skills for industry · 2019-11-03 · on the other hand, the digital transformation is one of the...

Skills for Industry

Skills for Smart Industrial Specialisation and Digital

Transformation

Final Report

Written by PwC

September 2019

EUROPEAN COMMISSION

Executive Agency for Small and Medium-sized Enterprises (EASME) Department A ndash COSME H2020 SMEs and EMFF

Unit A1 ndash COSME

Contacts

Andreacute Richier Principal Policy Officer DG for Internal Market Industry Entrepreneurship and SMEs Unit for Advanced Technologies Clusters and Social Economy

Rue des Nerviens 105 B-1040 Brussels Belgium Tel +32 2 29 69 110 Email andrerichiereceuropaeu Paola Garciacutea Isaak Project Adviser Executive Agency for Small and Medium-sized Enterprises (EASME) COSME Unit A15 Competitiveness COV2 12056 B-1049 BrusselsBelgium Tel +32 2 29 81816 Email paolagarcia-isaakeceuropaeu

Skills for Industry


Transformation

Final Report

LEGAL NOTICE

This document has been prepared for the European Commission however it 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

More information on the European Union is available on the Internet (httpwwweuropaeu)

Luxembourg Publications Office of the European Union 2019

ISBN 978-92-9202-547-2 doi 102826550778 ISSN Linguistic version EN PDF Mediavolume PDFVolume_01 Catalogue number EA-01-19-570-EN-N

copy European Union 2019

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to your questions about the European Union

Freephone number ()

00 800 6 7 8 9 10 11

() The information given is free as are most calls (though some operators phone boxes or hotels may charge you)

This study was carried out for the European Commission by

PwC EU Services EESV Woluwe Garden Woluwedal 18 BE-1932 Sint-Stevens-Woluwe Belgium

For further information on this report please contact the authors Laurent Probst Engagement Partner Office +352 49 48 48 2199 Mobile +352 621332199 Email laurentprobstpwccom Bertrand Pedersen Project Manager Office +352 49 48 48 4365 Mobile +352 621334365 Email bertrandpedersenpwccom Jill Wenger Senior Associate Office +352 49 48 48 2229 Mobile +352 621332229 Email jillwengerpwccom

6

EXECUTIVE SUMMARY

Professionals with high-tech skills have a strong potential to serve the growing needs created by

smart industrial specialisation and digital transformation They offer a solid foundation for the work

of the future The competitiveness of the European industry is highly dependent on the knowledge

competencies and creativity of its workforce Skills shortages and gaps combined with mismatches

between labour supply and demand harm investment They are already quite significant and are

likely to widen due to the major disruption the Fourth Industrial Revolution brings to the scale at

which training efforts currently take place The skills for industry initiative aims at developing a

common vision and actions on skills for smart industrial specialisation and digital transformation

with a view to increase the capacity of industry trade unions education and training organisations

and policymakers to shape the workforce transformation in Europe It aims to help cities regions

and Member States in designing and implementing ambitious upskilling and reskilling policies

Smart industrial specialisation and digital transformation

Smart industrial specialisation refers to the coordination within specific regions between industrial

governmental and academic players to develop a collective strategy for regional economic

development by prioritising industrial sectors where the region has key competitive advantages

The concept emerged in conjunction with the smart specialisation strategy In this process the

European cluster observatory has provided strong evidence by defining newly emerging industries

and relevant sector-specific framework conditions needed for boosting their development Thus

industry clusters have become one of the key catalysts in support of industrial specialisation Given

the need for critical mass in RampD and innovation the industrial modernisation platform1 has

been launched to allow for cross-border and cross-sector partnerships all across the European

Union (EU) and to establish a stronger industrial capability and specialisation for smart industrial

specialisation To this end the European Commission launched the Vanguard initiative in 2015 and

the European observatory for clusters and industrial change in 2018

On the other hand the digital transformation is one of the major trends that is affecting the

economy and society This brings the transformation of business activitiesfunctions processes

models ecosystems asset management organisational culture ecosystem and partnership

models as well as customer worker and partner approaches2 As for the digital transformation of

the EU industry its importance is highlighted under the digitisation of EU industry strategy and the

established digital innovation hubs under the digitising European industry initiative3

In terms of global competitiveness the EU holds a remarkable global market share in automotive

semiconductors (55) followed by robotics (33) embedded systems (30) and semiconductor

equipment and photonics components (20 each) The EU also holds the highest market share in

