Updated skills agenda - Related Opinions

In this opinion, the EESC supports the Commission and the upcoming Belgian Presidency's commitment to safeguard digital inclusion for all. Member States should be encouraged to focus on equal access to digital education and training and digital tools, amongst which by ensuring access for learners and teachers with disabilities, eliminating urban-rural and other geographical divides and eliminating bias in algorithms. Action by social partners and CSOs aimed at improving digital skills, eliminating digital exclusion and closing the digital gap in society should be supported by improved access to EU and national funding. This opinion points at the need to provide teachers with a broader access to high-quality and relevant continuous professional development on digital skills and competences and to tackle teacher shortages.

Working life is transforming due to the accelerating digital transformation, automation, and transition to climate neutrality. A workforce with the right skills will contribute to strengthen the competitiveness of the union. Against the background of the Commission’s announcement of making 2023 the European Year of Skills. What competence and skill development will be needed?

The EESC welcomes the NRRPs as an unprecedented opportunity to drive change and trigger investments in sustainable growth and creation of quality jobs. It urges the Commission to put in place measures that guarantee structured involvement of the social partners, CSO and youth organisations in the implementation and monitoring of the NRRPs. It calls on the Member States to ensure quality and inclusive guidance and counselling for all young people in order to provide them with more information on their further education and, subsequently, on career possibilities in the context of the green and digital transition of the labour market. Close attention should be paid to the issue of mental health and psycho-social disorders, especially among young people, by reducing the stigma around mental health issues through prevention and awareness-raising work.

The EESC welcomes the proposal's intention to implement the EPSR and other EU initiatives aimed at making quality and inclusive education a reality within the green and digital transitions. The EESC calls on Member States to ensure that blended learning is not detrimental to the social value of education or to the relevance of face-to-face teaching. They need to ensure that blended learning is established to support the quality and inclusion of education, in particular for children in need. The EESC notes that well-developed blended learning needs to be supported by sustainable public investment and should be implemented in curricula with a whole-school approach, taking into consideration the needs of teachers, students and their families.

The EESC underlines the role of adult learning to help adults improve and acquire citizenship skills and to be more active in society. It considers that lifelong learning should become a lifestyle for all and a reality at the workplace, and calls on the Commission and the Member States to achieve and raise the target of 60% of adult learning participation per year. It recommends Member States to strengthen the policy, governance and funding to adult learning and ensure equal access to lifelong learning for all adults. Better access to guidance and counselling is needed so that all adults are informed on lifelong learning possibilities. Companies, together with trade unions, should be involved as much as possible in establishing strategies for skills development for the digital and green transitions of industries.

The EESC recommends, in order to achieve high-quality and inclusive education and training and lifelong learning for all, establishing achievable long-term goals and a constant monitoring system within the European Education Area (EEA) for each Member State. The teaching of key competences, including social sensitivity, empathy, intercultural dialogue and citizenship skills, should be applied across the whole education and training process. This opinion also points at the importance of taking a holistic approach to the implementation of recent EU initiatives on education, vocational education and training, skills, youth education and digital skills. The EESC calls on Member States to ensure effective support for those facing difficulties in accessing quality and inclusive adult education and training, via targeted funding for those in need, such as the unemployed, non-standard workers, the low-skilled and people with disabilities.

The EESC stresses the crucial importance of having effective training systems and the ability to anticipate skills needs at a time of profound upheavals due to the COVID-19 crisis. The EESC considers the social partners to be effective players in designing and managing training systems. They are very well placed to measure the skills needs of the labour market and must systematically play a major role in the development of qualifications and their content.

The EESC recommends drawing up national strategic agreements on vocational training and guidance, on the basis of negotiations between the authorities and the social partners, involving vocational education and training stakeholders.

In its opinion, the EESC acknowledges the positive role that apprenticeships can play in improving employability and providing for skills that are relevant to the labour market, for both young persons and adults. The Committee appreciates the fact that Member States are invited to promote the active involvement of social partners regarding apprenticeship schemes. Furthermore, the Committee also believes that apprentices themselves and other relevant stakeholders – such as youth and parent organisations and students' unions should also be actively involved. Also, the EESC considers that apprentices should be able to influence their learning experience, to create more productive learning experiences. The EESC also calls for initiatives that explore the potential of transnational mobility of apprentices in the EU.

The introduction of digitalisation in business is having a momentous impact on the production systems, labour conditions and organisational models of the labour market and the society in general. Quality basic education, high-standard and effective training, lifelong learning, up- and re-skilling for all will be the necessary tools for grasping the job opportunities of the future and fostering enterprise competitiveness. In this context, it is important to keep a human-centred approach and to find ways to accompany vulnerable people who will not be able to respond to the growing demands of the new technological era.

Many atypical forms of work are now being developed and the associated social risks should be dealt with by means of coordinated efforts by all stakeholders. Automation and robots are having an increasing impact on work. While they have the potential to stabilise the economy in an ageing society, they are also affecting jobs: it is therefore essential that social dialogue on this point takes place at an early stage. In future, lifelong learning and professional training will be a necessity for everyone, but long-term developments can best be tackled through general education.

The EESC welcomes the New Skills Agenda for Europe. However, it wishes to see more innovative solutions in the fields of education and skills development, as Europe needs a genuine paradigm shift in the goals and functioning of the education sector. The EESC considers that helping individuals to acquire a minimum set of skills is not enough, and that it is crucial to ensure that a Skills Guarantee becomes a guaranteed pathway that enables people to advance and reach the highest achievable level of skills. The Committee calls for more focus on social and gender perspectives, non-formal and informal learning and entrepreneurship as a life skill. It also regrets the lack of new financing to back up the Agenda and encourages more dialogue with organised civil society.

Developing a benchmark to measure the correlation between dual training systems and youth unemployment would be a powerful tool to ensure the necessary policy attention for the apprenticeship agenda and to recommend dual training systems to Member states where they do not exist or do not function well.