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11 Apr 2023

The greening of the EU construction sector

Skills intelligence data insight
21 Mar 2023

Skills anticipation in the Slovak Republic (2022 Update)
21 Mar 2023

Skills anticipation in the Netherlands (2022 Update)
21 Mar 2023

Skills anticipation in Sweden (2022 Update)
21 Mar 2023

Skills anticipation in Spain (2022 Update)
21 Mar 2023

Skills anticipation in Slovenia (2022 Update)
21 Mar 2023

Skills anticipation in Romania (2022 Update)
21 Mar 2023

Skills anticipation in Portugal (2022 Update)
21 Mar 2023

Skills anticipation in Poland (2022 Update)
21 Mar 2023

Skills anticipation in Malta (2022 Update)
21 Mar 2023

Skills anticipation in Luxembourg (2022 Update)
21 Mar 2023

Skills anticipation in Lithuania (2022 Update)

Skills and changing societies <span class="count">(21)</span>
VET for youth - Teachers and trainers <span class="count">(8)</span>
VET systems descriptions <span class="count">(2)</span>
Learning to anticipate and match skills <span class="count">(29)</span>
New forms of work <span class="count">(9)</span>
Skills and jobs in demand <span class="count">(64)</span>
Skills intelligence <span class="count">(203)</span>
Digitalisation <span class="count">(7)</span>
Learning outcomes <span class="count">(1)</span>
Skills and changing workplaces <span class="count">(24)</span>
Utilising skills <span class="count">(2)</span>
VET support policies - financing, guidance, validation <span class="count">(4)</span>
Cedefop green observatory <span class="count">(1)</span>
Learning in work <span class="count">(5)</span>
Skills policies and practices <span class="count">(4)</span>
21st century workforce <span class="count">(4)</span>
Matching skills and jobs <span class="count">(62)</span>
Skills and labour market <span class="count">(231)</span>
VET knowledge centre <span class="count">(21)</span>
Delivering VET and qualifications <span class="count">(1)</span>
National VET systems <span class="count">(4)</span>
Statistics <span class="count">(301)</span>

Access to education and training <span class="count">(4)</span>
Adult learning <span class="count">(11)</span>
Apprenticeship <span class="count">(2)</span>
Basic skill <span class="count">(2)</span>
Benefits of education and training <span class="count">(1)</span>
Comparability of qualifications <span class="count">(4)</span>
Comparative analysis <span class="count">(12)</span>
Competence <span class="count">(1)</span>
Continuing education and training <span class="count">(8)</span>
Digital skills <span class="count">(1)</span>
Digitalisation <span class="count">(1)</span>
Disadvantaged group <span class="count">(6)</span>
E-learning <span class="count">(1)</span>
Early school leaver/dropout <span class="count">(4)</span>
Economic policy <span class="count">(2)</span>
Economic sector <span class="count">(3)</span>
Education and training attainment <span class="count">(8)</span>
Education and training needs <span class="count">(4)</span>
Education and training policy <span class="count">(12)</span>
Education and training system <span class="count">(7)</span>
Employability <span class="count">(7)</span>
Employment policy <span class="count">(8)</span>
Enterprise <span class="count">(4)</span>
Entrepreneurship <span class="count">(3)</span>
Equal opportunities <span class="count">(1)</span>
EU policy <span class="count">(14)</span>
Financing of education and training <span class="count">(3)</span>
Future of VET <span class="count">(1)</span>
Future skills <span class="count">(1)</span>
Green skills <span class="count">(1)</span>
Higher education <span class="count">(3)</span>
Information and communication technology <span class="count">(4)</span>
Initial education and training <span class="count">(8)</span>
Innovation <span class="count">(2)</span>
Integration of migrants <span class="count">(1)</span>
Key competences <span class="count">(3)</span>
Knowledge society <span class="count">(3)</span>
Labour market <span class="count">(17)</span>
Labour market information <span class="count">(1)</span>
Language learning <span class="count">(3)</span>
Learning <span class="count">(8)</span>
Level of qualification / unskilled worker <span class="count">(4)</span>
Lifelong learning <span class="count">(11)</span>
Lifelong Learning Programme <span class="count">(1)</span>
Migration <span class="count">(1)</span>
Mobility of learners and workers <span class="count">(1)</span>
National policy <span class="count">(4)</span>
Non formal/informal learning <span class="count">(3)</span>
Older worker <span class="count">(1)</span>
Post secondary education <span class="count">(3)</span>
Primary education <span class="count">(1)</span>
Qualification <span class="count">(4)</span>
Quality of education and training <span class="count">(1)</span>
Secondary education <span class="count">(8)</span>
Sectoral policy <span class="count">(1)</span>
Skill forecast <span class="count">(7)</span>
Skill mismatch <span class="count">(6)</span>
Skill needs <span class="count">(8)</span>
Skills <span class="count">(12)</span>
Social inclusion <span class="count">(5)</span>
Social policy <span class="count">(3)</span>
Statistics <span class="count">(83)</span>
Teachers and trainers <span class="count">(2)</span>
Transition from school or training to work <span class="count">(3)</span>
Unemployment <span class="count">(8)</span>
Validation of learning outcomes <span class="count">(1)</span>
Vocational education and training <span class="count">(16)</span>
Working conditions <span class="count">(1)</span>
Youth policy <span class="count">(6)</span>