Towards a Digital Labour Market - Angeliki Dedopoulou #eden19
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Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium. Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
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Towards a Digital Labour Market - Angeliki Dedopoulou #eden19
- 1. Towards a Digital Labour Market Angeliki Dedopoulou Adviser to the European Commission for the Digital Labour Market
- 3. By 2025, 48% of the job openings will require high qualifications
- 4. In the near future, 90% of jobs will require some level of digital skills
- 5. 44% of EU citizens have low or no digital skills
- 6. Talent platforms could create more than 5 million new jobs and a 360bn increase in GDP in the EU
- 7. The need for lifelong learning: Office environment 1980 …
- 8. … and today. The time between these pictures corresponds to the working life of one individual.
- 9. Lifelong learning: Major trends require up- and re-skilling to maintain employability Technological progress Greening economy Demographic ageing
- 10. How can we overcome the skills gap?
- 11. How can we overcome the skills gap? • Intra-EU mobility • Job matching based on skills • Transparency to support recruitment, validation and recognition • Bridge the communication gap between education and employment • Better labour market intelligence • Allow open-fair access to information on skills, qualifications, jobs and training: - avoid monopolisation of data in digital labour market - European open standards to counteract risks of proprietary standards
- 12. Open and fair access to information Transparency of information on skills • The Commission pursues three main goals: Access to the best opportunities
- 13. Main components of the Europass platform Overview e-portfolio Support individuals to document and describe their skills, qualifications and experience and to manage their career from a lifelong learning perspective Interoperability mechanism Enable the exchange of information on skills and qualifications amongst different actors Information provision Provide (links to) available information or links to available information on different topics EUROPASS PLATFORM
- 14. The new Europass e-portfolio Information provision Interoperability mechanism Communication strategy Career guidance Framework for Digitally-signed credentials Data protection Feedback to further improve the platform
- 15. Framework for digitally-signed credentials policy-perspective • Action 3 of the Digital Education Action Plan establishes that the way forward to make better use of digital technology for teaching and learning encompasses an action to: “Provide a framework for issuing digitally-certified qualifications and validating digitally-acquired skills that are trusted, multilingual and can be stored in professional profiles (CVs) such as Europass. The framework will be fully aligned with the European, Qualifications Framework for Lifelong Learning (EQF) and the European Classification of Skills, Competences, Qualifications and Occupations (ESCO)” Digital Education Action Plan (January 2018)
- 16. Framework for digitally-signed credentials components of a credential Europass digitally-signed credentials will be tamperproof and made up of six elements: CAVERLON UNIVERSITY The senate of Caverlon University hereby admits Jamie Poe Who has fulfilled all the requirements and completed the course of study to the degree of Bachelor of Arts Biology Minor in Business NQF/EQF level VI With all its rights and privileges in witness whereof the e- Seal of the Caverlon University Given at Lisbon, PT, this 12th January of 2019 Issuer information about the awarding body Credential Owner Information about the person receiving the credential e-Seal an eIDAS compliant digital signature a visual representation of the achievement so it can be viewed on any device or medium Claim information about the learning achievement represented by the credential NQF/EQF level information about the level of the qualification
- 17. Framework for digitally-signed credentials Functions credentials and send them to their owners credentials securely in a single online or offline wallet if the credential is authentic, valid and issued by an accredited organisation the information in the credential with any other person or organisation with just a click Issue Store Verify Share Learners who will be awarded the credential Identify
- 18. WHAT THE EDCI IS • a standardised format for digitally certifying and attesting learning, irrespective of its source, in a secure way; • a mechanism for the credential owner to store and share records of their own learning; • a set of tools to enable the implementation of the standard; and • a facilitator of credential interoperability. WHAT THE EDCI IS NOT • a new way of describing learning – it is entirely based on existing recognition instruments; • a mechanism for sharing information between educational institutions (e.g. for mobility); • a platform for experimenting with new technology; or • a set of rules for institutions or member states.
- 19. What is ESCO?
- 20. •Multilingual classification of •European Skills, Competences, Qualifications and Occupations What is ESCO?
- 21. Why ESCO? Problem: National systems cannot "talk" to each other Result: Jobs are not filled; education and labour market do not always understand each other Solution: Common Reference language
- 24. How can ESCO be used?
- 25. - In employment services - By job boards - In HR software - For career guidance - For labour market intelligence - In research - For digital certificates ESCO can be used
- 26. Fit for the digital age
- 27. Support (digital) transactions in the labour market with a common language: Publish job offers Create online CVs or profiles Search for jobs Search for candidates Online job matching Online applications Usually, different actors are involved in these transactions. With ESCO they can refer to the same language. ESCO in digital tools?
- 28. ESCO in EURES
- 29. 29
- 30. ESCO & EURES - New EURES Regulation 2016/589/EU - Exchange of job vacancies and CVs/job applications - Art. 19 (3) "The Commission shall adopt and update, by means of implementing acts, the list of skills, competences and occupations of the European classification." - Member States will adopt the European classification or map their national standards to it
- 32. Session C5 Workshop • Room A102 • Towards a Digital Labour Market • ESCO & NewEuropass & Digitally Signed Credentials project
Editor's Notes
- Over the past two decades the digital revolution has changed how the labour market matches people with jobs. Nowadays, people find their jobs mainly online. Employers increasingly manage their HR and recruitment processes with IT. Modern job matching instruments put skills at the centre of the job matching process. Talent platforms like job boards, social media platforms and crowdsourcing marketplaces have become the cornerstone for the functioning of the labour market.