1 Smart Specialisation Platform 2018 Industrial Modernisation Available at

https3platformjrceceuropaeuindustrial-modernisation [Accessed 4 June 2019] 2 i-scoop 2018 Digital transformation online guide to digital business transformation Available at httpswwwi-

scoopeudigital-transformationDigital_business_transformation_8211_a_holistic_approach [Accessed 4 June 2019]

3 European Commission 2018 Digitising European Industry Available at httpseceuropaeudigital-single-

marketenpoliciesdigitising-european-industry [Accessed 4 June 2019]

7

enterprise wearables (40) and scores second in 3D printing (28) when compared among a

group consisting of North America Asia-Pacific and the rest of the world However artificial

intelligence in the EU (15) falls well behind North America (775) while in advanced robotics

the EU (20) falls well behind Asia-Pacific (63)

Regarding the EUrsquos competitive positioning on readiness for future manufacturing the majority

of Member States (Germany Sweden Austria the Czech Republic Ireland Finland France

Belgium Italy Poland Slovenia Spain Estonia Denmark and the Netherlands) fall into the

lsquoleading countriesrsquo category worldwide together with the US Japan South Korea China Singapore

and Canada However Portugal Lithuania Slovakia Romania Hungary Latvia Bulgaria Croatia

Greece and Cyprus are further behind when using the World Economic Forumrsquos measures The

generation of patents on advanced technologies is developed across most EU regions while

distribution is heterogeneous across the EU Patents are focusing on advanced manufacturing

systems advanced materials and micro and nano-electronics while nanotech has the smallest

share as mentioned in 2015 in the report of the High-Level Group on key enabling technologies

Major efforts are made to implement specialisation and digitisation strategies at city regional

national and EU levels and industry-led initiatives appear to have been quite successful Yet

despite significant efforts being made at all governance levels a growing skills gap can be observed

between the skills needed to strengthen industry in Europe and the workforce currently available

emphasising the need for a comprehensive skills for industry strategy

High-tech skills in Europe

Behind current and future skills gaps lies a changing demand for various skills CEDEFOP the OECD

and the World Economic Forum forecast that elementary work manual low-skilled jobs and jobs

consisting of routine tasks will decline while non-manual and highly skilled jobs will increase At

the same time reports show that demand for jobs that include programming is growing 50 faster

than the job market overall and workers with skills that fit hybrid jobs are particularly sought

after4 The skills requested by industry are not merely technical Over the last decade the concept

of T-shaped skills has emerged referring to a professional worker having a combination of both

general skills across multiple domains and specialist skills within (at least) one domain Facing the

challenges of automation and artificial intelligence future professionals are likely to be increasingly

creative innovative and entrepreneurial capable of building relationships advancing research and

strengthening their organisations They are characterised by both breadth and depth of their

expertise The breadth of the future professional reflects the individualrsquos willingness and ability to

collaborate across industries sectors and disciplines The depth of the future professional refers to

the depth of the industry-related and sectoral skills and knowledge that the individual possesses

As such this report considers high-tech T-shaped skills an imperative for the EUrsquos competitiveness

The conceptualisation of high-tech T-shaped skills primarily focuses on programmes projects and

curricula that combine high-tech skills with specific complementary skills namely ndash technical skills

in adjacent domains skills related to quality risk and safety management entrepreneurial and

4 High-Tech Skills for Industry Digital Organisational Frameworks and IT Professionalism 2019

8

leadership skills communication innovation emotional intelligence skills and the ability to

consider ethical implications

Figure 1 T-shaped skills model5

The category of technical skills relevant to smart industrial specialisation and digital transformation

covers researching and developing production technologies (eg advanced materials) digital

technologies (eg artificial intelligence) cyber-technologies and digital technology skills The

stakeholder survey indicated that skills shortages are expected in all these domains and to address

them new educational curricula and teaching methods will be needed across all educational levels

ndash from vocational training and University programmes down to primary education

The analysis of the state of play of current policy initiatives relevant to high-tech T-shaped skills

has led to the following findings

The dominant focus is currently on co-developing educational initiatives and materials

Initiatives that introduce high-tech topics to children starting from an early age and those

that adapt University programmes to the human-capital needs of industry are also common

Initiatives typically focus on technical aspects while combinations of technical skills and

managerial and entrepreneurial skills are also common as of quality risk and safety skills

