Strengthening Key Competencies of Low-Skilled People in Vocational Education and Training to Cover Future Replacement Positions - REPLAY-VET A ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Strengthening Key Competencies of Low- Skilled People
in Vocational Education and Training to Cover Future
Replacement Positions - REPLAY-VET
A guide for those involved in Vocational Education and
Training (VET)
December 2018
VET providers
VET providers are pivotal to tackling the persistent levels of unemployment and under-
employment suffered by low-skilled workers. Our work has identified which sectors could be
a focus for new delivery and what the current obstacles are to both training and recruitment.
We have also provided background labour market intelligence to help you better understand
where there will definitely be vacancies – particularly through an ageing workforce
(Replacement Demand).
As well as identifying where there will be a need for new recruits we have also produced a
number of ‘How To Guides’ (listed in the Annex below) that you should find helpful to
understand why the recruitment of low skilled workers to these sectors can be problematic
and what actions can be taken by yourselves and policymakers to help ensure low skilled
workers are supported into sustainable employment.
The REPLAY-VET ‘How To Guides’ also seek to tackle problems with understanding local and
regional labour markets. These focus on ‘Replacement Demand’ – where there is an older
work force and irrespective of new careers and new jobs there will definitely be a need for
workers. Our project has also looked very specifically at where these vacancies will allow
market entry for ‘low-skilled’ workers – who are often the hardest to place into work and can
find themselves moving between different jobs and sectors.
Therefore the ‘How To Guides’ should help you explore what kinds of jobs and roles low
skilled workers can fill and how local and regional policymakers and others can help support
their entry to these sectors and roles. This guide gives you information on how the REPLAY-
VET project can help those involved in VET across the European Union.
Introduction
Current and future developments in labour markets across the European Union present
huge challenges to those involved in Vocational Education and Training (VET) and will have a
1significant impact on the success rate and employment opportunities of learners1. These
developments include the future effects of new technologies, including machine learning,
digitalization, globalization and the effects of ageing on the population and workforce. Many
disproportionally affect the low skilled and less experienced people entering the workforce,
although even high skilled workers will also be affected.
This guide highlights lessons and recommendations from the REPLAY-VET project that are
relevant to improving the current and future labour market participation of low-skilled
groups of workers across the European Union and so are of direct interest to people
involved in VET. These lessons include the need for reducing barriers to vocational training,
improving the attractiveness of jobs, careers and labour conditions associated with the
sectors in which low-skilled/low-qualified people work and advancing professionalisation in
these sectors. Understanding changing labour market trends, including replacement demand
and new demand for skills, is pivotal to the successful design of vocational education and
work and employment policies for low-skilled people across Europe.
The recommendations presented in this document underline the following:
the critical importance of reinforcing links between VET, education, careers guidance,
training and the changing world of work in promoting effective labour market
policies that better include low-skilled, low-qualified or disadvantaged people in the
workforce;
common lessons that may be useful across the EU, based on the REPLAY-VET
project’s findings in different national/regional contexts;
job and career opportunities and constraints related to professional training and
qualifications for low-skilled groups across the EU and across a range of sectors:
logistics (Hesse, Germany), construction (England, UK), early learning and care
(Scotland, UK), home care (The Basque Country, Spain), manufacturing (Lombardy,
Italy; Czech Republic), and metallurgy and logistics (PACA, France).
Key themes related to Vocational Education and Training
Improving the image of vocational education among students/learners
Many skills and employment advisory bodies working across Europe are aware that technical
and vocational education and training (TVET) and apprenticeships do not always have the
same positive public image as university education2. Unfortunately, this reputation deficit
1EC (2012) Rethinking Education: Investing in skills for better socio-economic outcomes, COM(2012) 669 final.
http://www.cedefop.europa.eu/files/com669_en.pdf
2British Council’s ‘Vocational Education Exchange’ (an online magazine for teachers and leaders in vocational education and
skills), October 2018 edition. https://www.britishcouncil.org/education/skills-employability/what-we-do/vocational-
education-exchange-online-magazine/career-guidance
2helps to widen the skills gap in many sectors and contributes to a lack of skilled workers
prepared to take up those roles. Thus the importance of engaging parents in making
vocational education and training, and career, choices of young people is paramount3.
