Introducing the European Skills Index
English
TVET institutions
Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.
Lifelong learning
There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.
On the 27th of September, Cedefop will release the European Skills Index. On this occasion, a launch event will take place in Brussels.
The aim of the event is to present and discuss the results of the ESI and debate their implications for skills and labour market policies. Country rankings will be presented along with identifying key areas calling for intervention at both EU and country level. A panel debate will discuss how such an index can be used as a policy tool.
As a composite index, the European Skills Index (ESI) collapses a large number of indicators into a single measurement of a country’s skills system. The ESI considers three dimensions of a skills system: (a) skills development, (b) skills activation, and (c) skills matching. These distinct areas capture three different stages of the route of from learning to skills utilization in the labour market and at work.