1 / 22

Creating Model for Labour Market Intelligence and Skills Forecasting : Introducing the Framework

Creating Model for Labour Market Intelligence and Skills Forecasting : Introducing the Framework. Short-term experts: Dr. S.Maciukaite-Zviniene Jolanta Silka.

leem
Télécharger la présentation

Creating Model for Labour Market Intelligence and Skills Forecasting : Introducing the Framework

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Creating Model for Labour Market Intelligence and Skills Forecasting: Introducingthe Framework Short-term experts: Dr. S.Maciukaite-Zviniene Jolanta Silka Twinning Project - Support to strengthening HE system in Azerbaijan

  2. “Economic crisis, climate and structural change, and demographic developments, including ageing and migration, are posing huge challenges for economies and labour markets in Europe and across the world. Driving economic recovery through skills enhancement is crucial because skills are, and will be, needed to respond to the new economic structures that will emerge and to fill the new jobs that will be created.” (CEDEFOP, 2009)

  3. SKILLS VERSUS HUMAN RESOURCES 1 step - hiring for job openings; 2 step – human resource planning; 3 step – understanding drivers that influence skills demand; 4 step - identifying skills demand; 5 step - planning skills.

  4. BE REALISTIC IN FORECASTING SKILLS Notice to Rememeber • We can only track and measure what we know • Networking with key stakeholders is essential

  5. CHALLENGES DEFINED DURING THE MISSION 1.3 • Balancing all sectors of education to meet the labour market and economic needs; • Involving key stakeholders and major ministries to ensure evidence based policy making; • Linking higher education and research to ensure the quality of education.

  6. STAKEHOLDERS AND THEIR NEEDS REFLECTION FROM THE MISSION 1.3 Ministry of education and science and other officials who make major operation and funding decisions—LMI is a crucial input to informed decisions at the national and local levels. They can make better decisions for both short- and longer-term market transitions, planning of finances, and preparation of human resources. Employers: LMI can support the needs of business establishments for recruiting, improved work processes and services, expansion and location planning, andemployeeskilldevelopment. Education and training institutions: LMI can help to determine program offerings, curriculum design, and career services to students, in addition to otherneeds. Individuals : LMI system can help individuals manage their career planning and development over their lifetimes Adopted by the authors: interviews performed in mission 1.3 and literature

  7. RECOMMENDATIONS ON THE MONITORING OF PERFORMANCE RESULTS OF THE NATIONAL STRATEGY FOR THE DEVELOPMENT OF EDUCATION OF THE REPUBLIC OF AZERBAIJAN

  8. FRAMEWORK OF OPERATIONAL MODEL

  9. Adopted by the authors (Forcasting Skill demand and supply: best international experiences, 2016)

  10. PRIMARY, SECONDARY AND VOCATIONAL EDUCATION • Primary and secondary education (national level) • Career coordinator in every school • Professional orientation is a part of curriculum (pilot) • Development of entrepreneurial skills of pupils (pilot) • Teachers career development • Vocational education (national level) • Career coordinator in every school • Apprenticeship (pilot)

  11. HIGHER EDUCATION • Qualification framework and standards • Networking • Monitoring and data analysis

  12. NETWORKING IN HIGHER EDUCATION Universities • reinforcement of public councils (legal regulation since 2005) • career center in every university National Rectors Conference (to be established) • prepare professional standards (ministry is in charge of coordination and provision of guidelines) • involve in preparation of national qualification standards • network with employers and decision maker

  13. NETWORKING IN HIGHER EDUCATION Employers • initiate the reinforcement of national association or encourage to establish a new one (dialogue with the ministry of economy); • Quality assurance (for ex.: experts assessing study programmes); • Annual survey (participation); • Members of public councils at universities. National Student and Youth Organization • initiate the reinforcement of cooperation with ministry of education and strengthen it; • Quality assurance (for ex.: experts assessing study programmes); • Annual survey (perform and coordinate in cooperation with ministry); • Members of public councils at universities (home university students)

