Growing E-Skills Gap: More Than 500.000 Vacant ICT Jobs In .

2y ago
3 Views
2 Downloads
529.52 KB
5 Pages
Last View : 15d ago
Last Download : 2m ago
Upload by : Sabrina Baez
Transcription

Growing e-Skills Gap: More than 500.000 vacant ICT jobs inEurope by 2015Brussels 10 December 2013 - Over 300 experts from all over Europe attended the "European e-Skills2013 Conference" organized by the European Commission on 10 December 2013 in Brussels. Thereare currently 274.000 vacancies for ICT jobs in Europe. This number is going to grow up to 509.000potential job vacancies in Europe in 2015. Up until 2020 the figure could - depending on the foresightscenario taken - grow to 750.000 or even 1.38 million. These are potentially new jobs which could becreated which the market would be ready to absorb and which using appropriate measures Europeannational governments and industry have the possibility to create.Figure 1:ICT job vacancies 2012 – 2015 in 8,000274,000200.000100.00002012201320142015Source: Eurostat LFS, IDC Europe. empirica calculations and forecasts (Gareis, K., Hüsing, T., Bludova, I., Schulz, C., Korte,W.B.: e-Skills: Monitoring and Benchmarking Policies and Partnerships in Europe (Final Report for the European Commission,forthcoming December 2013)Research from empirica commissioned by the European Commission shows that job growth is largestin highly skilled jobs such as those relating to Management, Architecture and Analysis positions,where also e-Leadership skills are required. These are usually recruited from the seasoned ICTpractitioner pool and other (non-ICT) managers. While the overall ICT workforce has grown by 2% injust one year from 2011 to 2012 and is likely to grow by 3% by 2015. Already this figure is impressivebut when only focusing on ICT practitioner skills the growth rates are even higher with currently 4%and 10%, by 2015. The by far highest and top growth rates are going to be achieved for those ICTjobs at management, business architecture and analysis level. Here possible growth rates are fivetimes as high as the overall average. In the last year their number has increased by an impressive 9%,a figure which will further grow up to 16% until 2015.1

Figure 2:ICT workforce development 2011 – 2012 and expected development until 2015 by ICT jobcategories in EuropeManagement, businessarchitecture and analysis8,5%ICT practioners professional levelICT practitioners associate/technician level3,7%-11,8%15,5%10,1%20152012-3,9%compared to 2011Total3,2%1,8%Source: Eurostat LFS, IDC Europe. empirica calculations and forecasts (Gareis, K., Hüsing, T., Bludova, I., Schulz, C., Korte,W.B.: e-Skills: Monitoring and Benchmarking Policies and Partnerships in Europe (Final Report for the European Commission,forthcoming December 2013For ICT technicians – likely to be faced with job reductions – we need to develop appropriate skills forupgrading their skills in order to make them resistant to changes occurring from developments likeautomation and off-shoring. It is the latter two areas – ICT practitioners and ICT jobs at management,business architecture and analysis level - where Europe has the potential to create a large number ofjobs urgently needed in the market and which are sustainable in the long-term. Ultimately thechallenge is not only employability, but also to create a pool of talent to assure the Europeanworkforce of the future. This does not only include ICT practitioners but very importantly also thosebest described as e-Leaders who are able to inspire, motivate and guide multi-disciplinary teams ofprofessionals to use ICT to creatively exploit digital opportunities for business innovation andstakeholder value.EU Member States are increasingly addressing e-SkillsshortagesBrussels 10 December 2013 - Governments are significantly increasing their efforts to address theskill shortage through dedicated policies, initiatives and partnerships. This was a key message fromthe conference where the results of an analysis of national policies on e-skills, e-leadership skills anddigital literacy carried out in all EU Member States were presented for the first time. Compared to aprevious assessment released in 2010 the e-skills activity index measuring national policy andstakeholder activity by assessing national policies and initiatives in the e-skills domain has increasedbetween 2009 and 2013 from 2.4 to 2.9 (on a 5 point scale). Among the EU Member States we findcountries showing high or even very high levels of activity. Of the 27 Member States, 12 have a valueof 3 or higher on the 5-point index scale for e-Skills activity.2

