Transcript Anastasia Fetsi - Regional Cooperation Council

New Skills for New Jobs in the Western Balkans
Sarajevo
27-28 October 2011
Anastasia Fetsi, ETF
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Content
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The EU New Skills and Jobs Agenda
The ETF project on skills matching and anticipation in
the transition and developing countries : preliminary
results and key messages
Future ETF work in the field of matching and anticipation
of skills
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The EU New skills and Jobs Agenda
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•
•
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A comprehensive agenda addressing in parallel labour
demand, labour supply and labour market regulation
towards (full) employment
Flexicurity
Equipping people with the right skills for employment
Improve quality of jobs
Support job creation
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The EU New skills and Jobs Agenda
•
Skills anticipation (macro forecasts –sectoral approaches
– green skills)
• Improving matching mechanisms (PES, ESCO, sector
skill councils, knowledge alliances, information sharingObservatories)
• Providing the right mix of skills (key competences,
access to CVT, attractiveness of IVET, national
qualification frameworks based on learning outcomes)
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The ETF project on matching and anticipation of
skills in transition and developing countries
Objectives
i) to understand better how matching and anticipation takes place
in the context of transition and developing countries
ii) to assess methodological approaches and instruments for
monitoring and anticipating skills requirements against the
specific contexts of different countries,
iii) to develop policy guidance information and materials (a tool kit,
good practices, etc) for the needs of the countries
•
to implement taylor made projects in partner countries
Countries: Egypt, Croatia, Montenegro, Moldova, Kyrgyzstan,
Serbia, Ukraine, Turkey
Preliminary findings
1. Probably the impact of skill miss match on
unemployment is over-estimated
Lack of job creation and insufficient
aggregate demand for skills is also at play
Calculation on measuring miss match in progress
High unemployment
Total and youth unemployment (%, 2009)
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
73.0
57.5
55.1
45.4
27.2
32.3
24.1
13.8
AL
35.6
25.0
19.1
41.6
25.3
16.1
9.1
BA
HR
MK
XK
Total unemployment (LFS, 15+)
ME
RS
11.9
15.9
7.2
TR
IS
20.3
9.3
EU-27
Youth unemployment(LFS, 15-24)
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Low employment
2009
AL
BA
HR
MK
XK
ME
RS
TR
EU-27
Employment rates
53.4
49.4
56.6
43.3
25.1
48.8
50.4
44.3
64.6
Share of Employment in
Agriculture
44.1
19.7
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18.5
6.2
6.5
23.9
21.6
4.6
Source: *LFS,
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Preliminary findings
2. Still skill shortages or skill gaps do exist and
can create impediment for future economic
development.
EU Benchmarks
EU 27
EU 2020
objectives
Early school leavers - (2010)
% of 18-24 with at most lower secondary education
and not in further education or training
14.1
10%
Tertiary educational attainment - (2010)
% of 30-34 who have successfully completed
university or university-like education
33.6
40%
9.1
15%
19.6 (1)
less than
15%
Lifelong learning - (2010)
% of 25-64 participating in education and training
% of pupils with low performance in the reading scale
(Level 1 or below) - (2009)
AL
ME
RS
HR
MK
TR
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15.5 (m)
9.2 (f)
10.7
3.9
(u)
15.5
43.1
22.6
17.1
15.5
2.0
3.2
2.5
17.2
2.0
56.6
49.5
32.9
22.5
24.5
Sources
Early school leavers - EU27, HR, MK, and TR: Eurostat; AL: LFS (received from the Country); RS: Eurostat, "Pocketbook on candidate and
potential candidate countries", 2010; ME: UNDP, "National Human Development Report 2009"
Tertiary educational attainment (30-34) - EU27, HR, MK, IS and TR: Eurostat; AL: LFS., 2009
Lifelong learning - EU27, HR, MK, IS and TR: Eurostat; AL: LFS (received from the Country)
Pupils' performance in reading: OECD, "PISA 2009 Results": EU - "Progress towards the common european objectives in education and
training - Indicators and benchmanrks 2010/2011", Commission of the European Communities.
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Preliminary findings
3.
All countries have some instruments to identify skill demand or
skill miss match;
the problem is that these instruments are not embedded in their
decision making process for educational policy (or action);
many of them are on an ad hoc basis;
their results are not communicated and/or taken into account
by educational actors
Key messages (i)
1. Anticipating skills demand is becoming a necessary tool for
adjustment of education provision to emerging skill needs or
potential needs
2. There is a multiplicity of instruments to identify the skill demand
in the short, medium and long term (employer surveys, transition
studies, sector skills analyses).
There is a multiplicity of actors who need access to information
in order to take the right decision (education policy makers,
school directors, PES counsellors, parents and young people,
unemployed)
3. The relevance of information for decision taking/ to different
decision takers is important
Key messages (ii)
4. Transferring anticipation results into policies and practice should
be the ultimate objective. Need for dissemination of results and
taking action
5. Approaches developed in countries with vivid economic activity
are not always relevant for countries with stagnating economies.
In case of countries or regions with stagnating economies linking
education policies to economic development plans
6. Together with surveys the communication of actors is of key
importance at national, regional, local, sectoral level (EG
education and business cooperation, local employment councils,
national VET councils)
7. Qualification frameworks is a good instrument to bring actors
together and match demand and supply of skills
8. Incentives to actors to act in the “right” way
ETF work in this field in the coming year
• Focus on assessment of specific tools and methods for decision
taking in the transition and developing countries such as:
– Macro-forecasts in transition countries
– Sectoral approaches for skills anticipation and matching
– Enterprise surveys as instrument for identification of skills
– Labour market transitions (tracer studies & reverse tracer
studies)
– Roles and working methods of interlocutors such as PES in
matching process
– Regional development – local partnerships
ETF work in this field in the coming year
• Use existing information sources in the
countries for analysis and discussion with
national stakeholders
• To develop policy guidance information and
materials (a tool kit, good practices, etc) for the
needs of the PCs
Specific country projects: Albania, Croatia,
Serbia, Montenegro,
The countries of the region have experimented with a lot
of the instruments described above. We can learn a lot
by examining what has worked and what not and why.
Strategic concept and definitions (3)
Exploring current and future demands (examples)
Time horizon 
Levels 
Micro-level
(people, enterprises)
Meso-level
(sectors, regions,
intermediary actors
like schools, training
providers, PES)
Macro-level
(economy, education
system)
short-term
Mid-term
Long-term
Tracer studies,
skill needs assessment
at company level
Employer surveys,
vacancy monitor
Sector specific
skill needs
analysis
Formal, national or
regional
quantitative
projections
Strategic concept and definitions (3)
Transferring the findings into policies (examples)
Time horizon 
Levels 
Micro-level
(people, enterprises)
Meso-level
(sectors, regions,
intermediary actors
like schools, training
providers, PES)
Macro-level
(economy, education
system)
short-term
Mid-term
Placement and referral
systems (PES)
Labour market
training
(unemployed and
preventive), PES
Personal development
plans (PES)
Workplace training (biz)
Demand oriented
training provision
Career
counselling and
guidance
Long-term
VET reform
NQF systems
Active labour
market policy
Sectoral and regional
(local/spatial) policies
and strategies
National
employment
strategy, education
strategy
Thank you
European Training Foundation
www.etf.europa.eu
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