Moving towards a greater use of online toolkits in supporting choices and planning
in schools and workplaces
Online and other digital technology is particularly useful in helping to satisfy the need for
lifelong guidance. Lifelong learning and lifelong careers guidance in the digital age provides
career development support for people of all ages, at all career stages on a one-to-one basis,
through practices of information, advice, counselling, assessment of skills and mentoring4.
‘Skillset and Match’5 suggests that the place of VET and career guidance, needs deeper
penetration in workplaces. More effective use of online and digital technology, along with
the developing and better use of labour market intelligence (LMI), can improve access to VET
and experience of learning and development. The more effective application of new
technology to provide VET information, guidance and support is particularly appropriate for
the younger population for whom on-line reality and communication is a natural
environment, but also needs to be targeted at the disadvantaged and less information
technology literate user, as well as older career changes, those living remotely or those
balancing work and life responsibilities.
Employers at the heart of vocational education and training and effective career
guidance
Local employers can be one of the best sources of advice and guidance for all ages of
learners thinking about their future jobs or careers or changes and the VET needed to
achieve this. They are also the site where most on-the-job training takes place. Employers
have a specifically vital role to play in making learner’s aware of the diversity of career
pathways and training opportunities available to them.6 Also, fully engaged learning and
training providers play a significant role in developing VET as a pathway to prepare people
for jobs and in strengthening their participation in society as responsible citizens. Hence, VET
should be delivered in close cooperation with employers.
The VET systems can be understood as channels to provide people with the occupationally-
specific skills that meet employer needs, on the one hand, and the generic, transferable skills
to support occupational mobility and lifelong learning, on the other hand. Therefore it is
importance to provide information and guidance informed by an effective knowledge of the
3 European Centre for Development of Vocational training. ‘Skillset and Match’ CEDEFOP’s magazine promoting learning at
work, September 2018.
4 European Centre for Development of Vocational training. ‘Skillset and Match’ CEDEFOP’s magazine promoting learning at
work, January 2018.
5 CEDEFOP Magazine
6 European Centre for Development of Vocational training. ‘Skillset and Match’ CEDEFOP’s magazine promoting learning at
work, May 2018.
3labour market and inclusion that is accessible to all.7 High quality career guidance is
beginning to be recognised as a significant factor in making VET more responsive, demand-
driven and effective. 8 Therefore career support, prior to entering a VET programme,
throughout it and after its completion, is needed to strengthen the outcomes of VET
programmes.
REPLAY-VET PROJECT provides valuable insights to VET and career planners, advisors and
counsellors and can support a range of resources already used by the career guidance
centres, specifically providing important information on opportunities and barriers for work
and career within a range of sectors such as logistics, construction, early learning and care,
home care, manufacturing, metallurgy and logistics. The findings resulted from a close
participation with employers (through a series of Triple Helix groups) that informed the
project’s lessons and recommendations for up-skilling also those individuals with low-
qualification level and from disadvantaged backgrounds.
The REPLAY-VET examples, ‘How to guides’9 and recommendations (see below) may be
useful in signalling to job seekers, workers and parents and others where there may be
opportunities for those with low skills or low qualifications across a range of employment
sectors, allowing them to think out with the out-dated image of work in sector but rather
focusing on long-term opportunities for training, development a fulfilling career. The
findings are aligned with the move towards “lifelong learning”. As the EC (2017, White paper
on the Future of Europe suggests: “Making the most of the new opportunities whilst
mitigating any negative impact will require a massive investment in skills and a major rethink
of education and lifelong learning systems”10. They are also consistent with “lifelong careers
guidance” which encapsulates “a range of activities that enable citizens of any age, and at
any point in their lives, to: identify their capacities, competences and interests; make
meaningful educational, training and occupational decisions; and manage their individual life
paths in learning, work and other settings in which these capacities and competences are
learned and/or used.”11
This approach draws on principles of holistic approaches which incorporate the personal,
social, cultural and economic context in the personalised VET information and guidance
provided to promote equal opportunities in learning and work for all citizens, and enable an
active involvement of learners in the process of their training.
7 Field, S. et al. (2009), Learning for Jobs: OECD Policy Review of Vocational Education and Training. Initial Report, OECD,
Paris.
8 Watts, A. G., (2013) Career guidance and orientation (Chapter 7: pp. 241-267) in UNESCO-UNEVOC, Revisiting global
trends in TVET.
