Eight new indicators have been added to the Skills intelligence tool. These new indicators offer current and future estimates of labour market trends related to skill demand, skill gaps and mismatches, training and skills upgrading needs, education mismatches, and the impact of digitalisation across sectors and occupations at EU level.
Short description
The indicators draw on data from Cedefop’s second European Skills and Jobs Survey (ESJS2) and incorporate future estimates based on Cedefop Skills forecast employment projections.
- Skill demand: Estimates the current and future number of workers using literacy, numeracy, manual, interpersonal, or problem-solving skills in their jobs, across sectors and occupations. View the Skill demand indicator dashboard here.
- Skill utilisation: Provides current and future estimates of the number of under-skilled and over-skilled workers across sectors and occupations. "Under-skilled" individuals report a need to further develop their skills for their job, while "over-skilled" individuals report underuse of their existing skills. The indicator highlights upskilling needs, skill underuse, and how these trends are expected to evolve through 2035. View the Skill utilisation indicator dashboard here.
- Education mismatch: Provides current and future estimates of underqualified and overqualified workers across sectors and occupations. "Underqualified" refers to individuals whose job requires a higher level of education than they possess, while "overqualified" refers to those whose education level exceeds what is needed for their job. View the Education mismatch indicator dashboard here.
- Training participation: Provides current and future estimates of the number of workers participating in job-related training—such as workshops, seminars, or on-the-job training—across sectors and occupations. It helps assess how many individuals have undergone or are expected to undergo skill upgrading. View the Skill upgrade/training indicator dashboard here.
- Skill gap: Provides current and future estimates of the number of workers who need to further develop computer/IT skills, social skills, and technical or job-specific skills across sectors and occupations. Social skills include interacting with coworkers and others, while technical skills refer to job-specific tasks such as engine repair, using design software, or applying accounting rules. The indicator helps identify trends in skill needs and gaps across the EU labour market. View the Skill gap indicator dashboard here.
- Digital skills intensity: Estimates current and future use of digital tasks in jobs across sectors and occupations. It categorises levels of digital skills performed at work as Basic, Intermediate, or Advanced. This indicator offers insights into how digital skills are applied in the workplace and how their demand is evolving in the EU labour market. View the Digital intensity indicator dashboard here.
- Automation risk: Estimates the current and future risk of job tasks being replaced or altered by new technologies across sectors and occupations. Using data from the Cedefop ESJS2 survey, it assesses the potential displacement of tasks due to automation and highlights jobs where workers may face task displacement or need to acquire new software skills to adapt to technological changes. View the Automation risk indicator dashboard here.
- Future training gap: Measures the expected growth in qualification requirements across sectors and occupations and the upskilling challenges workers face. Key metrics include the Qualification Demand Growth Rate (forecasting qualification level changes) and the Perceived Training Need/Gap (measuring workers who feel the need to upskill but haven’t received training). The Future Training Gap indicator presents these insights to identify sectors with rising qualification demands and highlight where workers struggle to meet those, pointing to a pressing need for better access to training. View the Future training gap indicator dashboard here.
Main keyfacts
Skill demand
- Most Teaching professionals require high literacy skills, while Business managers are more likely to require high numeracy skills compared to other occupations.
- ICT professionals most often require high levels of problem-solving skills, followed by teaching professionals and Researchers and engineers.
- Manual skills are most frequently required by Assemblers.
- Interpersonal skills are most in demand among Hospitality and Retail managers, followed by CEOs, officials & legislators, and Business managers.
- By 2035, the fastest-growing demand for literacy, numeracy, and interpersonal skills is expected among ICT Professionals, Legal and Social Associate Professionals, and Researchers and Engineers.
Skill utilisation
- The highest share of overskilled workers is found among Cleaners & helpers, Forest & fishery Workers, and Farmworkers & gardeners.
- The highest share of underskilled workers is found among ICT professionals, ICT technicians, and Researchers & engineers.
- By 2035, a significant number of Sales workers, Office associate professionals, and Cleaners & helpers are expected to be overskilled.
- By 2035, a significant number of Office associate professionals, Teaching professionals, and Sales workers are expected to be undeskilled.
Education mismatch
- By 2035, a significant number of Sales workers, Office associate professionals, and Personal service workers are expected to be overqualified.
- By 2035, a significant number of Office Associate Professionals, Sales workers, and Construction workers are expected to be underqualified.
Training participation
- Health Professionals, Teaching professionals, and Researchers & engineers are among the most frequent participants in training and upskilling activities.
- A high number of Teaching professionals, Office associate professionals, and Office professionals are expected to engage in training and upskilling by 2035.
Skill gap
- Teaching professionals have one of the highest needs for IT skill development, following ICT professionals and ICT technicians.
- The lowest demand for IT skills is observed among Food preparation helpers, Drivers and vehicle operators, Personal service workers, Construction workers, and Other manufacturing workers.
- A high share of Health professionals and Care workers report a need to develop social skills.
- The lowest levels of social skills are requested from Assemblers, Metal & machinery workers, Machine & plant operators, and Other elementary workers.
- By 2035, a significant number of workers in Health & social care will need to further develop their social skills.
- By 2035, a significant number of workers in in Manufacturing and in Wholesale and retail sectors will need to further develop their IT and technical skills.
Digital skills intensity
- In addition to ICT professionals and ICT technicians, Technical managers, CEOs, officials & legislators, Researchers & engineers, and Business managers often perform advanced digital tasks in their roles.
- By 2035, a significant number of Office associate professionals and Office professionals will be required to carry out digital tasks in their jobs ranging from basic to advanced levels.
- By 2035, the highest level of digital skills intensity will be in the Manufacturing sector.
Automation risk
- Following ICT professionals and ICT technicians, CEOs, officials & legislators, Hospitality & retail managers, and Business managers are among the top occupations experiencing task displacement or transformation due to the introduction of new technologies.
- By 2035, a significant number of Office associate professionals, Office professionals, and Researchers & engineers are expected to face task displacement or changes resulting from automation.
- By 2035, a significant number of workers in Manufacturing sector are expected to face task displacement or changes resulting from automation.
- The energy supply services sector is expected to experience the highest growth rate in risk automation.
Future training gap
- Agricultural labourers, Personal service workers, Food preparation helpers, Construction workers and Other elementary workers may require significantly improved access to training in the future to better adapt to rising qualification demands.
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