European Centre for the Development of Vocational Training's scientific contributions
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Publications (6)
Multilingual glossary: English, Spanish, German, French, Italian and Portuguese. Updated and extended version of the "Terminology of vocational training policy", published by Cedefop in 2004
Citations
... Skills mismatch refers to a situation of imbalance in which the skills and education of workers are not adequate for labor market needs. In another word, it means that the skills do not correspond to demands of jobs in the current economy in either quantitative or qualitative [11,12]. Skill mismatch can be used to describe vertical mismatch (usually measured in terms of over-education, under-education, over-skilling, under-skilling), skill gaps, skill shortages (usually measured in terms of unfilled and hard-to-fill vacancies), field of study (horizontal) mismatch and skill obsolescence [13]. ...
... Skills assessment approaches can generally be divided into subject-oriented (or formative) and requirements-oriented (or summative) approaches which play a role in various phases of the skills recognition process (Cedefop, 2015). ...
... Although the optimal timing of some educational investments may indeed occur rather late in life, e.g., to mitigate negative effects of unforeseen changes in employment prospects, it is also true that individuals' adult schooling intentions could face formidable obstacles due to opportunity costs and/or credit constraints. For this reason, the OECD and the EU have long encouraged governments to stimulate adult education to adjust workers' skills to technical changes (OECD, 1998(OECD, , 2001EU, 2000EU, , 2001). Relatedly, Pissarides (2011) recommends regular education for adults as a counter-cyclical public employment policy tool because the opportunity costs of education decrease during economic downturns. ...
... In addition, the importance of continuing education for teachers is becoming fully recognized. Inservice training may be defined as "a variety of activities and practices in which teachers become involved in order to broaden their knowledge, improve their skills, and assess and develop their professional approach" (Perron, 1991in Eurydice, 1995. ...
