Union of Skills - Related Opinions

The EESC supports fostering joint programmes among higher education institutions within and beyond European University Alliance projects, ensuring quality assurance and including all relevant stakeholders in their implementation. It emphasises the need for broad collaboration among stakeholders to effectively implement the initiatives, particularly highlighting the fundamental values of student and staff participation following the Bologna Process. The EESC calls for the involvement of relevant labour market stakeholders in defining study programmes that have particular relevance to the labour market. It emphasises the need for adequate resources to implement these initiatives effectively.

In this opinion, the EESC underlines that is highly important for the EU Talent Pool to be a practical, reliable, easy to use tool that is attractive for workers and employers and supports fair and ethical legal labour migration into the EU. It insists that skills and competences of workers from third countries should be assessed and swiftly validated to ensure that their skills are certified and they can obtain their qualifications when necessary.

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.

In this opinion, the EESC states that the transformation of the European labour market requires good understanding of what type of skills are needed for future labour market transformations, including in SMEs, in order to maintain sustainable employability, contribute to a high level of productivity and to reduce labour shortages. It believes that skills development and effective implementation of the right and access to lifelong learning must be an integral part in broader economic growth strategies and recovery and resilience plans. It highlights that the capacity to constantly update digital skills according to labour market changes and introduction of new technologies will undoubtedly be among the most important challenges in the future. Support for SMEs is needed to facilitate the development of their human capital training and development policy.

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.