Education for Jobs Initiative

Defining the professional competencies of tomorrow

The Education for Jobs Initiative聽is a multidisciplinary project aimed at understanding the evolution of the professional competencies that companies 鈥� which require the professional services of people 鈥� will need in the coming years.

Education and the development of professional competencies are essential factors in employment and unemployment, especially among young people. Educational institutions play an important role in this process, but it is companies that define the competencies needed and that take the ultimate decision on hiring.

We believe companies must play a key role in the process of defining competencies and capacities that the educational model must cover to ensure jobs for the future. Companies are the ones that possess the knowledge of the profiles and training they will need in the future.

This initiative is aimed at helping companies define and systemize these future professional competencies and at embarking on a dialogue with educational institutions to improve the quality of educational processes, and, ultimately, the employability of young people.

What competences do companies expect to find in young people?

Education is one of the main factors behind youth unemployment. Our society requires an educational system that is high quality and agile, and capable of responding to the changing needs of companies and society itself. Professional competencies have changed at a much faster pace than the educational system鈥檚 ability to respond, which has created a clear gap between the capacities required and the jobs on offer.

The future of work requires understanding the knowledge and capacities that companies will need in the coming years. Companies are ultimately the ones who create jobs, and they play a fundamental role in defining the professional competencies that must be developed to guarantee the employability of young people in the future. Workers with lower training levels suffer higher unemployment rates than those with medium levels and, above all, than those with high professional or university-level studies.

Reports.

Las competencias profesionales del futuro: un diagn贸stico y un plan de acci贸n para promover el empleo juvenil despu茅s de la COVID-19 (download the full report in Spanish)

Survey (download in Spanish)
Executive Summary: The Professional Competences of the Future: A Diagnosis and An Action Plan to Promote Youth Employment After Covid-19 (download in English)

Jordi Canals Interviews Tob铆as Martinez, CEO of Cellnex 鈫�

Resources.

The future of work: An international perspective

Jaunotte, F; Melina, G; Rockall, E; Pizzinelli, C; Panton, A; Mendez, M; Cazzaniga, M; Li, L. (2023) Gen-AI: January 2024. IMF
McKinsey Global Institute (2023).
OECD (2023). .
Pizzinelli, C; Panton, A; Mendez, M; Cazzaniga, M; Li, L. (2023) . October 2023. IMF
World Economic Forum (2023). .
Bain (2022)
IMF (2022)
IMF (2022).
Manpower Group (2022).
OECD (2022).
CEPS (2021),
PwC (2021),
BCG (2021),
McKinsey (2021),
IMF (2021),
European Commission (2020),
KPMG (2020),
McKinsey (2020),
Deloitte (2020),
OCDE (2019),
World Economic Forum in collaboration with Boston Consulting Group (2019),
McKinsey Global Institute (2019),
World Economic Forum (2019),
McKinsey Global Institute (2018), , McKinsey&Company
Harris, K., A. Kimson, y A. Schwedel, A. (2018), 鈥溾€�, Bain & Company
World Economic Forum (2018),
OCDE (2018), , OECD Publishing, Par铆s

Youth employment and unemployment: A challenge for society

Funcas (2024). .
Funcas (2024).
Ministerio de Trabajo y 贰肠辞苍辞尘铆补 Social (2024).听 .
Ministerio de Trabajo y 贰肠辞苍辞尘铆补 Social (2024).
IMF (2022).
Ministerio de Trabajo, Migraciones y Seguridad Social (2022).
C铆rculo de Empresarios (2018),
Bentolila, S., J. I. Garc铆a-P茅rez, y M. Jansen (2017), , Journal of the Spanish Economic Association, SERIEs, vol. 8(1), pp. 1-41
Dolado, J., et al. (2013), , OECD Economics Department Working Papers, n.潞 1039, OECD Publishing, Par铆s
Gort谩zar, L. (2018), , Working Papers 2018/04, FEDEA

Initiatives and websites of interest:聽

Fundaci贸n Bertelsman por el empleo juvenil.
, OCDE
, Eurostat
, Ministerio de Trabajo, Migraciones y Seguridad Social
, SEPE

Education and skills: Keys to employability

Caixabank, Dualiza. (2023). .
Consejo Econ贸mico y Social (2023).
Fundaci贸n C y D. (2023).
Fundaci贸n Ram贸n Areces y Fundaci贸n Europea Sociedad y Educaci贸n (2023).
Manpower Group (2024). .
OECD (2023).
Sancho Gargallo, M.A., Vald茅s, Manuel T.听 (2022).听, Fundaci贸n Ram贸n Areces, Fundaci贸n Europea Sociedad y Educaci贸n
OECD (2022).
McKinsey Global Institute (2022)
FUNCAS (2021),
World Economic Forum (2021),
World Economic Forum (2020),
Ruiz Rosillo, M.A., Sancho Gargallo, M.A., de Esteban Villar, M. (2019). , Fundaci贸n Ram贸n Areces, Fundaci贸n Europea Sociedad y Educaci贸n
OCDE (2018),
SEPE (2018),
OCDE (2018),

Initiatives and websites of interest:

, Centro Europeo para el Desarrollo de la Formaci贸n Profesional
, OCDE
, JP Morgan
, Ministerio de Educaci贸n y Formaci贸n Profesional, Gobierno de 贰蝉辫补帽补
, Comisi贸n Europea
, Comisi贸n Europea
,听PWC Global

Related studies

Bain and Company (2023).
Bain and Company (2023).
Comunale, M; Manera, A (2024). IMF.
Bonet, R., Elvira, M., & Visintin, S. (2022). .听Work, Employment and Society,听0(0)
Selmer, J.,听Dickmann, M.,听Froese, F.J.,听Laurin, J.,听Reiche, B.S.听and聽Shaffer, M.听(2022), 鈥溾€�,听, Vol. 10 No. 1, pp. 1-13
BIEGER, C., 脕LVAREZ DE MON, S., GARC脥A-LOMBARD脥A, P. (2021).听Report
LAS HERAS M., M., GIFRA, J. (2021).听Report
LAS HERAS M., M. (2020).听. Report
Apascaritei, P. y M. Elvira (2018).听. 天美传媒 y Meta4, Barcelona
Fundaci贸n ATRESMEDIA, Fundaci贸n MAPFRE e 天美传媒 (2018).听Reflexiones sobre la Formaci贸n Profesional de Grado Medio y Superior en 贰蝉辫补帽补. Madrid
BAIN & COMPANY (2018), 鈥溾€�
McKinsey (2018), 鈥溾€�
World Economic Forum (2018), 鈥溾€�
World Economic Forum (2018), 鈥溾€�
McKinsey (2016), 鈥溾€�

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#1, June 2021.

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