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Skills anticipation in Czechia (2023 Update)
Summary
Overview of the Czech approach
In Czechia, a system for forecasting skill needs was completed in 2021 as part of the ESF co-financed project “Labour Market Forecasting – Kompas”. Several state institutions and regional experts were involved. The system consists of medium-term projections (next 5 years projections) and divided into three main areas:
- Forecasting for sectors (41 clusters based on NACE 2 digit)
- Forecasting for occupations (total 131 clusters based on ISCO 3 digit)
- Forecasting for education fields (total 31 clusters based on ISCED)
The advantage of this system is the possibility to identify the development of employment in all three areas for the 14 regions of the country, which was not possible with previous systems. From 2023 onwards, the project is sustainable with the involvement of the MPSV and individual labour offices in the regions using national resources. Data for this system is updated yearly (both at national and regional level). The results are available at www.predikcetrhuprace.cz.
Description
Firms or their associations are approached at both national and regional level during the verification of the labour forecasts with their proposals and adopted in the labour forecasting system.
That said, there have been some positive developments; for example, employers are becoming more involved in the coordination of skills demand and supply in the context of vocational education and training (VET), and sector councils have been successfully established to provide a forum for stakeholder involvement in skills anticipation.
Existing activities include ad-hoc regional labour market forecasts, labour market monitoring and skills assessments by sector councils and training providers, and a new tool focusing on the labour market position of recent higher education graduates (at the national level). Some initiatives using comprehensive forecasting methods have also been developed and are currently being reviewed. Data on graduates’ employability are collected by the Ministry of Labour and Social Affairs (Ministerstvo práce a sociálních věcí, MoLSA), the Czech Statistical Office and the National Institute for Education (Národní ústav pro vzdělávání, NUV).
Most of the ‘hard input data’ for modelling and predictions in Czechia is based on the LFS (Vyberove setreni pracovnich sil, VSPS), which has significant limitations. Some other data sources or providers have been identified as useful and more relevant but are not being exploited for various reasons. In terms of employment, there are relevant national data on employment in different sectors (but with lower credibility at the regional level), but the distributions by occupation, qualification or age are less reliable and are based fully on Eurostat’s Labour Force Survey (LFS). Job creation and number of vacancies are measured through PES data, but these do not provide an overall picture (and employers are not mandated to provide such data to the PES). The projected number of secondary and vocational graduates by type of education is compiled by regional authorities or the Ministry of Education, but the data for university/college graduates are publicly available only by type of school or faculty and include only limited information on field of education.
Aims
The aims of skills anticipation activity are to:
- Inform policymakers and employers;
- Inform decision-making regarding VET provision; and
- Inform future students who are trying to choose secondary and higher education courses;
- Support career guidance systems and tools.
Legal framework
The development of a coherent set of skills anticipation activities is a priority of the 2007 ‘Lifelong Learning Strategy’, with the MoLSA named as responsible for its implementation.
Vocational education and training is governed by the 2004 Education Act (since amended several times), while higher education is regulated by the 2004 Higher Education Act. The MEYS has overall responsibility for education policy, but schools are governed and maintained by the regional authorities.
Training for jobseekers (under the remit of public employment services [PES]) is regulated by the 2004 Employment Act, and the MoLSA holds responsibility for its implementation.
Governance
At the national level, there is no representative advisory body concerned with skills that could serve as a platform for information sharing and the coordination of all relevant actors. Existing regular skills anticipation initiatives have been developed under the auspices of the MoLSA and the MEYS. In the EEPO report on Czechia, policy collaboration in this area between the MoLSA (focusing primarily on employment, unemployment and retraining issues) and the MEYS (focusing primarily on formal education) was considered to be generally weak.[i]
At regional level, each regional assembly and regional council (the executive body of the assembly) hold direct responsibility for establishing and maintaining VET institutions at upper secondary level. Regional assemblies have decision-making powers regarding the number, structure, provision, quality and funding of schools, with these decisions supported by regional labour market forecasts (described in section “Methods and tools” in more detail). Regional authorities are not responsible for tertiary level education.
Recently, Territorial Employment Pacts (Teritoriální pakty zaměstnanosti, TEPs) have been established in most Czech regions. Obligatory members of the TEPs are the regional authorities, regional employment services and regional employers’ representatives (usually via the Chamber of Commerce), in addition to other bodies and institutions responsible for VET and employment. They will be incorporated into the future regional skills forecasting system (see the ‘Labour Market Barometer’ under the ‘KOMPAS’ project in subsection “Skills forecasts”).
