The 2019 edition of the OECD Employment Outlook presents new evidence on changes in job stability, underemployment and the share of well-paid jobs, and discusses the policy implications of these changes with respect to how technology, globalisation, population ageing, and other megatrends are transforming the labour market in OECD countries. The report discusses how labour market regulation might be used to extend rights and protections beyond standard employees, as well as to rebalance bargaining power between employers and workers. It analyses how collective bargaining and social dialogue can be mobilised to address emerging challenges in the labour market, looking at the role of government, social partners and new forms of collective organisation. The role of adult learning is also addressed, with a particular focus on the most vulnerable groups. And finally the report also assesses challenges for social protection policies, presenting evidence on the support gaps affecting different types of worker, and discussing reform avenues for preserving and strengthening the key stabilising role of social protection systems.

This research was commissioned by the Department for Digital, Culture, Media and Sport (DCMS). It aims to provide an overview of digital skills demand and to help inform the development of evidence-based digital skills policy.

The National Skills Bulletin 2018 is the fourteenth in an annual series of reports produced by the Skills and Labour Market Research Unit (SLMRU) in SOLAS and the second to be produced on behalf of the National Skills Council (NSC). It presents an overview of the Irish labour market at occupational level. The Bulletin aims to assist policy formulation in the areas of employment, education/training, immigration (particularly the sourcing of skills which are in short supply in the Irish and EU labour market from the EEA); it also aims to inform career guidance advisors, students and other individuals making career and educational choices.

In the context of the VET system, the review will consider specifically: (1) achievement of the objectives, outcomes, performance indicators, targets, reform directions and roles and responsibilities set out in the NASWD and their ongoing suitability; (2) options for governments to coordinate and streamline their support for vocational education in the future; (3) options for nationally consistent government funding and pricing arrangements that maximise efficiency, transparency and the supply of trained workers for the economy and promote consistency of incentives; (4) options to promote consistency in funding and loan arrangements between the VET and higher education sectors, and on any cross sector impacts that there might be; (5) options to ensure government investment in VET encourages increased participation in training by all Australians and is commensurate with the outcomes and benefits derived by individuals, business, industry, the local and national economy and society more generally; (6) potential for future funding arrangements to achieve further targeted reforms, including extending Language, Literacy, Numeracy and Digital Literacy (LLND) programs to all Australians and other relevant recommendations from the Expert Review of Australia's Vocational Educational and Training System (the Joyce review); and (7) options for improved performance indicators, data and information sharing arrangements to enable all governments to assess the effectiveness of VET investment and delivery.

This is the first step in a multi-year evaluation, in this step the authors sought to understand student perceptions of the state of their skills and their appetite for online skills development. A total of 6,360 Ontario postsecondary students were surveyed and three in-person focus groups conducted; students participating in both activities believe they are developing strength in transferable skills like critical thinking, work ethic, communications and organization/time management, along with industry-specific skills through their postsecondary experience, and they anticipate these skills will be needed in their chosen careers. Survey results suggest students are less certain that professional skills like data analysis, financial literacy and IT skills will be necessary in the workplace, though both focus group participants and survey respondents anticipate business etiquette will be in demand upon graduation. Overall responses suggest that students perceive a gap between the skills they will need for their future careers and the skills they are developing while in university or college.

This report has been compiled by the Skills and Labour Market Research Unit in SOLAS on behalf of the National Skills Council. The aim is to provide a profile of the existing and potential supply of skills in Ireland in terms of field of education and level. The data covers the current skills of the population and the latest available data on outputs from the education and training system. Every year, a number of individuals leave the education and training system with qualifications across all levels of the National Framework of Qualifications and in different fields of learning. On completion of their studies, many of these learners may choose to enter the workforce. By examining the number of people emerging with qualifications from the different levels of the education and training system, the potential supply of skills in Ireland can be estimated. This report also examines data from the Central Statistic Office's Labour Force Survey (LFS) and outlines the profile of the adult population in terms of skills by level and field of learning.

Based on a survey of 2,500 employees in Asia Pacific (Australia, New Zealand, Singapore and Malaysia) about their readiness for the future of work, Skillsoft's Mind the Gap report, shows a majority of employees feel under-skilled and worried their employers will not support them to meet future job requirements. Register now for a complimentary copy of the report.

This briefing reviews the evidence on the integration of migrants into the UK labour market. It illustrates the potential benefits of utilising migrants’ untapped skills to the UK economy. While compared to other European countries the UK has a relatively good record on getting migrants into work, it could make far better use of migrants’ skills, experiences and qualifications. According to our estimates, addressing over-qualification could add around £7 billion to the UK’s annual economic output. There is therefore a strong economic case for a new programme of investment in labour market integration – including in English language proficiency, which our research suggests is associated with poor labour market outcomes such as over-qualification. Download the methodology spreadsheet and find out more at: www.ippr.org/research/publication/measuring-the-benefits-of-integration