- According to Cedefop’s European skills forecasting projects, by 2025 about 48% of all job opportunities in Europe will need to be staffed by people with higher education qualifications http://www.cedefop.europa.eu/en
- In the near future 90% of jobs - in careers such as engineering, accountancy, nursing, medicine, art, architecture, and many more - will require some level of digital skills. Source: https://ec.europa.eu/digital-single-market/en/blog/here-how-we-will-improve-digital-skills-and-create-more-jobs-europe-0
- Around 170 million people or 44% of adult Europeans have low or no digital skills. Lack of need or interest and insufficient skills are the top reasons for not getting internet at home. Although most jobs currently require basic level of digital skills, 26 million workers or 11% of the EU's labour force in 2016 still had no digital skills (down from 13% in 2015). A number of Member States have adopted digital skills strategies and action plans aimed at enhancing digital literacy and skills or are in the process of doing so. Ireland, Latvia and the Netherlands are examples of 'early movers' in this respect. Hungary and Portugal are among those having launched dedicated strategies more recently. Most Member States have digital strategies for education. https://ec.europa.eu/digital-single-market/en/news/european-digital-progress-report-review-member-states-progress-towards-digital-priorities
- The new Skills Agenda for Europe, adopted by the Commission on 10 June 2016, launched 10 actions to make the right training, skills and support available to people in the EU. The goals and actions on the Agenda are set out in Communication: A New Skills Agenda for Europe.
- The European Commission, in order to respond to these disruptive changes and the current and future skills gaps, is helping people to discover reskilling and upskilling pathways and how to cope with job transition opportunities. More precisely, the Commission focuses on: Ensuring transparency and comparability of skills and qualifications in Europe Strengthening mobility within the EU Bridging the gap between education and training systems and the labour market Enhancing the cooperation of Public Employment Services (PES). The Commission also gives emphasis to enhanced skills intelligence in Europe through regular analysis of skills supply (skills possessed by the labour force), skills demand (skills demanded by employers), skills mismatch, and skills development. For more information please see A Skills Agenda for Europe
- Introduction to the policy perspective of the digitally-signed credentials [DIGITAL EDUCATION ACTION PLAN] Adopted by the EC, it includes 11 actions to support technology use and digital competence development in education [ACTION 3] One of the Digital Education action plan’s priority is to make better use of digital technology for teaching and learning. Action 2 focuses mainly on PROVIDING A FRAMEWORK FOR DIGITALLY-CERTIFIED QUALIFICATIONS. [FROM QUALIFICATIONS TO CREDENTIALS] The framework is conceived as a framework for digitally-signed credentials since credentials is a more inclusive term that encompasses different types of learning outcomes in formal, non-formal and informal settings.
- [AWARDING BODIES] They may issue digitally-signed credentials to credential owners [CREDENTIAL OWNER] Person receiving the credential [LEARNING ACHIEVEMENT] Metadata describing Educational Accomplishment Outcome represented by the credential [VISUAL REPRESENTATION] It will allow the credential to be viewed in any device or medium [eIDAS compliant digital signature] eSEAL digital signature representing evidence of issuance by an organization/institutions
- The framework will have five distinct functions: [IDENTIFY] Learners to be awarded the credential documenting skills, competence or qualifications. [ISSUE] Credentials to learners (issued by awarding bodies) to be sent to the credential owner [STORE] Credentials after being issued by awarding body. Credentials owners will securely store credentials in a wallet (online or offline) [VERIFY] Authenticity of credential that has willingly been shared by a learner or jobseeker with an employer or other organisations. Verify as well that credential has been issued by accredited body. Mention that usually for paper certificates the user first shares and then verifies the credential. But for the DSC the verification will come with the sharing of the credential [SHARE] The credential with an employer or other organisations. Credential owners will decide with whome they wish to share their credential with.
- ESCO is among the initiatives that the European Commission launched to address the disruptive changes of the labour market and society. ESCO is the European classification of skills, competences, occupations and qualifications. It is an initiative of DG Employment, Social Affairs and Inclusion of the European Commission translated in 27 languages (24 EU official languages, Norwegian, Icelandic and Arabic). https://ec.europa.eu/esco/portal/home
- Education and training systems do not always understand which specific skills are required by the labour market. ESCO concepts and descriptions can be used by different stakeholders as a common “language” that allows for instance education and training systems see more clearly what are the labour market skills requests or national classifications systems of occupations and skills better understand and “talk” to each other in Europe. This facilitates the free movement of workers and a more integrated and efficient labour market across Europe.
- The first full version of the classification (ESCO v1) is available free of charge since July 2017, through the ESCO service platform. It is composed of 3 pillars: occupations, skills/competences, qualifications and linked to relevant international classifications and frameworks, e.g.: International Standard Classification of Occupations European Qualifications Framework It is available free to all stakeholders. It covers 2 942 occupations, 13 485 skills and competences and will progressively provide information on the qualifications provided by the Member States.
- ESCO works as a dictionary, describing and identifying professional occupations, skills, and qualifications relevant for the EU labour market and education and training. It is translated into 27 languages (all official EU languages plus Icelandic, Norwegian and Arabic). Over time, it will also display the qualifications awarded in the education and training systems from Member States, as well as qualifications issued by private awarding bodies
- Two years after its launch, ESCO has already been used in a substantial number of IT implementations covering a variety of areas like recruiting, matching skills to jobs and trainings, advertising job vacancies, career planning, documenting and mapping skills and qualifications of jobseekers and analysing the labour market.
- EURES is the European Employment Services cooperation network. It provides information, advice and job matching services for both workers, employers and other citizens wanting to benefit from the principle of the free movement of people.
- EURES uses ESCO to describe occupations and skills in 26 European languages and facilitate cooperation and data exchange between public employment services.