PROJECTS
  1. The future of work in Europe

  2.  Understanding technological inequality

  3. Educating for tomorrow's labor market

  4. Reinventing social welfare

  5. Understanding consequences for public finances

  6. Is this time really different?

  7. Co-creating policies that work

PARTNERS

Maastricht University (ROA)

University of Oxford (OMS, Skope)

Cambridge Econometrics (CE)

Berlin Social Science Centre (WZB)

University of Tallinn  (Sociology dept)

University of Tilburg (Tranzo)

University of Stockholm (SOFI)

European University Institite (SPS)

GET IN TOUCH

Prof. dr. Mark Levels

[mail] [phone]

Dr. Raymond Montizaan 

[mail] [phone

Maaike Bierman (project officer)

[mail][phone]

TECHNEQUALITY

This project has received funding from the European Union's Horizon 2020 Research and Innovation programme under grant agreement No 822330

EDUCATING FOR TOMORROW'S LABOR MARKET

Berlin Social Science Centre (lead), Maastricht University, University of Oxford, Tallinn University, Stockholm University, European University Institute.

 

Technological innovations drive changing skills needs on the labour market. This program zooms in on education systems’ capacities to provide appropriate opportunities for individuals to master relevant skills and be active, productive, and happy on tomorrow's labor market. 

 

We explore how education can meet the demands of the future. To do so, we reconceptualise our understanding of education systems. We examine the relationship between foundational (primary, secondary, and tertiary/general and vocational) education and the development of skills requirements in various countries, and assess the extent to which the link between educational attainment and skills requirements (skill and qualification mismatches) has changed over time. 

But of course, many who will be faced with the automation of work have already left the education system. Many agree that continuous re-skilling is required, but the extent to which this is actually feasible is an open question. We evaluate the importance of informal and non-formal adult education and training for the acquisition of relevant skills by adult workers. We also examine the determinants of participation in adult education and learning needed for updating the relevant skills over the life course (including workplaces as learning environments)

 

Analyses of these different aspects of skill acquisition, enhancement and utilization in times of accelerated technological change will also address inequality by gender, family context, and ethnic groups. They will be the basis for policy advice on the role of education in reducing inequalities and preparing (future) workers for the labour market .