Skills mismatch

Skillset and match: September 2015 issue

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Document

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Skillset and match: September 2015 issue

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Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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other-sources

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Other knowledge products

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skpOProduct

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other-knowledge-products

Publication Date:

29 Sep 2015

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wcmstest4_152854.pdf

Cedefop’s magazine promoting learning for work Cedefop marked its 40th anniversary with a social activity and a conference in Thessaloniki, in June. This issue of “Skillset and match” has a full report and interviews from the celebrations as well as the first findings of its European skills and jobs survey, and more on the latest developments in European vocational education and training.

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skills-mismatch

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654

Survey

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survey

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611

Vocational training

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vocational-training

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124

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Europe and Central Asia

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Is education the solution to decent work for youth in developing economies? Identifying qualifications mismatch from 28 school-to-work transition surveys

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Document

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															Is education the solution to decent work for youth in developing economies? Identifying qualifications mismatch from 28 school-to-work transition surveys
													

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English

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english

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skpEng

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ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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skpILO

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ilo

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Youth employability

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Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.

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skpYoEmp

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youth-employability

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Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.

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research-papers

Publication Date:

27 Sep 2015

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wcmstest4_152654.pdf

Work4Youth publication series, No. 23 The report builds on the school-to-work transition surveys that were conducted in 28 countries worldwide in 2012 and 2013 as part of the Work4Youth Project. It provides evidence of the link between labour market outcomes and educational attainment for the population of youth in low- and middle-income countries. The report summarizes the education profile of youth, identifies patterns of qualifications mismatch measured in over- and undereducation and examines rates of return to education.

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School-to-work transition

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school-to-work-transition

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652

Skills mismatch

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skills-mismatch

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654

Youth unemployment

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youth-unemployment

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622

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The causes and consequences of field-of-study mismatch: An analysis using PIAAC

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Document

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The causes and consequences of field-of-study mismatch: An analysis using PIAAC

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English

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english

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skpEng

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Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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international-organizations

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Research papers

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research-papers

Publication Date:

22 Sep 2015

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wcmstest4_152053.pdf

OECD Social, Employment and Migration Working Papers, No. 167 Field-of-study mismatch occurs when workers educated in a particular field work in another. It is conceptually distinct from qualifications or skills mismatch, although a part of qualifications and skills mismatch results from graduates from a particular field having to downgrade to find work in another field. Some studies have identified labour market dynamics related to field-of-study mismatch, but few (if any) have sought to directly understand the interplay between labour supply factors (the types of skills brought to the workplace) and the labour demand factors (the types of skills demanded by employers) in field-of-study mismatch.

Using data from the Programme for International Assessment of Adult Competencies’ Survey of Adult Skills (PIAAC), this paper shows that although students may choose to specialise in a particular field, it is not solely up to them to actually work in that field. In accordance with assignment theories, both the degree of saturation of a particular field in the labour market and the level of generic skills of a particular field predict the occurrence of field-of-study mismatch, highlighting that mismatch is the result of both labour supply- and demand-side factors. The paper evaluates the costs to individuals – in terms of wages, risk of being out of work and job satisfaction. Findings suggest that the costs of field-of-study mismatch may only be high in terms of individual earnings when it is associated to qualification mismatch. For economies, field-of-study mismatch, when associated with qualifications mismatch, can amount to important costs, meriting the attention of policy makers to better aligning course places to skill needs or by encouraging skill transferability across fields.

DOI: 10.1787/5jrxm4dhv9r2-en

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Skills mismatch

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skills-mismatch

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654

Transferable skills

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transferable-skills

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660

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De meilleures compétences pour un meilleur emploi: Comment favoriser la transition d’un emploi peu spécialisé à un emploi très spécialisé grâce aux initiatives d’échelons de carrière

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															De meilleures compétences pour un meilleur emploi: Comment favoriser la transition d’un emploi peu spécialisé à un emploi très spécialisé grâce aux initiatives d’échelons de carrière
													

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French

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french

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skpFrn

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Other sources

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other-sources

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Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.

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skpATSU

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access-to-training

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.

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skpLMIES

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career-guidance-and-employment-services

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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skpRPS

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research-papers

Publication Date:

25 Aug 2015

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De meilleures compétences pour un meilleur emploi: Comment favoriser la transition d’un emploi peu spécialisé à un emploi très spécialisé grâce aux initiatives d’échelons de carrière

De meilleures compétences pour un meilleur emploi est le troisième d’une série de coups d’oeil sur la recherche pour Se propulser à l’avant-garde, une série qui prône de faire preuve d’innovation dans les programmes d’alphabétisation et de compétences essentielles afin d’obtenir des résultats concrets.