Emotional intelligence as a skill type is not apparent in the initiatives that have been

analysed

The systems-thinking aspect is also not apparent in the initiatives encountered so far

Common features of initiatives relevant to high-tech and crosscutting skills include

Involving and mobilising industrial partners and local government

Targeted delivery methods of specific skills-development initiatives and

Sectoral coordination of policies and initiatives across Europe

Digital transformation changes professions occupations and job tasks throughout sectors and

markets Consequently betting on upcoming graduates and prospective workers to fulfil labour

5 PwC Analysis

9

demand in the coming years may not be enough Considering the sheer numbers involved

retraining current workers may prove vital to preparing enough people for working both in new

jobs and in new sectors Subsequently future-oriented education and training efforts will need to

include current workers in the European labour force Moreover dual-track education is identified

as a relevant system to develop high-tech T-shaped skills

Comparison between US and EU

Several observations can be made regarding high-tech skills between the US and the EU First

they face comparable skills challenges for similar technology domains and the notion of skills gaps

will require both precise definition and constant refinement Second in the US there are numerous

initiatives focusing on the needs of the lower skilled many of them launched separately by large

IT companies and there is nothing comparable to the EU Erasmus+ programme Third the US

defence and security programmes matter a lot for investments in research innovation and the

subsequent development of high-tech skills Finally the US has been for a long time a magnet for

gifted international students entrepreneurs and high-tech talent

The high-tech areas that receive significant policy attention are similar ndash especially domains that

relate to information technology advanced manufacturing systems biology and life sciences and

innovative materials The challenges that the US and EU share include difficulty to fill positions

scarcity of young high-tech talent gender and minorities issues ageing high-tech workers skills

shortages need for more academia-industry collaboration and increasing industry demand for

better-prepared graduates Keeping (future) workers up with the demands of a fast changing

economy through upskilling and reskilling is important In some work fields and regions in the US

workers do not have the right skills for the available jobs However there is little evidence of a

nationwide shortage in the science and engineering (STEM) workforce In general policy thinking

will benefit from focused discussion on skills shortages gaps and mismatches as considering only

the supply side of the market (workers needing to upskill or reskill) leads to a blinkered focus and

may hinder effective policymaking Instead policymakers should consider all factors including a

decline in aggregate demand regional market differences and the role of labour-market

intermediaries such as employment agencies or trade associations and employer relationships with

technical colleges or other institutions Overall policymakers should focus on knitting together the

supply and demand sides of the labour market as well as think about implementing the necessary

financial and institutional mechanisms to stimulate both sides of the market

The US policy landscape primarily focuses on the lower skilled Both at federal level and at state

level public policy predominantly targets workers without a College degree Key policy instruments

such as Career Pathways and Cluster Skills Development are coordinated at the vocational post-

secondary level by community colleges that work together with social service providers economic

development agencies employers and labour unions but not necessarily with Universities high-

tech companies or start-up communities Large US information technology companies have a long

tradition of launching their own digital skills initiatives (with variable geographic coverage scale

and duration) through a combination of free courses and training materials aiming at providing

opportunities to socially disadvantaged groups These contribute to demonstrate their corporate

social responsibility and improve their image in the public The largest IT companiesrsquo initiatives are

also often rolled out globally to various part of the world for the same reasons

10

Most importantly the US defence and security industry is a catalyst for high-tech skills attainment

A major point of difference in the high-tech skills domain between the US and the EU can be found

in the US defence and security ecosystem For decades the US military has invested heavily in the

design development and manufacture of weapons capabilities and has had a stake in a steady

supply of a local high-skilled workforce At the same time investments in defence-related research

and development in Europe have not been as significant and have been decided on at the Member

State level The US approach has resulted in a sizable labour-market footprint of their defence

industry which employs high-skilled high-tech workers generates awareness of high-tech careers

among students and prospective workers and increasingly teaches T-shaped skills

On the other hand the EU can in the future develop a strong ecosystem by developing large-scale

projects on climate change in which high-tech skills will be required and potentially developed

Good practices in Europe

Both state-of-play analyses provide multiple examples of initiatives and programmes that support

both smart industrial specialisation and digital transformation and the development of high-tech

T-shaped skills Selected examples of good practices have been initiated by stakeholders at

different levels national authorities (eg Skillnet Ireland Luxembourg Digital Skills Bridge)

regional and city authorities (eg Allianz Industrie 40 Baden-Wurttemberg Associazione Fabbrica

