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This question focuses on the training of workers, i.e. efforts to improve the professional level of workers once they have entered the labour market, and the mobility issue. Aspects to be considered in order to assess the likely effect of policies on this impact area include: the financial and organisational features issues involved in the provision of institutionalised training (private and public expenditures needed to supply specific courses at the work place and at specialised institutions, qualitative-quantitative characteristics of supplied services); the organisational issues involved in non-institutionalised learning processes (occurring on the job both within firms and through the interactions of workers with external parties); the attainment of workers of new knowledge and skills by means of training activities of all kinds. There is both a demand for mobility, expressed by firms and institutions which are interested in allocating their own skilled labour resources according to their needs; and a supply of mobility, expressed by workers for family reasons, personal preference and other factors. Demand and supply do not frequently match. Examples of policies favouring geographical mobility are measures reducing the costs of communications, transportation and housing; and regulatory measures reducing institutional barriers to the movement of production factors.
This text is for information only and is not designed to interpret or replace any reference documents.
Does it have an effect on the education and mobility of workers (health, education, etc.)?
Other sources of data
Other sources of information
European Commission’s DG Employment: http://ec.europa.eu/social/home.jsp
Some Eurostat Indicators (Long Term Indicators) are relevant to address the key question: Sustainable development in the European Union - 2009 monitoring report on the EU sustainable development strategy
- Early school-leavers
- At-risk-of-poverty rate, by highest level of education attained
- Persons with low educational attainment, by age group
- Life-long learning
- Low reading literacy performance of pupils
- Individuals’ level of computer skills
- Individuals’ level of internet skills