The role of stakeholders
The main stakeholders are employers and education and training institutions. So far, the stakeholder involvement tends to be ad hoc (for example, social partners occasionally commission skills anticipation exercises). Stakeholders are also involved in skills anticipation indirectly through their participation in discussions about VET and higher education. To encourage stakeholder participation in decision-making on labour market issues, 29 sector councils have been established. Sector Councils are employer-led and publicly partly co-funded, and supervise expert groups, whose task is to monitor skill shortages and consult corresponding policy measures (Vocational Qualifications, National System of Professions etc). The activities of Sector Councils help to narrow the gap between requirements of employers (in terms of qualifications and competencies of employees) and the supply of workforce (both current and future), through identification of future needs and recommendations for improvement.[ii]
The main activities of the sector councils are labour market monitoring; sectoral skills assessments; and supporting and cooperating with schools and training institutions. The councils include representatives of employers, education and training providers and the government.
Coordination of skills anticipation activity is currently limited, although the introduction of a project, called ‘KOMPAS’, which will collate skills anticipation information, may change this somewhat (see subsection “Skills forecasts”).
Regional governments involve employers in their ‘Councils for Human Resource Development’ and rely on their input in identifying local labour market needs when making decisions about the provision of secondary education. These dialogues, however, are likely to include only selected groups of employers, and the outcomes are neither systematically monitored nor assessed. Given these limitations, it is difficult to assess the extent to which these analyses are used, for example, where regional governments make decisions on which schools to downsize or close in face of the ongoing decline of student populations.
In sum, there are channels for stakeholder involvement around skills anticipation activities, especially in the context of VET. Nonetheless, it is unclear how these channels help to improve policy decisions given the lack of formal evaluation.
Target groups
Existing skills anticipation initiatives primarily target policymakers and employers at a national and regional level. One of the new skills assessment tools, the ‘Information System on the Situation of Graduates in the Labour Market’ (described in section “Methods and tools”) is targeted at young people who are in the process of selecting a higher education course, and at public authorities, which may use the information for improving the provision of secondary education.
Funding and resources
There is little information available on expenditure for skills anticipation exercises. While there appears to be no budget specifically dedicated to them, some resources for such activities (especially in the development of new tools) come from the European Social Fund (ESF).
Methods and tools
Skills anticipation activities in Czechia were consolidated through the Kompas project, which is widely used.
Skills assessment
The Education and Work portal provides users with the opportunity to match their skills and qualifications with corresponding job titles and vacant positions (competence-based job matching). It also gives information on available training courses, exams and certificates.[iii]
Skills forecasts
Forecasting at a national level has been undertaken as part of the ‘Anticipation of Qualification Needs’ (Predvidani kvalifikacnich potreb, PREKVAP) project, which was carried out by the MoLSA (Fond dalšího vzdělávání) in 2015. The reports on the current labour market and projections to 2025 for 40 occupational groups and 25 sectors.
The National Training Fund – National Observatory of Employment and Training (Národní vzdělávací fond – Národní observatoř zaměstnanosti a vzdělávání, NVF-NOZV), CERGE-EI and the Research Institute of Labour and Social Affairs (Výzkumný ústav práce a sociálních věcí, VÚPSV) are the most experienced institutions with respect to forecasting. Their long-term co-operation in carrying out forecasts and developing methodologies constitutes a good foundation for the construction of a coherent skills anticipation process.
A comprehensible forecasting skill needs system is currently under development. In 2017, the KOMPAS project was launched in 2017 by the Ministry of Labour with the objective of establishing a forecasting system of labour market skill needs, interlinking national and regional approaches, by 2022. In 2020, the Ministry of Labour decided to extend the project until 2022, so that some new analytical and conceptual activities could be supplemented, and the database of predictions could be expanded by additional sources. In 2021, a communication concept was elaborated and the plan to educate the users of the outputs of the labour market prediction system (audio spots, social media, professional articles, printed materials, meet-ups with career counsellors, workshops for the users of the forecasting system, in-person and e-presentations of prediction outputs at national and regional levels) was launched. The project is completed and updated once a year using ministry and regional experts. [iv]
The Ministry has been supported by the National training fund (Národní vzdělávací fond, NVF), the Research institute of labour and social affairs (Výzkumný ústav práce a sociálních věcí, VÚPSV) and newly established regional platforms. The system collects the available statistical data, qualitative information on future regional and national developments, and on important changes and technology trends. The statistical forecasting models of the system regard both national and regional levels. VET providers, career counsellors, public employment services (responsible for retraining), regional authorities (responsible for IVET), employers, ministries, and the general public are identified as recipients of the resulting data and skills intelligence that are made available on a website specifically developed for this purpose[v]. Moreover, the National Pedagogical Institute of the Czech Republic (Národní pedagogický Institute ČR, NPI ČR) has developed an information system on graduates’ state of play in the labour market (ISA+)[vi]. Information about future labour market prospects in sectors until 2025 are also offered[vii]. Various initiatives in skill needs anticipation had been developed, especially at the research level. However, they were not interrelated, and their results did not serve as a regular source of information. Projects were contracted mostly by the Labour Ministry, the Education Ministry or social partners.
