills portfolio that will make them attractive as an employee and provide them with career options. At the same time, the learning landscape is shifting fundamentally and learners are seeking to undertake formal learning that will fit around their lifestyle, and utilises the same tools and technologies used in everyday life. Accordingly, the increasing prominence and popularity of social and collaborative learning as core methods are a response to learners' expectations and how they want to engage in learning experiences.Broadly, the aims and objectives of this Fellowship focus on establishing a best practice model that will place high quality learning and continuous improvement at the heart of VET programs. This can be achieved by utilising a combination of technology, tools and practices, ensuring that they are incorporated into learning experiences in a manner that accommodates the styles and expectations of the various learning cohorts. In addition, the implementation of these learning tools should provide an intellectually stimulating and engaging environment for both the learners and educators.,

Policy development for the future of work will be influenced by a wide and interconnected system of technological, social and political trends. This report is part of a series that explores pressing areas of policy concern around these trends. Each report offers an in-depth look at the policy issue and its impact on Canadian businesses and workers, with recommendations and ideas for policymakers as well as a diverse array of other stakeholders including education providers, labour organizations, and public and private service providers.Training for working Canadians is scarce, and the people who most need it are the least able to get it. As global competition and technological change increase, Canada needs to create effective and inclusive systems of training, which are essential for innovation, growth, employment and good incomes. In this report, the author looks at Canada's strengths and weaknesses, training models from around the world, and suggests improvements to lifelong learning systems.

The Mayor is determined that London becomes a city where all residents benefit from the capital's opportunities and success, and where London's employers and businesses can access the skills they need to succeed and compete, nationally and internationally. To achieve this, London must have a system for post-16 adult education and skills that delivers for all Londoners and employers. This system should be the envy of cities around the world for its outcomes and ambitious standards. It must be responsive to the demands of the capital's local labour markets, both now and in the future. The Mayor's vision is for: 'A City for all Londoners - making sure Londoners, employers and business get the skills they need to succeed in a fair, inclusive society, and thriving economy'., To deliver on his vision, the Mayor has produced Skills for Londoners - a skills and adult education strategy for London (The strategy) which sets out the priorities and measures to improve education and skills provision for Londoners aged 16+, with a focus on technical (vocational) skills and adult education. The Skills for Londoners' Strategy Evidence Base ('The evidence base') has been prepared by GLA Economics using desk-based research. The data within the evidence base has been used to inform the three priority areas of the strategy, specifically to: (1) Empower all Londoners to access the education and skills to participate in society and progress in education and in work; (2) Meet the needs of London's economy and employers, now and in the future; and (3) Deliver a strategic city-wide technical skills and adult education offer., This document provides material relating to the GLA's Skills for Londoners strategy, and reflects the strategy's themes of people, business, and the skill system. The document is structured as follows: Chapter 1: Introduction - defines the term 'skill', discusses measurement issues, and suggests that skills are important for the labour market and social impacts on individuals; Chapter 2: Economic context - sets out some relevant economic trends (including employment, wages, and productivity) and compares London to the rest of the UK in terms of sectors and occupations; Chapter 3: Skill demand - sets out historic and projected trends in labour demand, and shows an increase in demand for higher level skills; Chapter 4: Skill supply - sets out trends in the supply of labour in London. There has been an increase in the proportion of Londoners with degree level qualifications, and Londoners are more highly qualified than elsewhere in the UK and Europe. However, direct skill measures suggest proficiency in basic skills is, on average, lower in England than in other OECD countries, and that average proficiency in London is slightly below the England average; Chapter 5: Does supply match demand? - discusses whether skill demand and supply are in balance in London, both overall, and by sector; Chapter 6: Inequalities in skills and qualifications - sets out inequalities in skill and qualification levels in London between population groups; Chapter 7: Participation and attainment in education and skills - sets out data on participation and attainment in the education and skill system, comparing London to the rest of England, and comparing areas and groups within London; Chapter 8: Employer training - suggests that the amount of employer training in London and the UK has fallen in the past 20 years, and that employers in the UK invest less in employer training than European employers; Chapter 9: Challenges facing the skills system - discusses some challenges facing the education and training system, including funding cuts, poor information and advice for prospective learners, barriers to learning, and some issues relating to market failure.

These bulletins aim to keep track of the size and shape of skills shortages in the UK, presenting key recent data and analysis. The bulletins are supported by the work of a Skills Shortage Analysis Group convened by The Edge Foundation and comprised of key organisations and academics with a shared interest in this topi