Intelligente Lombardia Building the Right Investments for Delivering a Growing Economy

(Rotterdam) Business and Shared Services Centre (Fundao) 6Aika (Helsinki Espoo Vantaa

Tampere Turku and Oulu) Skills for Londoners strategy and corporates (eg Airbus Engineer of

the future Bosch Centre of Artificial Intelligence Cisco Networking Academy and IBM Skills

Academy) Moreover clusters (eg Brainport Development Silicon Europe) non-profit

organisations (eg Technofutur TIC ReDI School of Digital Integration) as well as academic

institutions (eg IMEC Academy PROMPT) have initiated programmes that proved to be successful

Alternatively two main types of initiatives can be distinguished

Good practices that address the supply of skills which refer to trainings and upskilling of the

labour force (eg IMEC Academy PROMPT Technofutur) and

Initiatives that target skills needs to further innovation and enhance the competitiveness of

key sectors with a focus on SMEs (eg Silicon Europe Brainport Development and CNSP)

Both types of policy initiative help address the labour market challenges in a knitted approach of

supply and demand

The selected initiatives demonstrate that all stakeholders - public private academia clusters and

international organisations need to be aware of the skills challenges All the good practices

analysed have proven the importance of cross-sectorial and cross-regional collaboration They

have also highlighted the need for transversal cooperation among public and private bodies as well

as between different sectors and industries In this sense all parties need to undertake a concerted

approach to addressing the problems at local regional national and EU-level Special attention

has been paid to selecting good practices that break with traditional silo organisational structures

and encourage transversal activities The coordination is necessary to make sure that all initiatives

and policies are effective complement each other and do not duplicate efforts On the other hand

11

comprehensive policies need to be implemented to support SME development Lastly more

transversal flexible education and training systems are needed

Skills for industry strategy

The insights from the analysis presented above as well as from a series of expert workshops and

stakeholder surveys have informed the development of a common vision and recommendations

resulting in a skills for industry strategy towards 2030 and beyond This vision intends to foster

the development of skills for excellence prosperity and personal development It aims to mobilise

resources at the local regional national and EU level collectively to make skills an opportunity for

everyone It further aspires to raise momentum by inspiring key players to take part in designing

and powerful skills strategies

By 2030 all Member States are implementing national skills strategies and have introduced

the necessary mechanisms to ensure the continuous follow-up of high-tech skills needs

By 2030 the high-tech skills gap has been practically closed

By 2030 the basic digital skills gap has been more than halved

By 2030 two out of three adults upgrades their skills in any given year

The vision aims to introduce a paradigm shift to the ecosystem of workforce planning education

and training provision for skills development A major goal is to make lifelong learning a reality for

all by empowering individuals and giving them greater autonomy and responsibility for their own

skills development All individuals should benefit from lifelong learning opportunities as well as

from agile and modern learning methods using tech-based tools and modern teaching methods

The key characteristics are illustrated below

Figure 2 The nine characteristics of the high-tech skills vision6

6 PwC Analysis

12

13

Recommendations for actions

To facilitate the operationalisation of the vision a set of policy recommendations will guide different

stakeholder groups on developing and implementing their own skill strategies in alignment with

their industrial RampD innovation education training and RIS3 strategies The recommendations

encourage the development of forward-looking dynamic interactive multi-stakeholder driven and

agile upskilling initiatives that leverage on real-time AI-based labour market assessments and

foresight tools for evidence-based decision-making The recommendations have been grouped in

nine modules which are presented in detail by highlighting the key actions developed

Figure 3 The nine modules for the operationalisation of the vision7

1 Leadership and governance The successful design and implementation of a skills for

industry strategy requires the mobilisation of skills leaderschampions to coordinate efficiently

activities at city regional national and EU-level (connecting academic business public and

community leaders) resulting in strong partnerships commitments and governance structure

