Supportive education systems to avoid skills mismatches – what transition is needed? (own-initiative opinion)

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EESC opinion: Supportive education systems to avoid skills mismatches – what transition is needed? (own-initiative opinion)

Key points

The EESC

  • welcomes the increased emphasis at EU level on education, training and skills, predominantly in view of their significance for the future of Europe and for economic prosperity, improved cohesion and democracy;
  • views with concern the difficulties found in the labour markets because of skills mismatches; calls for the design and implementation of policy measures, as well as incentives and best practices, to enable Member States to adapt their education and training systems to prevent skills mismatches; this adaptation should be accompanied by continuous training for teachers in all education and training levels to improve their skills and competences;
  • emphasises that the state, employers and employees share responsibility in lifelong learning, upskilling and reskilling; calls to this end on governments, social partners and civil society to work together, with the aim of providing advice to the people to guide them towards a continuous development of their knowledge and skills; offering guidance would enable people to make informed decisions on their career and the training and learning they should pursue, that would equip them with the skills and competences needed in the labour market;
  • considers that universities, scientific centres and research institutions, as well as social partners and administrative bodies should seek to anticipate the needs and the availability of the skills and the structure of the labour market of the future;
  • encourages the exchange of best practices in the areas of upskilling and reskilling; notes that tax incentives could help encourage employers and employees to further invest in education and training;
  • highlights the importance of finding ways to recognise skills acquired in non-formal and informal settings; suggests for this purpose the use of platforms which would assess skills in a standard manner, independently from the way through which they had been acquired; views this as a means for companies to better identify the individuals' potential, particularly more matured ones; calls on Member States to complete their national qualifications systems and to use them in the correct manner.