National-level decision-makers
Government authorities responsible for guiding the overall system by setting strategic priorities, ensuring policy alignment across sectors, and creating stable funding and regulatory frameworks that enable scalable and coherent reskilling and adult learning policies.
National-level decision-makers
1
Low participation of vulnerable and low-skilled adults
Low participation of vulnerable and low-skilled adults limits inclusion and reduces the overall impact of skills policies.
2
Unequal territorial access to reskilling
Unequal access to reskilling across regions creates territorial disparities and limits equal opportunities to participate in skills development.
3
Fragmented governance across ministries
Fragmented governance across ministries leads to uncoordinated policies, duplicated efforts, and weaker impact of skills investments.
4
Weak employer engagement at system level
Weak employer engagement means employers are only marginally involved—mainly consulted but not actively shaping training—while strong engagement means they act as active partners, co-designing training, validating skills, and contributing to work-based learning aligned with real labour-market needs.
5
Skills mismatch with future transitions
Education and training systems are not sufficiently aligned with ongoing green, digital, and economic transitions visible across industries and labour markets, which limits the workforce’s ability to adapt to changing job requirements and emerging sectors.
6
Short-term, project-based funding
Temporary, time-limited financing tied to individual projects rather than continuous system support prevents stability, long-term planning, and sustainable impact of reskilling systems.
7
Weak recognition of prior learning (green, digital, basic skills)
Skills already acquired through work or life experience are not sufficiently recognised, leading to unnecessary retraining, higher costs, and lower motivation among learners.
8
Low capacity of education/training system for innovation
Education and training systems have limited capacity to innovate, making it difficult to adapt learning methods and programmes to changing learner needs and labour-market demands.
9
Insufficient monitoring of outcomes
Important for determining whether reskilling efforts lead to tangible employment and career progression outcomes
10
Limited scalability of pilots
Successful pilot initiatives are not systematically scaled or integrated into national policy and existing systems, limiting their long-term impact.