Progress and Lessons from Active Labor Market Programs in Greece
Despite progress pre-COVID-19, Greece has a 15.8% unemployment rate — double the EU average —and 70% of the unemployed have been out of work for a year or more. These challenges underline the importance of effective active labor market programs (ALMPs).
A recent ALMP model in Greece showed promising results
- Pilot participants were twice as likely to have been employed after the pilot.
The lessons from this model may be useful in other contexts.
Overview of the ALMP Model in Greece
In late 2018, Greece piloted a reformed ALMP model to help the unemployed find jobs. The pilot took place in three municipalities covered by the Elefsina local office of the national public employment service (OAED). Key elements of the model include:
- Systematic segmentation of jobseekers
- Increased counseling capacity
- A more diverse offering of upgraded programs
- Better monitoring
The target group consisted of people ages 45 and above who were registered unemployed for at least six months.
Pilot participants improved their chances of getting a job even with the labor market and target group challenges. Many received training in basic skills and technical specialties and participated in internships. Specific aspects of the knowledge generated may be of interest to other countries reforming ALMPs.
Using Profiling to Support Job Counselors
In the new ALMP model, before meeting with a counselor, jobseekers filled out an online questionnaire. The answers were used in a statistical analysis to determine the likelihood of the jobseeker finding a job on their own. Counselors used this information as a starting point to discuss next steps, including participation in training and creating an Individual Action Plan (IAP) with the unemployed. The unemployed appreciated the attention on employment and the self-assessment of their job goals.
Converting Labor Market Data into Usable Information
By using labor market data drawn from government sources and firm surveys, OAED was able to focus the training programs on the skills demanded by local firms. This included logistical services such as warehouse workers. However, job counselors need more training and guidance to effectively use the data to advise jobseekers.
Tailoring Training to the Needs of Trainees
The pilot addressed past issues where some interested individuals could not attend training due to gaps in their basic skills, while others wasted time repeating material they already knew. Basic skills training such as numeracy, literacy, or information technology was offered to participants with shortfalls. Technical training for specific jobs was shortened for those with some knowledge.
Ensuring Third Party Certification of Training
Training that results in credentials has more positive employment outcomes. To address certification challenges, OAED made arrangements with independent accredited assessment centers for 7 specialties. As of October 2020, 371 trainees had sat for the exams and all but 4 were successful.
Analyzing Incentives
The process evaluation revealed that some trainees were motivated by the allowance rather than gaining employment. Comparing the money a jobseeker could receive from participating in other options, it was found that training paid less than other alternatives. This highlights the strong incentive to pursue training simply for the money. In the future, the training allowance should be reduced and only paid for the internship, not for the classes beforehand.
Using Administrative Data to Measure Outcomes
Although a rigorous impact evaluation was not conducted, an analysis using available data showed that pilot participants with an Individual Action Plan (IAP) were more likely to be employed and less likely to be registered as unemployed. This demonstrates the potential of using administrative data to measure outcomes.
World Bank technical assistance activities were carried out with funding by the European Union via the Structural Reform Support Programme and in cooperation with the European Commission’s DG REFORM.
SDGs, Targets, and Indicators
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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.
- Indicator 8.5.2: Unemployment rate, by sex, age group, and persons with disabilities.
-
SDG 4: Quality Education
- Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
- Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
-
SDG 1: No Poverty
- Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
- Indicator 1.2.2: Proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| 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. Indicator 8.5.2: Unemployment rate, by sex, age group, and persons with disabilities. |
| SDG 4: Quality Education | Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship. | Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill. |
| SDG 1: No Poverty | Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions. | Indicator 1.2.2: Proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions. |
Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The issues highlighted in the article are connected to SDG 8 (Decent Work and Economic Growth), SDG 4 (Quality Education), and SDG 1 (No Poverty).
2. What specific targets under those SDGs can be identified based on the article’s content?
Based on the article’s content, the specific targets identified are:
– 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 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
– Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Yes, there are indicators mentioned or implied in the article that can be used to measure progress towards the identified targets:
– Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities.
– Indicator 8.5.2: Unemployment rate, by sex, age group, and persons with disabilities.
– Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
– Indicator 1.2.2: Proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
These indicators can be used to measure progress towards the targets by collecting relevant data and analyzing the outcomes of the implemented programs and policies.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| 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. Indicator 8.5.2: Unemployment rate, by sex, age group, and persons with disabilities. |
| SDG 4: Quality Education | Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: blogs.worldbank.org
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