[This report suggests that it's a race between education and technology. As intelligent systems and machines reshape the nature of work, people will need entirely new skillsets. But the very skills that are growing in importance are not taught in classrooms. They are acquired through practice and experience, often over long periods of time. Some large corporations are experimenting with new lifelong learning methods, but traditional education and learning systems are ineffective and inappropriate for the new skills challenge. For this report, we look through the lens of the future worker - from the shop floor to the boardroom, from the shop front to the back office - and we identify their evolving skills demand. We analyze the changing importance of skills to different roles and the impact of intelligent technologies. Contrary to conventional wisdom, this is not about technological skills. It is about cultivating the full range of skills, from the creative to the complex cognitive capabilities that the future workforce will need. Our diagnosis: current education and corporate learning systems are not equipped to address the coming revolution in skills demand. The challenge is especially urgent for roles that are more vulnerable to dislocation through intelligent automation. The impact is uneven across economies and industries, demanding targeted interventions.

With favorable economic conditions and accelerating changes to the nature of work, now is the time for US employers, policymakers, and governments to invest in the Modern Apprenticeship model. The Modern Apprenticeship is an enlightened 21st-century career pathway - a blend of classroom learning and work-based training aimed at preparing individuals of any age to meet sophisticated talent needs. Why 'modern'? Although once exclusive to the trades, the Modern Apprenticeship is now used to build pipelines of highly qualified workers and future business leaders in a broad range of industries - from technology, health care, and finance to advanced manufacturing, green sciences, and civil service. This report dispels popular myths, shows that conditions are ripe for a widespread expansion of apprenticeship programs in the United States, and provides examples of success stories at the state, community, employer, and employee levels. excerpts from executive summary.

The Hays Global Skills Index (the 'Index') is an annual assessment of the trends impacting skilled labour markets and examines the dynamics at play across 33 markets, determining how easy or difficult it is for organisations to find the skilled professionals they need. The seventh edition of the Index sheds new light on the multiple pressures facing today's labour markets around the world. These include: growing talent mismatch; the widespread productivity puzzle; ageing populations; gender pay gaps; and shrinking share of the national income for workers., As ever, the picture is complex. While global economic growth is forecast to increase this year, that trend has not been matched by widespread growth in the productivity or wages of global workforces. This report highlights a number of factors that may be contributing to this sluggishness; a key example is the growing talent mismatches between the skills workers possess and those desired by employers. This is a trend identified in almost half of the 33 markets assessed in this Index - indeed, of the 17 European countries with data on job vacancies, no fewer than 16 have showed a rise in their rate of unfilled employment vacancies this year - a key indicator of talent mismatches., But that's only one element of the story. This report also investigates the global productivity puzzle, which has seen labour productivity levels particularly in Europe and the Middle East grow at rates far below their pre-financial crisis levels. While this was to be expected in the immediate aftermath of the crisis, the fact that productivity has not bounced back during the subsequent economic recovery is more surprising. Some countries appear to be stuck in a low growth trap, whereby weak productivity growth has led to reduced investment in labour and capital, further weakening overall productivity levels - with troubling knock-on effects for workers. But there are also longer-term trends to consider, notably countries' ageing populations. This report also explores what causes such marked differences in the average working hours of countries featured in the Index, and the significant gender gaps that endure in everything from average wages to opportunities for promotion., Another serious issue of concern is the shrinking share of national income that workers receive, which has been linked to the effects of globalisation and the increasing introduction of robots, Al and machine learning. But again, as this report explains, this is not a one-size-fits-all issue. In some industrial sectors and geographical regions, the advent of Al and robotics may potentially boost the productivity of workers. This is, in part, because technological innovation cuts the cost of producing goods and services, raising the purchasing power of consumers whose extra spending creates new jobs. In other sectors and regions, however, it is having a clear, negative impact on jobs and wage growth. Overall, a key challenge for policymakers must be to try to ensure their citizens possess the right skills to take advantage of whatever new opportunities emerge in this fast-changing work landscape.

This volume presents a strategic plan for education and skills in Europe aimed at boosting innovation, contributing to the technology race, improving the pool of skills and enhancing equal opportunities. Each of the contributions in this volume add an aspect to the ongoing debate about skills. Together, they combine macro- and micro perspectives, as both are needed to inform a coherent and forward looking strategy for skills in Europe. Notably, they emphasize that skill policies need a comprehensive perspective, taking into account linkages with other policy areas, and that there is value in a coordinated approach. Within Europe, benchmarking and exchange of best practices can be valuable tools to inform and improve skill policies. In addition, specific policy measures require careful assessment of what works and what does not. Finally, a coherent and forward looking strategy also requires reflection about who should do what for education and skills in Europe, i.e. including public and private actors, and whether resources are sufficient to address challenges going forward.