Skills alliances should be set-up and tasked with the design and implementation of territorial

reupskilling strategies Members of these alliances should include representatives from industry

from the traditional educational system trade union spokespersons as well as local cluster

representatives Business leaders have an important responsibility as the strategy must be based

on current and anticipated skills and recruitment needs

Bringing together all relevant stakeholders under a motivated leadership would facilitate the

active implementation of scalable reupskilling solutions with a sustainable and longer term

perspective The structures should remain agile and well resourced The development and

operationalisation of the strategies will require significant investments at all levels and the various

funding programmes and instruments need to be mobilised and coordinated efficiently to contribute

successfully to the EU skills for industry strategy

2 Territorial skills strategies To strengthen the competitiveness of the industry and foster

new jobs creation efficient territorial reupskilling strategies need to be developed and

implemented consistently at all levels Led by territorial skills alliances these strategies should set

clear objectives measurable and achievable targets with a roadmap and strict deadlines to allow

7 PwC Analysis

Leadership amp Governance

Territorial skills strategies

Dedicated funding for reupskilling

Incentives for individuals and

businesses

High-quality vocational

education and training

Accelerated world-class curriculum

Industry-led training

infrastructures

Talent detection and nurturing

Communicationat all levels

14

for timely implementation They should be based on robust and reliable data foresight and

information that will allow policy makers to identify future skills trends and requirements

Moreover these strategies should be mindful of the latest developments in key technological

areas (eg AI robotics nanotechnologies advanced materials etc) and fully align with clusters

and research and innovation strategies for smart specialization (RIS3) Increased cross-border

collaboration should be encouraged to build on synergies between regions and facilitate the

implementation of skills strategies Industries value chains and areas of specialisation are not

geographically bound Greater collaboration on the provision of training across borders could

reduce costs for regions while underlining a common skills vision in Europe

3 Dedicated funding for reupskilling The reupskilling of the workforce will require

significant financial support at all levels (city regional national and EU) and rely on both public

and private sources8 Relevant European funding programmes and instruments should be

promoted to enable the set-up and implementation of territorial reupskilling strategies Dedicated

funding mechanisms should be introduced with the intention to support the effective lifelong

learning of Europersquos workforce Furthermore pre-financing mechanisms that will allow smaller

businesses to reupskill their workforce should be envisaged

Given the diversity of funding schemes available a one-stop-shop providing stakeholders with

a clear view on all the funds available is highly recommended To ensure the most efficient use of

funds and foster a wider momentum those interested in advancing the skills of the workforce

require a clear view on the funds available their target groups as well as on the rules and

application criteria to respect (simplification and commonality is highly recommended)

Simultaneously a branding of the funds should be considered and their benefits easily identifiable

So-called reupskilling funds should be promoted at city regional national and EU-level and would

regroup relevant funding mechanisms available under a dedicated logo and umbrella structure

In the context of the new multi-annual funding framework (2021-2027) the financial support

for the Blueprint for sectoral cooperation on skills should be expanded At present its pilot activities

in key sectors are financially supported only at the EU-level Yet in conjunction with the skills for

industry strategy the cooperation framework of the Blueprint aims to expand and rollout its

activities to the national regional and city level working directly with national regional and local

authorities as well as key industrial stakeholders In addition in line with the subsidiarity principle

the scope of activities supported at EU level could be more focused to the testing of highly

innovative and thus more strategic reupskilling initiatives than the much larger and more

operational ones implemented at the other levels

4 Incentives for individuals and businesses The strength of workers in the labour market

is in their own skills creativity adaptability efficiency and productivity They constitute the core

of their professional (human) capital and guarantee to a large extent their employability When

they leave an organisation they take their skills with them Workers should be supported in their

efforts to acquire new skills during their professional life

8 Skills for Industry Scaling up Best Practices and Re-focusing Funding Programmes and Incentives 2019

15

One possible incentive scheme to contribute to make lifelong learning a reality for all might

represent the introduction of lifelong learning and skills insurance plans which would adopt a

similar framework to traditional capital insurance plans with a specific focus on the acquisition of

skills by individuals in case they lose their job or want to transition to a new positionfield

Simultaneously individuals would be given the opportunity to build up a lump sum of money (eg

individual learning accounts) that they could use to finance their trainings and continued education

At the same time they would benefit from advantageous tax arrangements and an attractive return

on investment Lifelong learning and skills insurance plans could be introduced at national

individual or corporate level depending on local conditions

Another solution would be the introduction of corporate skills insurance plans that would allow

business owners to invest in the future skills development of their employees Similar to existing

car fleet programmes corporates could subscribe to corporate skills insurance programmes to

ensure the continued reupskilling of their workforce To encourage the uptake of reupskilling

activities at the individual level corporates could envision introducing a bonus system that would

benefit those employees that regularly complete trainingscertifications offered at company level

