Skills Governance in the EU Member States

EEPOSynthesis Report

Diana ERIKSONAITESkills and qualifications

The Synthesis Report

Explores Skills Governance and how it is operationalised in the EU MS

Based on country fiches prepared by the European Employment Policy Observatory (EEPO)Report has limitations due to multi-faceted nature of skills governance – not possible to ‘label’ or ‘group’ countries

Skills Governance definitionComplex concept, no internationally agreed definition

Understanding of SG formulated for the Report:

A system aimed at balancing the supply and demand for skills and at providing a good skills basis for the economy…

The concept may be reviewed in future

Key components of Skills Governance

Labour market &

skills intelligence

(LMSI)

Production

Transmission

Use

Production of LMSI (1)

Range of tools and instruments

Vary in terms of regularity, timeframe covered, data produced

Vary according to the model of education and training: planned (regular) or market-driven (ad-hoc) or mixed

Output may be national, sector-specific or cover a sub-system of education and training

Production of LMSI (2)

• ≥1 key forecasting and intelligence tools in place for at least a decade and meeting the needs of stakeholders

• e.g. DK, SE, LT

Mature

• designing a new infrastructure, or have recently implemented a new important tool or system

• e.g. BU, RO, EE

Developing

Production of LMSI(3)

Success factors• Effective statistical

infrastructure• Complementary

forecasts, incl. ad-hoc or sectorial produced "on demand"

• Mature approach to cooperation

• Clear policy intent / strategy at national level

Challenges• Limitations of the data

or methods used• Fragmentation: lack of

integration between data sources or lack of cooperation between the actors involved

• Crisis taking attention/resources away

Transmission of LMSI (1)

• Ministries• Education & training providers• Career guidance services• Public Employment Services• Social partners

Target audience

s• Online publication• Special events and training• Institutional mechanisms• Multi-faceted strategies

Methods

Transmission of LMSI (2)

End-users involved in the design and production of forecasts

Information is targeted to different audiences

Transmission is not systematic and not coordinated

Use of LMSI(1)

Shape education and training offer

Inform career guidance

Inform the design & delivery of the ALMP

Use of LMSI – examples (2)

Increase the training offer in certain subjects

•Special subsidies to E&T providers (PL, EE, DE)•Linking performance of E&T institutions to funding (EE, DK, IE)

Encourage learners to take up specific

subjects

•Free places in priority HE courses (LV)•Motivation scholarships to students in priority VET programmes (SK)

Incentivise employers to

increase training•Subsidies, tax incentives, etc.•To encourage work-based learning & apprenticeships (AT, MT)•Training in specific areas with skills shortage (BU)

ESF support to Skills GovernanceReport gives an overview of ESF support for SG (incl. per MS in Annex 1)

The overview is not comprehensive, to be completed

NB: ex-ante conditionalities No 8.1, 8.2, 8.5, 10.4

ESF support to SG - examples

development of new tools and infrastructure

improvement of existing tools

funding smaller-scale regional or local projects

To finish

The Synthesis Report presents an overview of Skills Governance in Europe. It is only a starting point.

Further work on this will be done in the context of the Skills Agenda and within the framework of Europe 2020.

ESF can provide a significant contribution – important to plan the investments in the most efficient way.