Identification and anticipation of skill requirements: Instruments used by international institutions and developed countries

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cepal.bibLevelDocumento Completo
cepal.callNumberLC/TS.2017/85
cepal.docTypeDocumentos de proyectos e investigación
cepal.jobNumberS1700483_en
cepal.projectPrograma de Cooperación "Vocational Education and Training for Greater Equality in Latin America and the Caribbean"
cepal.sdg4
cepal.topicEngECONOMETRICS
cepal.topicEngEDUCATION
cepal.topicEngEMPLOYMENT
cepal.topicSpaECONOMETRÍA
cepal.topicSpaEDUCACIÓN
cepal.topicSpaEMPLEO
cepal.workareaEngECONOMIC DEVELOPMENT
cepal.workareaSpaDESARROLLO ECONÓMICO
dc.contributor.authorBreugel, Gerla van
dc.contributor.institutionNoruega. Ministerio de Relaciones Exteriores
dc.coverage.spatialEngLATIN AMERICA AND THE CARIBBEAN
dc.coverage.spatialSpaAMERICA LATINA Y EL CARIBE
dc.date.accessioned2017-10-13T17:01:09Z
dc.date.available2017-10-13T17:01:09Z
dc.date.issued2017-10
dc.description.abstractThe effectiveness and efficiency of a national vocational education and training (VET) system depends, amongst others, on whether it provides its learners with the required skills now and in the future. These requirements have changed over the last decades and they are expected to change again in the future. National VET systems need to adapt to these changes in time to avoid costly skill mismatches as not having the right skills means lower wages and lower job satisfaction for workers, lower productivity and more hiring costs for employers, and lower economic output for the economy as a whole. Skill mismatches are omnipresent in developed countries: on average 45% of workers in 27 EU countries reported being under- or over-skilled in 2010. Skill mismatches can be reduced by certain policies, however these depend heavily on information about current and future demand for and supply of skills and corresponding mismatches. Therefore, this report gives an overview of the current mechanisms used by international institutions and developed countries to identify and anticipate the skills requirements of firms, and furthermore it shows how this information is then used for policy development and communication. Special attention is given to the identification and anticipation of skills of individuals with a Vocational Education and Training (VET) background, either at secondary or tertiary level.
dc.description.tableOfContentsAbstract .-- Executive summary .-- Resumen ejecutivo .-- Introduction .-- I. Skills identification and anticipation exercises: an overview of approaches and characteristics .-- II. Stakeholders involved in the identification and anticipation of skills requirements .-- III. Case studies .-- IV. Use and dissemination of skills information .-- V. Choosing and developing a suitable approach to skill identification.
dc.formatTexto
dc.format.extent110 páginas.
dc.format.mimetypeapplication/pdf
dc.identifier.unSymbolLC/TS.2017/85
dc.identifier.urihttps://hdl.handle.net/11362/42233
dc.language.isoeng
dc.physicalDescription110 p.
dc.publisherECLAC
dc.publisher.placeSantiago
dc.relation.isPartOfSeriesDocumentos de Proyectos
dc.rights.coarDisponible
dc.subject.unbisEngVOCATIONAL TRAINING
dc.subject.unbisEngVOCATIONAL EDUCATION
dc.subject.unbisEngEDUCATIONAL POLICY
dc.subject.unbisEngGUIDELINES
dc.subject.unbisEngINTERNATIONAL ORGANIZATIONS
dc.subject.unbisEngDEVELOPED COUNTRIES
dc.subject.unbisEngCASE STUDIES
dc.subject.unbisSpaENSEÑANZA PROFESIONAL
dc.subject.unbisSpaFORMACION PROFESIONAL
dc.subject.unbisSpaPOLITICA EDUCATIVA
dc.subject.unbisSpaDIRECTRICES
dc.subject.unbisSpaORGANIZACIONES INTERNACIONALES
dc.subject.unbisSpaPAISES DESARROLLADOS
dc.subject.unbisSpaESTUDIOS DE CASOS
dc.titleIdentification and anticipation of skill requirements: Instruments used by international institutions and developed countries
dc.type.coarlibro
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