Hand-in-hand with the corporate skills insurance plan incentives encouraging the wider uptake of

reupskilling efforts should be highlighted Employers should be encouraged to invest a certain

percentage of their profit into dedicated Vocational Education and Training (VET) savings accounts

that would serve the continued training of their employees

In addition governments could top-up the amounts committed to the lifelong learning of

employees facilitating individualsrsquo and employersrsquo investment into the continued acquisition of new

skills SMEs could benefit from dedicated assistance Besides the financial contributions received

additional support should be offered in the form of advice on trainings and certificates needed or

the optimised organisation of the workforce to allow for the inclusion of trainings into the work

culture In line with the introduction of individual accounts private actors should be encouraged

to share their corporate VET programmes with non-employees Corporate academies should be

opened to the wider public to encourage the exchange of knowledge among industries and facilitate

the recruitment of available talent Further financial incentives could be envisioned at EU national

or regional level to support these efforts

5 High-quality vocational education and training Europe must aim at the highest quality

standards in education and training The relevance of the curricula offered should be compared to

market needs and international best practices VET curricula need to be reviewed to provide

students with the knowledge and high-tech T-shaped skills necessary on the labour market they

need to be job-driven In line with this review a new set of quality criteria should be established

to allow for the objective assessment of trainings (both on- and offline) offered Quality criteria to

be implemented need to be clearly defined and easily understandable to facilitate their integration

End users should no longer face difficulty when searching the relevance and the quality of

trainings offered (especially online training9) They should be able to integrate these quality criteria

into their personal skills development plan The relevance and quality of VET across the EU would

9 Skills for Industry Promoting Online Training Opportunities for the Workforce in Europe 2019

16

further benefit from the strengthening of the European credit system for vocational education and

training (ECVET)10 It would streamline the certification criteria across all Member States and would

facilitate the mobility of skilled workers as well as the exchange of knowledge and trainings across

borders

6 Accelerated world-class curriculum As mentioned above a review of curricula offered and

their alignment to current industrymarket needs should be envisioned Each course offered should

be set-up to target specific skills needs of industry The introduction of AI tools assessing new skills

and labour trends should be used to this advantage Education and training providers should

increase their cooperation with industry to adapt their curricula in line with industry needs In line

with the continuous adaptation of curricula Universities and training providers need to be given

the flexibility to change the structure and content of their courses more rapidly11 The application

process to ensure the official recognition of the degreescertificates provided thus needs to be

accelerated streamlined and when appropriate recognised EU-wide This process should be mindful

of the transformation of educational systems and thus need to remain open to innovation

Private-public partnerships are becoming increasingly important to ensure that the courses

and trainings offered are aligned with industry needs Universities signing cooperation agreements

with industry and including industry expert knowledgeinput into their curricula could benefit from

prioritised public funding to recognise their efforts On the other hand curricula with little impact

on the employability of students should thus be progressively phased out

The modernisation of education requires the re-invention of the teaching profession Teachers

professors and trainers will have to be on boarded on this new vision of skills development They

need to be equipped to better understand the demands of labour markets and adopt new innovative

teaching approaches and methodologies They should collaborate with industry to give students

the opportunity to learn directly from the best experts who are currently working in the field

Industry experts can teach learners not only the most relevant technical skills but also the soft

skills to prepare them for the realities they will face on the real world

7 Industry-led training infrastructures New partnership models between industry and

education and training providers should be encouraged to develop new learning infrastructures

Together new training methodologies can be established and the provision of curricula expanded

Industry leaders need to invest in the overall skills development of Europersquos workforce to guarantee

the sufficient availability of talent necessary to drive in-house innovation

The support and networking at EU level of centres of VET excellence - strongly embedded in

local innovation ecosystems - would enable to establish a world-class reference of centres sharing

common interest in specific sectors or innovative approaches to tackle societal challenges These

would contribute to the provision of high-tech skills and competences leading to good quality jobs

and career opportunities meeting the needs of an innovative and sustainable economy

In line with the need for EU-wide high quality criteria for VET the accreditation of industry-led

training infrastructures and the trainings offered should be widely disseminated to facilitate the

wider uptake of reupskilling efforts To ease the accreditation process and thus drive the

10 httpseceuropaeueducationpolicieseu-policy-in-the-field-of-vocational-education-and-training-vet_en 11 Skills for Industry Curriculum Guidelines 40 for key enabling technologies and advanced manufacturing 2019

