Skills Governance in the EU Member States EEPO Synthesis Report Diana ERIKSONAITE Skills 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 definition Complex 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

Mature Developing 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 audiences 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 Governance Report 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.