9 For a list of ‘How To Guides’ see: http://www.replayvet.eu/en/themes/
10 See, for example, The EC (2017) White paper on the Future of Europe
https://ec.europa.eu/commission/publications/white-paper-future-europe_en ;the Lifelong Learning Platform
http://lllplatform.eu/news/future-europe-learning-europe/
11 The European Lifelong Guidance Policy Network (ELGPN) Tool No. 1 Lifelong Guidance Policy Development: A European
Resource Kit (2011: pp.12-13).
4Strengthening Key Competencies of Low-Skilled People in
Vocational Education and Training to Cover Future
Replacement Positions - REPLAY-VET Report Summary
SUMMARY
Outline of report This report highlights lessons and recommendations on improving the
current and future labour market participation of low-skilled groups of
workers across the European Union. These include: reducing barriers to
vocational training; improving the attractiveness of jobs, careers and labour
conditions associated with the sectors in which low-skilled/low-qualified
people work; and advancing professionalisation in these sectors.
Understanding changing labour market trends, including replacement
demand and new demand for skills, is pivotal to the successful design of
vocational education and work and employment policies for low-skilled
people across Europe.
The recommendations from the REPLAY-VET project underline:
the critical importance of reinforcing links between education,
training and the changing world of work in promoting effective
labour market policies that better include low-skilled, low-qualified
or disadvantaged people in the workforce;
common lessons that may be useful across the EU, based on the
project’s findings in different national/regional contexts;
specific opportunities and constraints related to professional
training and qualifications for low-skilled groups across the EU and
across a range of sectors: construction (England, UK), home care
(The Basque Country, Spain), early learning and care (Scotland, UK),
logistics (Hesse, Germany), manufacturing (Lombardy, Italy; Czech
Republic), and metallurgy and logistics (PACA, France).
Key Themes Key themes have emerged from the REPLAY-VET project findings:
Effective use of labour market information & intelligence
Greater use of national and regional labour market indicators can
help guide to develop targeted EU-wide training programmes as
well as domestic and cross-border recruitment efforts.
Improving the attractiveness of the sectors and rethinking
approaches to recruiting and training
Less attractive sectors with high labour demand and socio-
economic potential can benefit from new approaches focused on
improving training, work conditions and pay, as well as recruiting
new types of workers from outside of the sector.
Greater collaboration and cooperation
Collaboration between national and regional public agencies and
private or not-for-profit employers can help to develop and re-
5brand a sector that is less attractive to recruits and to make lasting
changes to working models and labour conditions.
Clear communication of opportunities for career
progression
National sector-wide recruitment campaigns need support and
better communicate the long-term career progression
opportunities as well as the short-term working terms and
conditions.
Acknowledging the professional value of the full range of
workers’ skills, including soft and social skills
An important step, in differentiating the abilities required for
effectively using new technologies and for addressing and satisfying
demands for a well-qualified workforce, is the greater recognition
of the value of soft skills, human interactions and social intelligence
across all sectors and job levels.
Diversity in the workplace, heterogeneous approaches to
selection, recruitment and training
Employers, educational institutions and trainers need to provide
training, and routes into training, that are more tailored and suited
to diverse sets of workers with varying skills, living conditions, levels
of responsibilities and engagement, including those from
disadvantaged backgrounds and the low-skilled.
Key Recommendations
The following observations and lessons from the REPLAY-VET Project can
help regional, national and EU-level policy makers develop better qualified
workforces across different employment sectors:
1. Encourage greater use of labour market information and
intelligence, exchange best practices at the European level and
disseminate information to support the expansion of labour
market opportunities for low-skilled people.
Examples from the project on achieving this include:
The new Heart of the South West LEP Policy report on
Construction – incorporating the Labour Market Information
identified and captured in this study12.
Strengthen Regional Labour Market and Training
Observatories. They are legitimate forums for the
production of knowledge, particularly statistics, with strong
links with the wider research community.13
Provide career counsellors with a concise handy overview of
the most suitable retraining choices to be recommended to
12 For more information see How-to-Guide UK, England: ‘Policymakers: Supporting the long term unemployed back into
work or Skills utilisation and strategic approaches to drive up employer demand for low skilled and disadvantaged groups’
http://www.replayvet.eu/en/sectors/construction/
13 For more information see How-to-Guide France: ‘New competences and new skills brought by the technological change’
http://www.replayvet.eu/en/sectors/metallurgy-sector/
6their clients in danger of unemployment, with regard to the
labour market situation in the given region.14
2. Ensure comprehensive training, high participation and labour
market insertion through better adaptation of training activities
and skills development programmes to the diverse needs of low-
skilled people.
