Kompetenzen und Arbeitsmarkt

Online job advertisement (OJA) data have emerged as a crucial resource for identifying employers’ skills needs. In collaboration with Eurostat, Cedefop has developed a comprehensive system for analysing OJA data, enhancing skills intelligence and generating experimental statistics on skills.

Vocational education and training (VET) systems are a vital driver of the European twin transition. It is challenging for VET learners to keep up with the increasing demands of digital economies and societies.

The skills revolution Europe needs this decade critically relies on sound and trusted skills intelligence, i.e. information on labour market trends and skill needs. Such intelligence can support data-driven decision-making, which is essential for policymakers and educators to align skill development with industry needs, support competitiveness, and mainstream and upscale skilling for the twin digital and green transition. Analysing the content of online job advertisements ...

An insightful exploration into the future of labour market intelligence at this Cedefop research conference, organised in cooperation with Eurostat, and hosted by the European Economic and Social Committee (EESC) in Brussels on 1 April 2025. This conference highlighted the innovative use of web data in shaping next-generation labour market and skills analysis.

Artificial intelligence (AI) is the next general-purpose technology reshaping labour markets, jobs and skills. This policy brief presents first results of Cedefop’s 2024 AI skills survey, mapping AI use in Europe and its impact on jobs.

Rapid changes in the world of work are impacting both long- and short-term trends in the European labour market. The transition to a green and digital economy, the growing adoption of digital and technological innovations, and the consequences of geo-political crises affect skills needs and labour market trends, even in the short term. These shifts challenge EU priorities on competitiveness, growth, sustainability, and inclusion.

The first principle of the European Pillar of Social Rights states that everyone has the right to quality and inclusive education, training, and lifelong learning. The EU has set a target of having at least 60% of all adults participating in training every year by 2030 (increasing the 2010 target of a 12.5% participation rate). 

When employees leave an organisation, they take their human capital with them. They also take with them any investment that the training organisation may have done to enhance their human capital, both in terms of firm-specific and general skills. 

This 'Science for policy brief' contributes to policy on provision of digital skills. It uses data from Cedefop’s second European skills and jobs survey (ESJS2) and provides new evidence by describing the characteristics of the digitally-underskilled in the EU workforce; and (ii) identifying characteristics of EU workers undertaking digital skills education and training.

This brief is a cooperation between the Joint Research Centre of the European Commission and Cedefop.

Achieving the EU's digital transition objectives and policy targets is expected to create significant additional employment in key sectors such as computer programming, research and development, and telecommunications.