Figure 3:e-Skills Activity Index:Level of policy and stakeholder activity on e-skills in Europe in 2009 and 2013Country20132009ATAustria 3.5 2.0BEBelgium 4.0 4.5BGBulgaria 2.5 1.5CYCyprus 2.0 1.5CZCzech Republic 1.5 1.5DEGermany 4.0 3.5DKDenmark 4.0 2.5EEEstonia 3.5 1.0ELGreece 1.5 1.5ESSpain 2.0 1.0FIFinland 2.5 1.5FRFrance 4.0 3.0HUHungary 2.5 3.5IEIreland 4.5 4.0ITItaly 2.5 1.5LTLithuania 2.0 1.0LULuxembourg 2.5 1.5LVLatvia 2.5 3.0MTMalta 4.0 4.0NLNetherlands 4.0 3.0PLPoland 3.0 2.5PTPortugal 1.5 1.5RORomania 1.5 2.5SESweden 4.0 2.5SISlovenia 1.5 1.5SKSlovak Republic 1.5 2.0UKUnited Kingdom 5.0 5.0Evolution 1.5-0.5 1.0 0.50.0 0.5 1.5 2.50.0 1.0 1.0 1.0-1.0 0.5 1.0 1.01.0-0.50.0 1.0 0.50.0-1.0 1.50.0-0.50.0Source: empirica 2013 (Gareis, K., Hüsing, T., Bludova, I., Schulz, C., Korte, W.B.: e-Skills: Monitoring and BenchmarkingPolicies and Partnerships in Europe (Final Report for the European Commission, forthcoming December 2013)The most committed and active countries include the United Kingdom and Ireland. Belgium,Germany, Denmark, France, Malta the Netherlands and Sweden also perform strongly in terms of thelevel of activity for ensuring adequate supply of ICT practitioners on the labour market today and inthe future. The range of interventions used is very broad. There are clear indications that the EUCommunication on "e-Skills for the 21st Century" and more recently the launch of the "GrandCoalition for Digital Jobs" by President Barroso in March 2013 have triggered Member States toengage in public debates about the e-skills issue and helped them to develop appropriate responses.However, the degree of integration and consistency of policy-making is still limited in severalMember States. Most countries lack a master strategy or the topic still does not attract continuousattention in policy-making across the different policy areas concerned. It is striking that especiallythose European countries showing significant levels of activity in the e-skills domain have the highestshare of ICT workers in their workforce and at the same time rank highest on innovation andcompetitiveness indices like the Networked Readiness Index (NRI) which measures economiccapacities to fully leverage ICT for increased competitiveness and development.3

Figure 4:e-Skills policy activity and ICT-based competitiveness in Europe 2013Source: empirica 2013 (Gareis, K., Hüsing, T., Bludova, I., Schulz, C., Korte, W.B.: e-Skills: Monitoring and BenchmarkingPolicies and Partnerships in Europe (Final Report for the European Commission, forthcoming December 2013)There are further positive signals since those countries which could be described as ‘low performers’have started to become active with two of them (Lithuania and Poland) having just started nationale-skills programmes as national Grand Coalitions for Digital Jobs as part of the European Commissioninitiative with the same name. 10 further Member States mainly from Southern and Eastern Europeare lined up for also launching such national programmes.e-Leadership skills are entering the European policy agendaBrussels 10 December 2013 - Initiatives in several EU Member States are emerging but highereducation offers in this domain are scare and do not yet exist. The skills in focus and described as eleadership skills are those which enable people to lead qualified staff from different disciplinestowards identifying and designing business models and exploiting key innovation opportunities,making best use of developments in ICT and delivering value to their organisations. However, policydevelopments in this domain are still in their infancy, though, with the exception of Denmark,Germany, Finland, Malta, the Netherlands and the United Kingdom. Higher Education programmesand courses at universities and business schools are scare to non-existent. An on-going EuropeanCommission research activity revealed that from more than 1000 programmes identified andanalysed only around 20 bear the potential for an e-leadership programme in the future since theyare programmes at post graduate level combining ICT and business, targeted at those withprofessional experience – not full-time on site -, aimed at senior management with very high4