Examples from the project on achieving this include:
Establish more efficient paths to qualifications and
employment, such as accelerated qualification programmes,
recognition of foreign qualifications and programmes
designed to support lateral-entry recruitment.15
Increase awareness of available funding and subsidies for
training through coordinated promotion by funding agents
and training providers.16
Promote work-based learning periods long enough to allow
effective knowledge and skills transfer. Support learning
providers to establish work-based learning agreements with
companies, ideally at least 22 weeks in some sectors.17
Facilitate flexibility on training and professional
accreditation, for example through non-formal learning or
“Bite size" training18
Promote job-insertion companies to assist with the social
and occupational insertion of low-skilled people already, in
or at risk of, social exclusion.19
Prioritise the development of transversal and soft skills in
training courses and in school programmes to ensure
greater employability.20
Address multiple issues that low-skilled people often face by
incorporating holistic, complex skills and non-skills related
measures21.
14 For more information see How-to-Guide Czech Republic: ‘Career Guidance information tool’
http://www.replayvet.eu/en/sectors/manufacturing-sector/manufacturing-cz/
15 For more information see How-to-Guide Germany: ‘Strategic approaches to improve employees retention and training in
the Logistics Sector’ http://www.replayvet.eu/en/sectors/logistics-sector/logistics-sector-de/
16 For more information see How-to-Guide Germany: ‘Strategic approaches to improve employees retention and training in
the Logistics Sector’ http://www.replayvet.eu/en/sectors/logistics-sector/logistics-sector-de/
17 For more information see How-to-Guide France: ‘New competences and new skills brought by the technological change’
http://www.replayvet.eu/en/sectors/logistics-sector/logistics-sector-fr/
18 For more information see How-to-Guide Basque Country: ‘Strategic approaches to adapt the training to the needs of the
low-skilled workers’ http://www.replayvet.eu/en/sectors/social-care-sector/
19 For more information see How-to-Guide Basque Country: ‘Strategic approaches to adapt the training to the needs of the
low-skilled unemployed’ http://www.replayvet.eu/en/sectors/social-care-sector/
20 For more information see How-to-Guide Italy: ‘New competences and new skills brought by the technological change or
Support low-skilled workers in training to cover the need of the industry’
http://www.replayvet.eu/en/sectors/manufacturing-sector/manufacturing-sector-it/
21 For more information see How-to-Guide Czech Republic ‘Complex approach to increase the employability of socially
excluded, low skilled people’ http://www.replayvet.eu/en/sectors/manufacturing-sector/manufacturing-cz/
73. Support flexible and innovative proposals and pilot projects,
involving regional provision and support, to increase the
effectiveness of skills acquisition amongst low-skilled people
entering or already in the sector.
Examples from the project on achieving this include:
The ‘Building Plymouth’ construction good practice in Heart
of the South West Region (UK)22.
Create a permanent working group with all the key players
to establish a strategy to move the sector forward along
with specific courses of action for these group profiles.23
Raise the awareness of the importance of digital skills in the
changing labour market. This initiative should be addressed
to both workers and SMEs, for example through a system of
"Bonus Training" that finances participation in training
activities, and the implemented on the model of "Bonus
Culture" - a system of certification of skills and gamification
of training activities.24
4. Improve the attractiveness of sectors with future employment
opportunities and develop and communicate clearly the long-term
career opportunities and pathways that they offer, in order to
attract high quality, dedicated workers.
