Interview with the co-authors of the new EESC study on how to eradicate skills poverty among the most vulnerable

Interview partners: Izabela Marcinkowska, Agnieszka Maj and Delia Agostinelli from the Center for Social and Economic Research

What is this study about and why is it relevant?

The European Union is facing complex challenges in employment and skills demand. This study addresses these issues by examining skills divides and their impact on poverty and social exclusion, offering evidence-based insights for policymakers. It advocates tailored policies to bridge skills gaps, recognising the labour market’s dynamic nature and the complex interplay between various social characteristics. The findings aim to guide strategic decisions at European and national levels, promoting a fair and inclusive future for everyone.

What are the study’s main findings?

Employment trends up to 2035 will be shaped by the digital and green transitions and increased demand for care services, presenting opportunities in the silver economy. Skills strategies must address this demand while promoting social participation, personal fulfilment, health, employability, and social inclusion. Effective labour market integration and poverty alleviation require five core skills categories: literacy and numeracy, basic digital skills, multilingualism, transversal skills, and social (life) skills.

The uneven distribution of these skills results in skills poverty, where individuals or communities lack the necessary skills for effective labour market integration and participation in economic, social, and technological advancements. In the EU, older individuals with lower education levels, non-EU citizens, and rural populations are most at risk, while gender plays a relatively small role. Ethnic minorities and people with disabilities also face skills poverty in some contexts. 

Addressing the issue of skills poverty requires targeted strategies that are sensitive to the needs of disadvantaged groups, ensuring no one is left behind.

On the basis of the findings, what are your main recommendations for action and further research?

Firstly, equal access to high-quality education from early childhood is crucial. Early intervention equips individuals with the foundational skills needed to thrive in a complex and competitive world. In the short term, there is a need for lifelong learning activities designed to support disadvantaged individuals. These initiatives should focus on providing high-quality upskilling opportunities for marginalised or underserved groups.

Secondly, national policies must adopt a holistic approach to skills development. While digital literacy is important, policymakers should also emphasise a broader spectrum of the skills required in today’s rapidly evolving job market. For example, promoting political participation among marginalised groups can significantly enhance civic engagement and democratic processes. Similarly, encouraging formal volunteering, particularly among those with the lowest levels of education and those with lower incomes, can foster social cohesion and provide valuable experience and skills that enhance employability.

Additionally, civil society organisations have a unique role to play in identifying and supporting vulnerable individuals who need upskilling and should work closely with local communities and authorities, leveraging their networks and ensuring that no one is left behind in the pursuit of education and skills development.

The study identified significant data gaps concerning LGBTQIA+ individuals and persons with disabilities. The lack of comprehensive data limits our understanding of how diverse identities impact skill levels.

Further research is needed to address skills poverty and create more inclusive educational opportunities.

• Read the full study and the executive summary.