technical standard and having as an entry requirement significant business experience and a missionto transform business.Feedback from the conference audience was very positive in so far as they agreed to the urgent needfor Europe to quickly tackle the emerging e-leadership issue and mobilise all relevant stakeholders ina joint Europe-wide initiative for developing suitable e-leadership Higher Education programmeswhich meet the needs of industry not only large corporations but very importantly also those ofSMEs and entrepreneurs who account for the vast majority of jobs in Europe. These need to beaccompanied by associated national policies and initiatives in which they are embedded. It is againstthis background that the European Commission will in January 2014 launch a pan-Europeancommunication and awareness raising campaign "e-Skills for Jobs" and a new e-Leadership initiativefocusing on entrepreneurs, managers and advanced ICT users in SMEs, start-ups and gazelles whichwill be complementary to the already on-going one on European e-Leadership curricula guidelines.More on the website of the European e-Skills 2013 Conference (http://eskills2013.eu)ContactWerner B. Korteempirica Gesellschaft für Kommunikations- und Technologieforschung mbHOxfordstr. 2 - 53111 Bonn - GermanyT: 49-228-98530-0M: 49-171-7420006F: 49-228-98530-12E: Werner.Korte@empirica.comDisclaimerNeither the European Commission nor any person acting on behalf of the Commission is responsible for the use which might be made ofthis information. The views expressed are those of the authors and do not necessarily reflect those of the European Commission. Nothingin this press release implies or expresses a warranty of any kind.5

Growing e-Skills Gap: More than 500.000 vacant ICT jobs in Europe by 2015 Brussels 10 December 2013 - Over 300 experts from all over Europe attended the "European e-Skills 2013 Conference" organized by the European Commission on 10 December 2013 in Brussels. There are currently 2

Related Documents:

Traditionally, a skills gap analysis is undertaken using paper-based assessments and supporting interviews; however, technological advancements, such as skill management software, are allowing large companies to administer a skills gap analysis without using a significant proportion of human resources (Antonucci and d’Ovidio, 2012).File Size: 778KBPage Count: 24Explore furtherSkills gap analysis template - Skills for Care - Homewww.skillsforcare.org.uk40 Gap Analysis Templates & Exmaples (Word, Excel, PDF)templatelab.comConducting A Gap Analysis: A Four-Step Templatewww.clearpointstrategy.com(PDF) Gap Analysis - ResearchGatewww.researchgate.net30 FREE Gap Analysis Templates & Examples - TemplateArchivetemplatearchive.comRecommended to you b

GAP Pathways GAP Benefits Opportunities GAP Commitments Participants Parents Ambassadors GAP Process Get Connected 2 4 6 7 8 10 12 15 1. TABLE OF CONTENTS About Girls For A Change . GAP is a four-year, tiered approach that supports paced learning and development, where certified instructors

Canadian gap year participants and a lack of knowledge about the "American" gap year. The Gap Year Alumni Survey of U.S. and Canadian gap year participants was conducted in 2020, following the first ever survey of its kind in 2015. Like the previous survey, the 2020 survey sought to capture the scale, scope, and outcomes of gap year .

A 01226 Growing of papaya A 01227 Growing of pineapple A 01228 Growing of pitaya (dragon fruit) A 01229 Growing of other tropical and subtropical fruits n.e.c. sapodilla, langsat of all varieties, cempedak, jackfruit, mangosteen, snakefruit, pulasan, avocado, etc. A 0123 Growing of citrus fruits A 01231 Growing of pomelo A 01232 Growing of lemons and limes A 01233 Growing of oranges .

General Gap Penalties Now, the cost of a run of k gaps is gap k It might be more realistic to support general gap penalty, so that the score of a run of k gaps is gap(k) gap k. Then, the optimization will prefer to group gaps together. AAAGAATTCA A-A-A-T-CA AAAGAATTCA AAA----TCA vs. Th

A gender pay gap does not indicate discrimination or an absence of equal pay for equal value work - it reports a gender representation gap. If women hold more of the lower paid jobs in an organisation than men, the gender pay gap is usually wider. Gender pay gap reporting often further highlights important challenges that business

3. Statutory Gender Pay Gap Report 2019 In this section is reported the Statutory Gender Pay Gap, the Gender Pay Gap (Excluding Casual Staff), and a review of Bonus Pay. A positive black number, means that there is a pay gap in favour of men, whereas a negative red number means that there is a pay gap in favour of women. 3.1. Statutory Gender .

Gleeds Gender Pay Gap Report 2019 Gleeds figures 2018 PAY GAP This table shows the mean and median pay gap between men and women, based on hourly rates of pay and presented relative to men’s earnings. The median gender pay gap differs from the mean as it shows the mid-point of data, rather than the average. BONUS GAP