Projects / Programmes
STRENGTHENING THE DIGITAL COMPETENCES OF VULNERABLE GROUPS TO IMPROVE EMPLOYMENT AND HIGHER ADDED VALUE IN THE LABOUR MARKET
| Code |
Science |
Field |
Subfield |
| 5.02.02 |
Social sciences |
Economics |
Business sciences |
| Code |
Science |
Field |
| S180 |
Social sciences |
Economics, econometrics, economic theory, economic systems, economic policy |
| Code |
Science |
Field |
| 5.02 |
Social Sciences |
Economics and Business |
digitalization, labour market, unemployed, elderly, employees, digital skills
Researchers (4)
Organisations (1)
Abstract
Technological progress, including automation, represent another important factor of production growth and prosperity, but which, on the other hand, need to pass through the transition period and strongly influences the labour market. Economists claim that the demand of mid-qualified jobs, if compared to high- and low qualified ones, has decreased due to the technology that replaces work at routine tasks.
Recent analyses, that foresee the automation of the labour market, have shown that some low-qualified sectors are particularly exposed to risks of partial or even complete technological replacement. Consequently, employees whose workplaces will be partially or completely replaced by technology will have to adjust to such changes during their professional career either by changing their knowledge (re-training), i.e. upgrading and broadening of the already acquired knowledge and skills, or by moving to a less-qualified working position.
Costs and lack of time are reported to represent major common obstacles for adult learning on all levels of qualifications, while those without any qualifications mostly state lack of confidence and interest as well as the feeling of being to old to learn. On the other hand, low-qualified workers and those from poor social-economic environments and minorities get most benefits of learning. If the trend continues, it will show that older and especially less qualified individuals will be particularly vulnerable on the future labour market which will most probably favour life-long learning (hereinafter: LLL).
Skills of the 21st century represent the basis for personal and social progress. The fact is that higher level of skills is connected with higher level of productivity, employment and income, while lower level of skills presents a serious risk for social exclusion and, on the social level, even social inequality. Lack of digital competences required by the labour market means greater exposure to risks of unemployment, poverty and social exclusion in particular of vulnerable groups of people, such as long-term unemployed, older staff and individuals with lower level of education. On one hand, there is a lack of adequate competences, and on the other, as many as 40 percent of European employers cannot find staff with knowledge and skills (digital competences) they need for growth and innovation. The digital transformation of the economic sector also means different ways of working and business-making. These new ways have a strong impact on knowledge and skills including innovation and entrepreneurship. Many sectors have been changing fast in terms of technology and thus the digital literacy is demanded at every workplace ranging from the simplest to the most demanding one.
Fast technological changes combined with long-term period of being out of any formal education put older staff in a position where they are urged to upgrade their knowledge and skills. In addition, these people participate much less in various on-the-job trainings. Therefore, permanent training is the key to maintain the long-term employability of older staff. Trainings about new technologies seem to be less accessible to older employees with less demanding job positions than to those with higher demanding positions. It is therefore important to address these challenges with policies for upgrading and learning of digital skills for vulnerable groups of employees.
Fast aging population, high level of unemployed young people and growing share of (inter)dependence cause concern about financial sustainability of social security systems and intergenerational cohesion.
The latest research outline three vital elements for undisturbed re-inclusion on the labour market: motivation, employability and possibility for training or employment. Older staff are less inclined to trainings and additional education than younger staff due to reasons connected with work. Although this is probably, at least partly, due to a lower number of in
Significance for science
Future challenges in digital competencies will require a substantial increase in the number of opportunities for the training of adults, especially vulnerable groups, in order to facilitate investments in knowledge and skills. The key challenge lies in the fact that a large number of individuals from vulnerable groups do not possess basic digital skills which are required to survive in a technology-rich work environment. The solving of this challenge will require an immediate and extensive increase of opportunities for their training. The increase of non-standard forms of employment is making this challenge even more difficult, as it is less likely that workers will receive training in such types of employment (and in the case of self-employment, they are themselves responsible for their training). The solving of this challenge could require the development of new instruments for facilitating investments in training (such as personal accounts for training or right to lifelong training) and mechanisms which enable the transferability of training rights among employers. Adjustments for more traditional financial measures, which facilitate access to training possibilities, such as grants and loans, might be required in order to be available to adults of all ages. The provision of education and training should be more adaptable so that individuals could overcome time constraints and tutelary obligations which impede participation. In general, the existing structures for lifelong learning may not be geared up for the significant changes that lie ahead. The main challenge lies in the fact that i) the majority of the future workforce has already left initial education; ii) the skills of these workers will become obsolete more quickly as a result of rapid technological change; and iii) they will be required to stay in the labour force for longer. It might therefore happen that a substantial increase in the scope of education and training will be required. In doing so, countries should fully exploit the opportunities presented by new technologies which allow access to courses to be scaled up massively at only a fraction of the cost of traditional courses (Good Jobs for All in a Changing World of Work: The OECD Jobs Strategy, 2018).