Addressing adolescent girls' persistent economic disadvantage is the focus of multiple interventions for girls in low- and middle-income countries (LMICs) to reduce youth unemployment, poverty and vulnerability. While the importance of these interventions is well understood, what works to strengthen girls' economic capabilities is much less well known. This rapid evidence review focuses on evaluated interventions that target adolescent girls in LMICs with economic strategies that seek to promote their economic capabilities and empower them. The review examines 57 interventions, grouped into three categories: interventions providing financial education and/or financial assets; vocational and/or business skills training interventions; and integrated interventions providing a combination of support services, including an economic component. The review synthesises evidence on the positive impact these interventions had, and identifies the gaps in our knowledge about which strategies are most effective., All three groups of interventions demonstrated the potential to improve girls' economic capabilities. However, significant evidence gaps remain and more research is needed to determine, for example, the optimal duration and intensity of programmes, the relationship between girls' economic empowerment and their vulnerability to violence and early marriage, and what is effective in certain regions and settings.

Skill shortages and skill mismatch are major concerns for policy-makers. With mass job destruction and sectoral restructuring following the recent economic crisis, four in 10 EU employers had difficulty finding people with the right skills, while unemployment rates peaked. Rapid digitalisation and technological skills obsolescence has also raised concerns about the extent to which the EU workforce is adequately prepared for the fourth industrial revolution. Yet, despite worries of increasing skill shortages and gaps, about 39 per cent of adult EU employees are overskilled and trapped in low quality jobs. This publication analyses Cedefop's European skills and jobs survey, a new data set covering about 49 000 EU-28 adult employees. Compiling different data insights, the report highlights that skill mismatch is a complex, multidimensional and dynamic phenomenon. It calls on policy-makers to adopt a different mindset for tackling skill mismatch, focused on sustainable activation, continuous learning, job-task re-engineering and promotion of higher-end product market/managerial practices.

In British Columbia, we have an incredible opportunity on the horizon. The provincial government's 'B.C.'s skills for jobs blueprint: re-engineering education and training', supports efforts to continually explore and develop new and innovative ways to make trades training work better, especially through stronger partnerships with industry, labour and training providers, so BC students and workers are first in line for the jobs in the growing economy. In 2014-15, the Industry Training Authority (ITA) and the provincial government worked together to collect nearly 100 examples of innovative practices in use in the BC trades training system, helping improve trades training outcomes. Substantive work is underway in all regions across the province. This report summarizes a few examples of innovative practices involving flexible delivery, regional access, student supports and partnerships.

This edition – Innovation in Employability – showcases employability programs delivered by Australian study destination agencies in partnership with education institutions, and education and technology service providers. All Australian states and territories are implementing strategies and initiatives to enhance the employability skills of international students. These initiatives are helping international students in Australia obtain the employability skills, knowledge and attributes necessary for global career success. Drawing on a broad cross-section of contributed perspectives, this report of the Education Insight series maps the current international education landscape and looks to the future. It begins to uncover the depth of investments in the international student experience, to create the innovators and entrepreneurs of tomorrow.

The 2018 Industry Skills Forecast and Proposed Schedule of Work details the training product priorities for the Industry Reference Committee through to June 2022. These priorities are developed in response to the identified skills and knowledge needs in the workforce, which are translated into the learning requirements set out in training products. The Culture and Related Industries sector plays a critical role in contributing to the creativity, diversity and prosperity of Australia's economy. The sector and its workforce contributes beyond mere economic value; it increases tourism, fostering creativity, innovation, community and social inclusion, and improves societal cohesion and individual wellbeing. Through vocational education and training in the Culture and Related Industries sector, learners are provided with work ready skills and flexible training pathways to enter into and progress their careers in the creative economy., This Industry Skills Forecast and Proposed Schedule of Work for 2018 (ISFPSW 2018) provides the basis for the review of projects in the CUA Training Package for the 2018-19 year and the need for the Training Package to accurately reflect current and future skill needs in each sub-sector. This is outlined in the following segments: (1) Sector Overview - This section outlines the parameters of the Culture and Related Industries sector, including where individuals in the sector are employed, the subsectors involved, and the challenges and opportunities faced by learners and workers; (2) Employment and Skills Outlook - Current and future employment projections in the Culture and Related Industries sector and factors that may influence the supply of graduates to fill these positions are discussed to understand future supply and demand within the sector. The skills needs and job roles of these learners and workers are considered through a lens of the trends affecting the sector and subsectors, including changes specific to the Culture and Related Industries sector, and current industry demand for vocational training. This assessment is central to informing an understanding of future job roles and necessary skills needs within the sector, as well as specific elements that may need inclusion in the CUA Training Package; (3) Key Drivers for Change and Proposed Responses - This section serves as the Cases for Change for projects scheduled in 2018-19. It outlines the factors driving change in the Culture and Related Industries workforce, including the impact each change may have on skills needs in specific sub-sectors, workers and learners in the sector, and the CUA Training Package. These factors are changing the current and future job roles in the Culture and Related Industries sector and the CUA Training Package must be updated to reflect the skill and capability requirements of the job roles; (4) Proposed Schedule of Work - The implication of the trends and drivers affecting the Culture and Related Industries workforce is necessary modifications to the CUA Training Package. Drawing on the analysis of employment and skills needs, the Proposed Schedule of Work articulates the training product development priorities within the CUA Training Package. The purpose of the schedule is to ensure that learners are appropriately skilled to enter a sector affected by the above trends.