20th Public Employment Services (PES) Network Board Meeting
During the 20th Public Employment Services (PES) Network Board Meeting, held on 14-15 December in Las Palmas de Gran Canaria, Spain, heads of PES engaged in a comprehensive two-day session, looking at addressing labour market challenges in the coming years including upskilling and reskilling as well addressing the impact of demographic changes.
New Leadership
The gathering marked the inaugural session for Caroline Mancel as the new PES Network Chair and a farewell for Spiros Protopsaltis as the First Vice-Chair, who will be succeeded by Inga Balnasosiene in January 2024.
Addressing Labour Market Challenges
The 20th PES Network Board Meeting, hosted under the Spanish Presidency, provided a platform for strategic planning to address evolving labour market challenges, laying the groundwork for collaborative efforts to come in 2024 for European PES. Gerardo Gutiérrez Ardoy, Director-General of the Spanish Public Employment Service SEPE, emphasized the importance of the meeting’s location in Gran Canaria, as it represents the challenges and opportunities experienced across all of Europe.
Impact of Demographic Changes
The impact of demographic changes on the labour market was discussed in a session introduced by Spanish economist José Moisés Martín Carretero. The discussion highlighted that demographic change is a key driver behind labour shortages and requires more attention. Efforts to reshape support for those further from the labour market featured in discussions, covering innovative approaches to help close employment rate gaps and support older workers, women, and migrants. Active Labour Market Policies have a key role to play here, but are not yet fit for the challenge.
PES Network Memo
Ahead of the European elections in June 2024 and the appointment of a new College of Commissioners in the autumn, Caroline Mancel, Chair of the PES Network invited Board Members to discuss key elements of a PES Network Memo on “Labour market challenges and policy solutions for the years ahead”. Mancel believes that PES are well-positioned to monitor and anticipate upcoming labour market challenges, providing concrete policy advice. The Memo is expected to be finalized in Spring 2024.
European Year of Skills
The agenda also addressed the European Year of Skills and the pivotal role of PES in upskilling and reskilling measures. It was noted that only 37% of adults participate in training every year, and 74% of SMEs faced skills shortages in 2023. PES will play a key role in the more than 1700 events planned for the European Year.
Future Plans
The Board adopted the 2023 Annual Report, highlighting 16 mutual learning activities leading to 18 learning resources. Looking ahead, the Board also adopted the 2024 Work Programme. PES Network activities in 2024 will focus on attracting skills and talents from third countries, supporting the green transition, measuring labour shortages, rethinking support for those furthest from the labour market, applying AI in data-driven digitalisation strategies, improving skills and labour market intelligence, and partnerships with private employment services. Additionally, as the PES Network celebrates its 10th anniversary since its inception in 2014, 2024 will see the launch and delivery of the 4th cycle of Benchlearning assessment visits.
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 5: Gender Equality
- SDG 8: Decent Work and Economic Growth
- SDG 10: Reduced Inequalities
- SDG 17: Partnerships for the Goals
The article discusses various labor market challenges, including upskilling and reskilling, addressing the impact of demographic changes, and supporting older workers, women, and migrants. These issues are connected to SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals).
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
- Target 5.1: End all forms of discrimination against all women and girls everywhere.
- Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
- Target 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources.
Based on the article’s content, the specific targets identified are related to ensuring equal access to education, ending discrimination against women and girls, achieving full and productive employment, promoting social and economic inclusion, and enhancing global partnerships.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.
- Indicator 5.1.1: Whether or not legal frameworks are in place to promote, enforce, and monitor equality and non-discrimination on the basis of sex.
- Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.
- Indicator 17.16.1: Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the sustainable development goals.
The article does not explicitly mention indicators, but based on the identified targets, these indicators can be used to measure progress towards achieving the targets.
SDGs, Targets, and Indicators Table
SDGs | Targets | Indicators |
---|---|---|
SDG 4: Quality Education | Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university. | Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months. |
SDG 5: Gender Equality | Target 5.1: End all forms of discrimination against all women and girls everywhere. | Indicator 5.1.1: Whether or not legal frameworks are in place to promote, enforce, and monitor equality and non-discrimination on the basis of sex. |
SDG 8: Decent Work and Economic Growth | Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value. | Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities. |
SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities. |
SDG 17: Partnerships for the Goals | Target 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources. | Indicator 17.16.1: Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the sustainable development goals. |
Source: ec.europa.eu