  14. MONITORING AND DATA ANALYSIS (LMI) MONITORING AND DATA ANALYSIS Well organised LMI enhances productivity, competitiveness, and economic growth, while also reducing social inequality; LMI is crucial in managing transitions from one level of education to another and transitions between education and working life; The provision of LMI positively affects the outcomes of labour market adjustments LMI is much more cost-effective than many other labour market interventions Incomplete information on both sides involves the existence of information asymmetries, making it difficult for both sides to find the appropriate matches. This incomplete information results in high transaction costs. Both firms and workers have to make a sunk investment before they find each other. Source: TheImpactof LMI on the Career Decision-Making Process, 2005

  15. MONITORING AND DATA ANALYSIS (FEATURES OF LMI) • Data elements, analyticenhancements, information, andintelligence. • Delivery and dissemination systems and products. • User support including labour market analysts, intermediaries such as counsellors, human resource specialists and consultants, business associations, economic development personnel, teachers and others; tools and resources to assist customers in the effective use of information in making informed labour-market related plans and decisions. Source: The Impact of LMI on the Career Decision-Making Process, 2005

  16. MONITORING AND DATA ANALYSIS (TYPES OF DATA OF LMI) • Labour market conditions data provide information on the overall structure and condition of the labour market, including its demographic composition, trends in employment and unemployment, labour turnover information, and information on labour force dynamics—the movement of people into and out of the labour force. • Industry data organize employment, wages, and other information by the type ofproduction processes used. Industry data also include Information on job creation and destruction and the life cycle of business establishments. • Occupational data organize employment, wages, and other information by the type of work performed and identifies the skill requirements and other occupational characteristics of workers and jobs. • Labour market projections examine labour force, industry, and occupational trends, and provide a picture of future employment and job openings based on assumptions about economic growth.

  17. MONITORING AND DATA ANALYSIS (TYPES OF DATA OF LMI) • Business establishment lists provide information about individual business establishments, such as name and address, industry, employment, and payroll. These lists also provide the sampling universe for business surveys. • Labour market dynamics information examines the flows of workers into and out of employment, and the creation, expansion, contraction, and disappearance of businesses, and factors related to these dynamic changes. • Current job vacancies information identifies job openings for which employers are actively seeking workers. • Data on employment and unemployment include information on the employment, earnings, and other items for individual workers, information on individual job seekers contained in resume or applicant files, as well as program information on individuals in workforce training or other programs. • Education and training resources information identifies education and training institutions, programs and courses, information on access to and the quality of these training sources, and information on financial assistance.

  18. RECOMMENDATIONS ON TYPES OF DATA UNIVERSITIES ANUALLY PROVIDE NATIONAL DEPARTMENT OF STATISTICS

  19. SECTIONS FOR EMPLOYERS SURVEY • Structure of employers by sector • Hiring in a previous year(s) • Changes in a structure of employment in a previous year(s) • Structure of new employment • Difficulties in hiring • Modes of hiring – looking for a new employee • Scarce occupations • Planned employment in the next year(s) • Structure of planned hiring by the size and sector of an enterprise • Regional distribution of planed hiring • Structure of planned open-ended and fix term hiring by the size and • sector of an enterprise • Planned hiring by occupations • Planned hiring by educational level and required competences • Expected changes in a number of employed in next year • Expected changes in a number of employed by counties/regions • Reasons for decrease/decrease in employment • Characteristics of potential excess labour force • Occupation of potential excess labour force Adopted by the authors. EU CEDEFOP project “PROGRESS” 2007-2013

  20. KEY QUESTIONS UNIVERSITIES MUST HAVE ANSWERS TO Source: Using LMI in a college context, 2015

  21. Data bases provide foundation to the system, and provision of quality-data, design, ease on access, quality of analysis, a relevance of format, dissemination, presentation to decision makers – ensure the success. THANK YOU

More Related