Examples from the project on achieving this include:
Developing a multi-partner strategy to attract a more
diverse workforce and enhance career opportunities.25
Improving ‘Fair work’ conditions and professional status of
the sector.26
Encourage positive action in sectors with a large gender gap
from the start of guidance about training, developing
arguments, support material and awareness actions for the
career advisors.27
22 For more information see How-to-Guide UK, England: ‘Policymakers: Supporting the long term unemployed back into
work or Skills utilisation and strategic approaches to drive up employer demand for low skilled and disadvantaged groups’
http://www.replayvet.eu/en/sectors/construction/
23 For more information see How-to-guide Spain, Basque Country: ‘Strategic approaches to adapt public aid and
programmes for a greater participation of the low-skilled people in the sectors’
http://www.replayvet.eu/en/sectors/social-care-sector/
24 For more information see How-to-Guide Italy: ‘New competences and new skills brought by the technological change or
Support low-skilled workers in training to cover the need of the industry’
http://www.replayvet.eu/en/sectors/manufacturing-sector/manufacturing-sector-it/
25 For more information see How-to-Guide UK, Scotland: ‘Developing strategic action plans for skills among low skilled
people in the Early Learning and Childcare sector’ http://www.replayvet.eu/en/sectors/early-learning-and-care-sector/
26 For more information see How-to-Guide UK, Scotland: ‘Strategic change approaches to overcoming the perceived low
status of Early Learning and Care (ELC) sector and increasing its attractiveness to the low-qualified people’
http://www.replayvet.eu/en/sectors/early-learning-and-care-sector/
27 For more information see How-to-guide Spain, Basque Country: ‘Strategic approaches to increase the attractiveness of
the sector for the low skilled people’ http://www.replayvet.eu/en/sectors/social-care-sector/
8Full report at: http://www.regionallabourmarketmonitoring.net/replayvet_project.htm
This Guide prepared by Dr Aleksandra Webb and Professor Ronald McQuaid, University of
Stirling, Scotland, UK.
About the Project REPLAY-VET is a 2-year seven partners-project led by Prospektiker (Spain)
funded by the Erasmus + Programme. It responds to Europe’s pressing need
to tackle replacement demand caused by an ageing workforce and a
persistently low level of skilled workers affecting many economic sectors.
The project has used a network of expert labour market analysts to explore
what new policy and practices will need to exist if Europe is to tackle
replacement demand priority new and in the future. The project focused on
groups with low skill/qualification levels, those economically inactive and
often outside of the employment. The work has resulted in a series of
workshops and stakeholders’ exchange events (with involvement of
Employment and Training and other Social Policy-Makers, Education and
Training Providers, Career Guidance Professionals, Employers, Public
Authorities and Agencies, Workers and Trade Unions) and written output
such as national and sectorial reports, ‘How To’ guides and a toolkit. For
more information on the project visit:
http://www.regionallabourmarketmonitoring.net/replayvet_project.htm
The European Commission support for the production of this publication does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
ANNEX – HOW TO GUIDES
Find your how-to-guide by theme:
SKILLS, EXPERIENCE AND ATTITUDES
EMPLOYABILITY SKILLS: MOTIVATION, ATTITUDE, PERSISTENCE, PASSION, PHYSICAL
AND MENTAL PREPAREDNESS.
Policymakers: Supporting the long term unemployed back into work
Complex approach to increase the employability of socially excluded low skilled
people
NEED TO ADAPT QUALIFICATIONS TO EMBRACE NEW TECHNIQUES: IMPROVING
VOCATIONAL SKILLS AND KEEPING THEM UP-TO-DATE WITH REGARD TO TECHNICAL
DEVELOPMENTS.