The LLL model cannot be successfully implemented if it is not supported by corresponding measures in legislation, administration, financing, the public network of organisations and programmes for adult education, public services, and an adult education infrastructure. The public needs to be made aware of the consequences of digitalisation concerning lifelong learning and the need for digital skills. More attention should be paid to the required digital competencies and the development of competencies and motivation for further and independent learning in order to maintain and increase employability in the labour market. The development of educational and learning strategies (didactics, methodology, teaching methods, and other educational work), which enable and support lifelong learning, must be encouraged.
McKinsey finds that successful programmes, which improve the path to employment, require education providers and employers to step into one another’s worlds and to actively work with their students early (McKinsey, 2012). The objective of the LLL model is to overcome the three main challenges in adult education as defined by McKinsey: constraints on the resources of education providers, insufficient opportunities to provide youth with hands-on learning, and the hesitancy of employers to invest in training unless it involves specialised skills (McKinsey, 2012, p. 21).
As digital inclusion is becoming less dependent on access to technologies and more on knowledge and skills, digital competencies have been recognised as key competencies in all OECD countries.
The relevance of the project is evident from the need for such knowledge and competencies in the labour market. The project can impact not only di
Significance for the country
Employers are willing to fund training to meet specific business needs, but may be unwilling to fund activities that strengthen the position of employees in the external labour market without receiving some form of financial compensation for the potential loss of an employee. Companies benefit from upskilling the workforce to take on new higher-level tasks, increasing productivity (which often offsets the initial cost of training) and ensuring an on-going supply of occupational- or sectoral-specific new skills for the organisation (particularly important if combined with a lack of experienced, skilled workers in the local labour market). However, empirical and case study analyses identify other benefits for employers such as: enhancing their attractiveness as an ‘employer of choice’; higher retention, leading to lower recruitment and training costs; compliance with legal or regulatory requirements; and increased capacity for innovation and adopting new technologies (Bhutoria, 2016) (Green, et al., 2016). Employers report improvements in their employees’ skills and abilities following public-funded basic skills training in literacy and numeracy. Of 4,239 employers surveyed in 2016, approximately 64% saw an improvement in employees’ abilities to perform and complete job tasks; the same number reported an improvement in employees’ abilities to work independently; 55% noted an improvement in employees’ ability to work in teams; and 42% saw an improvement in employees’ abilities to use technology (BIS, 2016a, p. 10) (IPSOS MORI Social Research Institute, 2016). The targeted research project (TRP) will undoubtedly bring benefits to employers, as they will gain guidelines on how to increase employability and added value of vulnerable groups of individuals. This can consequently increase company productivity and improve the general climate.
Furthermore, the lifelong training model for enhancing digital competencies and the motivation for the inclusion in the labour market and lifelong learning as one of the main results of the TRP will also provide a significant scientific and professional basis at national level. It will be useful at national level as it represents a base with guidelines on required knowledge for strengthening digital competencies of vulnerable groups of individuals. A well-functioning labour market is of key importance for solving digitalisation challenges, maintaining economic growth, and ensuring a fairer distribution of welfare in the society. The TRP will provide measures on how to enable vulnerable groups of individuals to use the opportunities offered by new technologies and markets while also assist them in facing the required changes and adaptations so that no one is left behind.
At national level, the digital competencies matrix will represent an important database of digital competencies which are required in the labour market. The digital competencies in the matrix will be classified according to the economic sector as well as the level of education, which will provide even greater added value to the matrix.
As the matrix will be the result of actual requirements in the labour market, the TRP will ensure better and matching competencies which are of key importance for the quantity of the work and the quality of the jobs.
The dissemination of knowledge on project achievements will focus on the public and undoubtedly contribute to raising the awareness of the importance of appropriate digital competencies and motivation for entering the labour market and of lifelong learning.
Furthermore, the TRP will offer a possibility for the development of a stronger link between the educational sector, training, and the labour market.
Most important scientific results
Annual report
2019,
2020
Most important socioeconomically and culturally relevant results
Annual report
2019,
2020