En Ontario, les programmes d’alphabétisation et de compétences essentielles et leurs transitions vers la formation professionnelle ou les programmes d’études postsecondaires ne s’alignent généralement pas sur les secteurs d’emploi, l’information sur le marché du travail ou la progression en milieu de travail. Ce manque d’harmonisation est particulièrement vrai lorsqu’il s’agit des types de professions normalement accessibles aux personnes sans diplôme d’études secondaires. Les chercheurs d’emploi comme les travailleurs peu qualifiés se heurtent souvent à des obstacles considérables quand il s’agit d’améliorer leurs capacités, car ils sont aux prises avec des contraintes financières, des besoins en matière de transport et de garde d’enfants, des emplois itinérants et des heures de travail irrégulières. Par ailleurs, pour les employeurs, le fait d’avoir des travailleurs qui peuvent passer d’un emploi peu spécialisé à un emploi plus spécialisé augmente la satisfaction et la productivité de la main-d’oeuvre, réduit le roulement du personnel ainsi que le temps et l’argent consacrés au recrutement, et améliore le rendement global de l’entreprise.

Le présent document explore les initiatives d’ échelons de carrière, une série de programmes interreliés d’alphabétisation, de formation linguistique et de formation professionnelle qui permettent aux individus d’obtenir un emploi dans un secteur industriel ou professionnel précis, puis de gravir successivement les échelons de formation et d’emploi au sein du secteur. Chaque étape vise explicitement à répondre aux besoins tant des participants que des employeurs afin de leur permettre d’obtenir les compétences nécessaires en milieu de travail.

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Employability

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employability

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643

Low skilled workers

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low-skilled-workers

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650

Skills and training policy

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skills-and-training-policy

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666

Skills mismatch

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skills-mismatch

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654

Skills upgrading

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skills-upgrading

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657

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Americas

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Countries and territories:

Canada

The effects of vocational education on adult skills and wages: What can we learn from PIAAC?

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Document

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															The effects of vocational education on adult skills and wages: What can we learn from PIAAC? 
													

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English

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english

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skpEng

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skpIntOrg

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international-organizations

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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skpRPS

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research-papers

Publication Date:

30 Jul 2015

Open

wcmstest4_150253.pdf

OECD Social, Employment and Migration Working Papers No. 168 Vocational education and training are highly valued by many. The European Ministers for Vocational Education and Training, the European Social Partners and the European Commission have issued in 2010 the Bruges Communiqué, which describes the global vision for VET in Europe 2020. In this vision, vocational skills and competencies are considered as important as academic skills and competencies. VET is expected to play an important role in achieving two Europe 2020 headline targets set in the education field: a) reduce the rate of early school leavers from education to less than 10 percent; b) increase the share of 30 to 40 years old having completed tertiary or equivalent education to at least 40 percent. However, there is limited hard evidence that VET can improve education and labour market outcomes. The few existing studies yield mixed results partly due to differences in the structure and quality of VET across countries. In this report the effects of VET on adult skills and labour market outcomes are examined by using the PIAAC survey.

DOI: 10.1787/5jrxfmjvw9bt-en

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Skills and training policy

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skills-and-training-policy

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666

Skills mismatch

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skills-mismatch

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654

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Skills and employability in Mozambique: Implications for education and training policies

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Document

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															Skills and employability in Mozambique: Implications for education and training policies
													

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English

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english

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skpEng

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skpIntOrg

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international-organizations

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Access to training

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skpATSU

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access-to-training

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Research papers

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skpRPS

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research-papers

Publication Date:

29 Jul 2015

Open

wcmstest4_150054.pdf

Mozambique is experiencing significant population growth with a growing number of youth (ages 15-34) into the labor market. The surge of the raw number of individuals, particularly young people, opens both challenges and opportunities: challenges, because of the need to create sufficient jobs to employ new entrants; opportunities, because if well managed, the country will benefit from a young, dynamic labor market where innovations and creative activities serve as an engine of growth, driving up per capita income and standards of living.

This paper provides an in-depth assessment of skills and labor markets in Mozambique, and outlines policy recommendations in the selected areas to improve skills of the work force. It is organized as follows:

- The first two sections describe the supply and demand side diagnostics of the labor market, respectively, by analyzing the profiles of workers and by examining where jobs are being created.

