"National-level decision-makers"

Successful pilot initiatives are not systematically scaled or integrated into national policy and existing systems, limiting their long-term impact.

Important for determining whether reskilling efforts lead to tangible employment and career progression outcomes

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.

Skills already acquired through work or life experience are not sufficiently recognised, leading to unnecessary retraining, higher costs, and lower motivation among learners.

Temporary, time-limited financing tied to individual projects rather than continuous system support prevents stability, long-term planning, and sustainable impact of reskilling systems.

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.

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.

Fragmented governance across ministries leads to uncoordinated policies, duplicated efforts, and weaker impact of skills investments.

Unequal access to reskilling across regions creates territorial disparities and limits equal opportunities to participate in skills development.

Low participation of vulnerable and low-skilled adults limits inclusion and reduces the overall impact of skills policies.