17

introduction of industry trainings the processes and procedures of the European Cooperation for

Accreditation to become an accredited training provider should be reviewed and where possible

streamlined and strengthened

8 Talent detection and nurturing A new approach to early talent detection in education as

well as in corporate settings should be developed A working group should be created at EU level

to investigate new ways of detecting hidden talent at both an early and later stage as well as on

how best to support individuals that are highly gifted In line with the development of a new talent

detection and retention approach best practices should be widely disseminated to encourage a

broader up-take By spreading information on innovative solutions and facilitating the exchange of

new ideas the talent detection and retention system developed would be continuously improved

These efforts should pay special attention to women migrants and youth not in employment

education or training as they need to be better integrated into Europersquos workforce of the future

These groups need to be given more opportunity to identify and nurture their talents Female

talent especially should be increasingly supported in its development of high-tech T-shaped skills

Actions dedicated to the detection of female high-tech talent should be introduced at an early stage

to tap into this under developed high-tech talent pool

9 Communication at all levels A communication campaign under a common branding should

be envisioned in the EU A high-level awareness raising campaign could be launched highlighting

wider trends and underlining the EU funding mechanisms available to support Member States

regions cities businesses and individuals in their reupskilling journey An interactive platform

(linked to the one-stop-shop mentioned above) allowing for the widespread dissemination of tools

trainings and jobs available across Europe could be developed and launched in this context

At the national regional and local levels the vision and tools developed should be widely

communicated among the public and industry leaders to boost industrial modernisation smart

specialisation and digital transformation In line with the campaign at EU level national and

regional communication activities should highlight local particularities and industries National and

regional skills trends should be underlined and territorial initiatives funding mechanisms trainings

and open positions disseminated

The vision and the recommendations presented above were discussed at a high-level European

conference on Skills for Industry Strategy 2030 on 19-20 June 2019 in Brussels

18

19

EUROPEAN COMMISSION

Executive Agency for Small and Medium-sized Enterprises (EASME) Department A ndash COSME H2020 SMEs and EMFF

Unit A1 ndash COSME

Contacts

Andreacute Richier Principal Policy Officer DG for Internal Market Industry Entrepreneurship and SMEs Unit for Advanced Technologies Clusters and Social Economy

Rue des Nerviens 105 B-1040 Brussels Belgium Tel +32 2 29 69 110 Email andrerichiereceuropaeu Paola Garciacutea Isaak Project Adviser Executive Agency for Small and Medium-sized Enterprises (EASME) COSME Unit A15 Competitiveness COV2 12056 B-1049 BrusselsBelgium Tel +32 2 29 81816 Email paolagarcia-isaakeceuropaeu

Skills for Industry


Transformation

Final Report

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Skills for Industry


Transformation

Final Report

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7








































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analysed








5 PwC Analysis

9











































10































supply and demand










11























6 PwC Analysis

12

13





























7 PwC Analysis





businesses





infrastructures



14








































15









































16




borders





































17































18

19

7








































8


















analysed








5 PwC Analysis

9











































10































supply and demand










11























6 PwC Analysis

12

13





























7 PwC Analysis





businesses





infrastructures



14








































15









































16




borders





































17































18

19

8


















analysed








5 PwC Analysis

9











































10































supply and demand










11























6 PwC Analysis

12

13





























7 PwC Analysis





businesses





infrastructures



14








































15









































16




borders





































17































18

19

9











































10































supply and demand










11























6 PwC Analysis

12

13





























7 PwC Analysis





businesses





infrastructures



14








































15









































16




borders





































17































18

19

10































supply and demand










11























6 PwC Analysis

12

13





























7 PwC Analysis





businesses





infrastructures



14








































15









































16




borders





































17































18

19

11























6 PwC Analysis

12

13





























7 PwC Analysis





businesses





infrastructures



14








































15









































16




borders





































17































18

19

12

13





























7 PwC Analysis





businesses





infrastructures



14








































15









































16




borders





































17































18

19

13





























7 PwC Analysis





businesses





infrastructures



14








































15









































16




borders





































17































18

19

14








































15









































16




borders





































17































18

19

15









































16




borders





































17































18

19

16




borders





































17































18

19

17































18

19

18

19

skills for industry · 2019-11-03 · on the other hand, the digital transformation is one of the...

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