- The next section discusses the determinants of employment, type of work, and earnings. Based on this analysis of the trends and labor market outcomes.

- The last section identifies and discusses key areas of policy interventions.

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Job matching

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job-matching

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649

Skills mismatch

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skills-mismatch

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654

Regions:

Africa

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Countries and territories:

Mozambique

World Economic Forum: Outlook on the Global Agenda 2015

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World Economic Forum: Outlook on the Global Agenda 2015

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English

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english

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Other sources

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other-sources

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Anticipating and matching skills needs

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Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions.

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skpAFSN

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anticipating-and-matching-skills-needs

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Research papers

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skpRPS

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research-papers

Publication Date:

28 Jul 2015

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wcmstest4_149856.pdf

The Outlook on the Global Agenda 2015 features an analysis of the Top 10 trends which will preoccupy experts for the next 12-18 months as well as the key challenges facing the world’s regions, an overview of global leadership and governance, and the emerging issues that will define our future.

This report makes especial emphasis in the future of work providing an answer to the question: how will the world of work change over the coming years?

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Economic and social development

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economic-and-social-development

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125

Gender equality

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gender-equality

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144

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

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Global

Skills anticipation: The transfer of the SENAI prospective model. An outlook

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Document

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Skills anticipation: The transfer of the SENAI prospective model. An outlook

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English

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english

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skpEng

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ILO

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Identifier

skpILO

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ilo

Topics:

Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

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Research papers

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skpRPS

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research-papers

Publication Date:

10 Jul 2015

Open

wcmstest4_148457.pdf

In Latin America and the Caribbean, VTIs have always made efforts to obtain updated information about the demands that the world of work makes on training. The speed of change affecting occupations and work organization has increased the risk of obsolescence for programmes and, therefore, for workers’ skills.

In answer to this need, Brazil’s SENAI developed a method to anticipate change and generate transformation responses in existing training programmes or in new programmes being devised. This method is based on the prospective analysis of technological and occupational trends within a specific occupational sector, with the purpose of pinpointing training demands and ensuring that they are in line with the programmes being offered.

The aim of ILO/Cinterfor in this publication is to summarize the three components of the process. One is a recent analysis of the principal trends observed in the world of work and in Latin America’s economic situation, prepared by the Centre’s team. The second is an updated methodological summary of the foresight model, prepared by SENAI, and the third is a summary of VTIs, sectors and studies.

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Skills and training policy

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skills-and-training-policy

Identifier

666

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

Skills recognition

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skills-recognition

Identifier

656

Regions:

Americas

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Skills for green jobs in South Africa

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Document

Content Type:

Skills for green jobs in South Africa

Language:

English

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english

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skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

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Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

09 Jul 2015

Open

wcmstest4_148253.pdf

This report examines the current issues in South Africa pertaining to greening the economy with special attention to skills requirements now and in the future. Current policy is found to be inconsistent and market forces have tended to be more effective in driving change. However, going forward there is potential for policy to direct significant structural changes. There is currently a significant skills gap across all sectors and the development of a low carbon economy will undoubtedly be hampered by this. Skill development structures are well developed but are led by market demand, which may lead to green skills requirements either being overlooked, or being provided outside of this framework. This in turn could be detrimental to national training programmes. It is recommended that a cohesive approach is taken to green skills anticipation at a national level which will ensure correct identification of needs, and strong implementation of the pre-existing skills framework.

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Environment

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environment

Identifier

339

Green jobs

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green-jobs

Identifier

623

Green skills

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green-skills

Identifier

645

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

Regions:

Africa

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Countries and territories:

South Africa

Labour migration and skills matching

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Document

Content Type:

Labour migration and skills matching

Language:

English

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english

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skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Lifelong learning

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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.

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skpPSLLL

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lifelong-learning

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

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skpMigWor

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migrant-workers

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Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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skpAIM

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promotional-material

Publication Date:

06 Jul 2015

Open

wcmstest4_147659.pdf

Labour Migration Highlights No. 6 This information note views labour migration as a vehicle for responding timely and effectively to labour supply and demand needs, for stimulating innovation and development, as well as for transferring and up-dating skills. In this context, designing and implementing sound labour market information systems, including accurate labour market needs assessment and skills anticipation, and putting in place processes for skills recognition is important to prevent brain waste and deskilling, poor labour market integration and deterioration of working conditions for all workers.

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