Skills Anticipation and Matching
© Unsplash/Joshua Sortino
Skills Anticipation and Matching
23 Junio–4 Julio 2025
Presentación del curso
Skills mismatches and labour market imbalances affects all countries. Understanding how to anticipate skills needs and prevent labour market imbalances, therefore, is central to sound economic policy making. The Why?: Upon completion of this course, participants will have a good understanding of drivers that impact skills demand,realise why imbalances in the labour market occur in n and what are their consequences. The What?: This course will help participants identify milestones, questions, objectives and components of labour market information (LMI) as well asinstitutional roles and responsibilities. The Who?: Providers, users and target groups of skill needs anticipation. The How?: Participants will learn tools for skill needs anticipation and matching in the labour market in the wider context of labour market information and intelligence, and related institutional frameworks.
¿Quiénes participan en este curso?
- Policymakers and technical advisors of Ministries of Employment/Labour, Ministries of Education, as well as other Ministries working in the area of skills development and TVET; - Members of skills councils, national TVET authorities or similar institutions; - Representatives of workers' and employers' organisations involved in sectoral, regional or national skills anticipation; - Experts and technical staff working in the field of TVET planning; - Relevant staff from Public Employment Services (PESs) and other institutions engaged in skills matching; - Managerial and technical staff of institutions responsible for the collection and analysis of labour market information. - NGOs intervening in skills development area. - Private sectors, interested to be served with quality recruitment for productivity and willing to contribute in developing skills. - Staff from international cooperation agencies working in the area of TVET andskills development. End beneficiaries of this course include a wide range of individuals and groups benefitting from timely and accurate labour market information and pertinent training programmes and curricula, including e.g. job seekers form all ages and backgrounds, in particular youth and recent graduates; current and future students; planners in skills development, TVET and other education sectors; curriculum developers; staff of vocational training institutions; public employment services; career guidance services and businesses.
Objectives
The primary objective of this course is to help participants understand the importance of identifying current and future skill needs and labour market imbalances within a broader policy framework, and to consider potential ways to address these issues.
Upon completion of the course, participants will have:
- Acquired a good understanding of the drivers of change which impact the demand for skills and the reasons for labour market imbalances as well as their consequences.
- Grasped the roles and responsibilities of various actors involved in skills needs anticipation.
- Understood the underlying principles of and the different approaches to skills needs anticipation.
- Analysed different methods and tools related to quantitative and qualitative methods, which can be used for skill needs anticipation and matching supply and demand in the labour market.
- Discussed the different institutional approaches and implications of setting up anticipation systems.
- Acquired a better understanding of how to analyse and translate data from anticipation exercises into adequate policy making and planning.
Format and Methodology
This innovative learning course has been designed according to a learner-centred approach to better involve participants and keep them motivated. It is highly interactive and engaging, using a variety of methods to make the course captivating and relevant.
Participants will need to complete modules consecutively. Participants who successfully complete the course will receive a Certificate of Achievement.