Career guidance information tool
Support low-skilled workers in training to cover the need of the industry
LACK OF APPROPRIATE CERTIFICATES / LICENSES
9Strategic approaches to adapt training to low-skilled workers in the strategic
sectors
SKILLS FOR THE FUTURE
Strategic approaches to increase the digital skills level of the low skilled people
Career guidance information tool
Support low-skilled workers in training to cover the need of the industry
LACK OF WORK EXPERIENCE OPPORTUNITIES FOR LOW SKILLED PEOPLE (LIMITING
OPPORTUNITIES ON APPRENTICESHIPS ETC)
Strategic approaches to improve the existing training offer for low wkilled
people
SECTOR ATTRACTIVENESS
SUPPORTING GENDER DIVERSITY
Overcoming the perceived low status of a sector and increasing its attractiveness
to the low-qualified people
TERRITORIAL AND ECONOMIC STRATEGIES DESIGNED TO DEVELOP EMPLOYABILITY
AND RETENTION OF WORKERS IN A SECTOR
Policymakers: Supporting the long term unemployed back into work
New competences and new skills brought by the technological change
Strategic approaches to improve recruitment, training and on-boarding
Strategic approaches to adapt public aid and programmes to greater
participation by low-skilled people in the sectors
Developing a strategic action plan for skills among low qualified people
Skills utilisation and strategic approaches to drive up employer demand for low
skilled and disadvantaged groups
HOW TO INCREASE JOB OPPORTUNITIES AND EMPLOYER DEMAND FOR WORKERS
(WHERE CURRENTLY THERE IS THE POTENTIAL TO INCREASE THE NUMBER OF LOW
SKILLED PEOPLE ENTERING THE SECTOR)
Skills utilisation and strategic approaches to drive up employer demand for low
skilled and disadvantaged groups
REGULARISATION OF ACTIVITIES (CONTROL) AND GENERAL UPSKILLING OF
PROFESSIONALS
Strategic approaches to increase the attractiveness of the sector for the low
skilled people
IMPROVE THE PUBLIC IMAGE OF THE SECTOR TO OVERCOME A PERCEIVED ‘LACK OF
ATTRACTIVENESS’ TO POTENTIAL ENTRANTS
Strategic approaches to increase the attractiveness of the sector for the low
skilled people
New competences and new skills brought by the technological change
Strategic approaches to improve recruitment, training and on-boarding
Overcoming the perceived low status of a sector and increasing its attractiveness
to the low-qualified people
Strategic approaches to improve employee retention and training
EVIDENCE-BASED INFORMATION FOR CAREERS COUNSELLORS
Career guidance information tool
ENCOURAGING SELF-EMPLOYMENT
Strategic approaches to increase the attractiveness of the sector for the low
skilled people
TRAINING OPPORTUNITIES FOR LOW SKILLED PEOPLE: MODIFICATIONS TO THE
EXISTING TRAINING OFFER
10 THE LACK OF SUITABLE DIDACTIC METHODOLOGIES AND THE NEED FOR TAILORED
SOLUTIONS AND INDIVIDUALISED (PERSON-CENTRED) APPROACHES
Complex approach to increase the employability of socially excluded low skilled
people
Strategic approaches to improve the existing training offer for low skilled people
Skills utilisation and strategic approaches to drive up employer demand for low
skilled and disadvantaged groups
TARGETED APPROACH TO SUPPORT SOCIALLY EXCLUDED PEOPLE
Policymakers: Supporting the long term unemployed back into work
Complex approach to increase the employability of socially excluded low skilled
people
FLEXIBLE DELIVERY – OVERCOMING PROBLEMS WITH TRAINING NOT BEING
AVAILABLE AT THE RIGHT TIME OR PLACE
Strategic approaches to adapt training to low-skilled workers in the strategic
sectors
COHERENT TRAINING ITINERARY
Strategic approaches to adapt training in the sector for the low-skilled
unemployed
ENSURING TRAINING REACHES LOW-SKILLED PEOPLE IN WORK (WHO OFTEN MISS
OUT ON TRAINING AND CPD)
Strategic approaches to adapt training to low-skilled workers in the strategic
sectors
PARTICIPATION OF COMPANIES IN INITIAL VOCATIONAL TRAINING AND WORK-
BASED TRAINING
Strategic approaches to improve the existing training offer for low skilled people
Support low-skilled workers in training to cover the need of the industry
BETTER STRATEGIES FOR WORKER RETENTION
Developing a strategic action plan for skills among low qualified people
Strategic approaches to improve employee retention and training
HOW TO INCREASE THE PARTICIPATION OF LOW SKILLED PEOPLE IN TRAINING
OPPORTUNITIES
Strategic approaches to improve recruitment, training and on-boarding
Strategic approaches to adapt training in the sector for the low-skilled
unemployed
BETTER COORDINATION BETWEEN PUBLIC INSTITUTIONS AND SOCIAL PARTNERS
Strategic approaches to adapt public aid and programmes to greater
participation by low-skilled people in the sectors
PROMOTION OF INNOVATIVE PROGRAMMES
Strategic approaches to adapt public aid and programmes to greater
participation by low-skilled people in the sectors
LIFELONG LEARNING TO ADDRESS SKILLS GAPS
New competences and new skills brought by the technological change
Strategic approaches to increase the digital skills level of the low skilled people
11You can also read