Skills foresight
Foresight activities taking place in the country use outputs of the completed Kompas project.
Other skills anticipation practices
Employer surveys focus on current and predicted skills demand and occupational requirements. These surveys are suitable for identifying the needs in the immediate future (up to two years ahead). They have a regional focus and are typically carried out on an ad hoc basis. The National Institute for Education (Národní ústav pro vzdělávání, NUV) – recently renamed and rebranded as National Pedagogical Institute (NPI) publishes reports based on employers’ opinions about skills gaps and provides aggregated data on the match between qualifications and jobs. Using unemployment data from MoLSA and the Czech Statistical Office, and data from their triennial survey the NPI reports on the labour market outcomes of VET learners. Data are not publicly available but support internal quality processes.
Regular regional labour market forecasts are produced by regional PES branches (Urad prace, UP), though these analyses are only short-term (usually a six-month forecast) and are based on interviews with local employers.
The Vacancy Monitor of the MoLSA provides detailed information about the structure and trends of vacancies and jobseekers. This is based on information provided by local PES offices.
The NPI has developed the ‘Information System on the Situation of Graduates in the Labour Market’ (ISA). This web portal uses national data to offer information to prospective students on the unemployment rates of recent graduates broken down by education level and field of study. Data are also available on how well the qualifications and jobs of employees are matched (or mismatched).
In addition, the NUV (currently renamed and rebranded as NPI – National Pedagogical Institute) also conducts robust tracer studies which focus on the labour market outcomes of graduates upon completion of upper secondary education.
Another relevant project was jointly financed by the ESF and reacts to the Council recommendation of 19 December 2016 on Upskilling pathways: new opportunities for adults. Within the project, the National register of qualifications (NSK) should be reorganised and the network of authorised entities that award qualifications (among which are also VET schools) shall be adapted to the needs of the labour market. Emphasis will be put on the development of digital competences: educational programmes for the acquisition of digital competences will be developed and the PIAAC surveys will be implemented.
An analysis of information sources related to labour market needs in terms of workers’ qualifications was carried out. Trends in labour market development and their links to vocational qualifications were mapped, and recommendations were made to regional coordinators on selecting schools as potential beneficiaries in the region.
A working version of the methodology for the use of NSK as a tool for tackling the consequences of early school leaving was developed. Several other studies were carried out: for example, on overall trends in labour market development and their links to vocational qualifications, and Industry 4.0 requirements on occupations and links to the NSK vocational qualifications.
In 2020, the Confederation of Industry identified key actors (as identified by the Confederation of Industry of the Czech Republic), and meetings involving authorised entities took place in the regions. A national level meeting of the platform of authorised entities also took place.
An analysis of employers in the regions was carried out and data collection was performed to identify the needs of employers (1 400 partial reports and a total of 14 summary reports), to be used for the elaboration of 14 recommendations for optimising the network of authorised entities in each region. The labour market requirements for qualifications and the supply potential in regions are mapped.
In one of its activities, the project also focuses on non-transferable digital competences. In 2021, a network of regional coordinators was established as well as platforms of awarding bodies and key actors on the labour market. The coordinators provide support to the target groups within the system of further education of adults and interlinks the platforms.
The regional coordinators were mapping employer demand, target groups (needs and potential of citizens) and also the offer of schools and other VET providers acting as authorised entities (awarding bodies) for NSK vocational qualifications. In 2021, the team of the Upskilling project organised over 120 meetings for key actors, focusing on non-profit organisations and further education projects. Two national platform meetings of authorised entities took place. A pilot field survey was carried out for the PIAAC survey, data was controlled and cleaned and submitted to the international survey coordinator.[viii]
Dissemination and use
Use of skills anticipation in policy
The production of skills intelligence in Czechia is ad hoc. Furthermore, there is no mechanism in place to ensure that any skills intelligence produced is used to inform policy. Various stakeholders are free to use the information provided to them, but how the intelligence is ultimately used depends on the motivation of final users.
Under the project KOMPAS and its annually updated data published online, prediction employment data were made available for each of the 14 regions of the country for specific sectors, occupations and education levels. Regional data are being validated through the established system of regional experts using the knowledge of regional economy and related analysis.
Thus far, outcomes from various forecasting projects have been presented in long reports, which are often considered unsuitable for the target audiences or end-users, such as education policymakers at both national and regional levels, those in the training and re-training system, employers, and career advisors. Although some of these studies produce useful data and findings, they have had a minimal impact on influencing labour market behaviour. Furthermore, users find it difficult to locate relevant data. When available, there is a reportedly certain degree of distrust around the reliability of the data.
Target groups’ use of skills anticipation outputs
The ISA (see subsection “Other skills anticipation practices”), which provides information on the employment and unemployment rates of recent graduates, is aimed at prospective students who are choosing courses. This information is particularly important for students as there are no forecasting data to support decision making.
Please cite this document as: Cedefop. (2023). Skills anticipation in Czechia. Skills intelligence: data insights. URL [accessed DATE] |
Bibliography
- Andersen, T., Feiler, L. and Schulz, G. (2015). The Role of Employment Service Providers. Guide to Anticipating and Matching Skills and Jobs (volume 4). Luxembourg: Publications Office of the European Union.
- Cedefop. (2020). Developments in vocational education and training policy in 2015-19: Czechia. Cedefop monitoring and analysis of VET policies
- Cedefop (2022). Vocational education and training in Czechia: short description. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/163428
- Center for Economic Research and Graduate Education – Economics Institute. N.d. ‘Center for Economic Research and Graduate Education – Economics Institute.’ Mastersportal.eu.
- Czech Future Skills
- Czech-Moravian Confederation of Trade Unions
- Czech Statistical Office
- Education and Work portal
- EEPO. (2015). Country Fiches on Skills Governance in the Member States – Czech Republic. Developed by the European Employment Policy Observatory for the European Commission. Brussels: European Commission.
- Education Policy Centre. Charles University/Czech Academy of Sciences.
- European Commission/CEDEFOP/ICF International/. (2014). European Inventory on Validation of Non-Formal and Informal Learning 2014: Country Report Czech Republic. Brussels: European Commission.
- Hawley-Woodall, J., Duell, N., Scott, D., Finlay-Walker, L., Arora, L. and Carta, E. (2015). Skills Governance in the EU Member States. Synthesis Report for the EEPO. Brussels: European Commission.
- Konfederace zaměstnavatelských a podnikatelských svazů České republiky
- ILO. (2015). Anticipating and Matching Skills and Jobs. Guidance note. Geneva: International Labour Organization.
- ILO/Cedefop/OECD/ETF/. (2017). Skill needs anticipation: Systems and approaches. Analysis of stakeholder survey on skill needs assessment and anticipation. ILO
- KOMPAS website www.predikcetrhuprace.
- Ministry of Education, Youth and Sports
- Ministry of Labour and Social Affairs
- National Institute for Education. N.d. ‘Informační systém o uplatnění absolventů škol na trhu práce.’ Infoabsolvent.cz
- National Institute for Education (Národní ústav pro vzdělávání, NÚV)
- National Register of Occupations
- National Training Fund. N.d.a. ‘Human Resources Development.’
- __ N.d.b. ‘Skills Needs Forecasting.’ En.nvf.cz.
- __ (2015a). ‘Elaboration of Employment and Sectors Projections to 2033.’ En.nvf.cz.
- __ (2015b). ‘Zpracování prognózy vývoje a struktury zaměstnanosti a odvětví do roku 2033.’
- OECD. (2016). Getting Skills Right. Assessing and Anticipating Changing Skill Needs. Paris: OECD Publishing.
- Research Centre for Education and the Labour Market, Maastricht University School of Business and Economics
- Research Institute for Labour and Social Affairs
- Sector councils
- Sektorové rad
Endnotes
[i] EEPO. (2015)
[ii] Cedefop’s Matching skills database -2023 update
[iii] Cedefop’s Matching skills database -2023 update
[iv] Cedefop (forthcoming). Timeline of VET policies in Europe.
[vi] Available at www.infoabsolvent.cz
[vii] https://www.infoabsolvent.cz/Temata/PublikaceAbsolventi?Stranka=9-0-106&NazevSeo=Vyvoj-a-zmeny-kvalifikacnich-potreb-trhu-prace-v-
[viii] Cedefop (forthcoming). Timeline of VET policies in Europe.
Data insights details
Table of contents
Page 1
SummaryPage 2
DescriptionPage 3
Methods and toolsPage 4
Dissemination and usePage 5
BibliographyPage 6
Endnotes