Consultation with social partner representatives, policy analysis and field work in firms was then added to the scientific analysis to develop conclusions about future policy to address the challenge of the group at risk from low skills. Population proportions in the ISCED 0-2 group were found to vary widely between European countries studied (France, the Netherlands, Portugal, Sweden and the UK). In every country the attainments of the group were more heterogeneous than for the higher ISCED levels and in all countries except Portugal around half were in employment. In all countries the proportion in the at risk group (ISCED 0-2) declined over the decade 1985-1995 but rates of growth varied between countries. Those with the largest at risk groups had below average growth in skills. This decline was predominantly the result of more young people receiving further education and training; adult upgrading from ISCED 0-2 remained the exception. The increase in growth of qualified young people occurred earlier in some countries than others and could not be decisively linked to labour market factors.
Improvement in average attainments at the end of lower secondary education proved more closely linked with increased post-compulsory participation. Measured by duration, the at- risk group received less employer-provided education and training than higher skill groups except in Germany where apprenticeship dominates such provision. But a further study indicated that more /different incentives are needed to overcome the reluctance of the low-skilled to accept employer-provided training. Despite the decline in the proportions in the at risk group their labour market position declined over the same period relative to the national average (more unemployment and inactivity). Those in employment were more likely to be employed in sectors having declining employment during the 1990s than those in the higher skill groups in all countries except Portugal.
However, for those in employment, including those who took a new job 1985-1995, job quality did not decline to any significant extent. Technological change was found to explain much of the change in labour market demand for the group without further education and training in a study using Swedish data. Older workers without full lower secondary education were at greatest risk. Case-studies of firms which had large proportions of employees without further education and training revealed marked differences in employer demand for the ISCED 0-2 group between countries. Where employers were seeking to recruit from this group there was particular concern about social skills and basic employability. Evidence was found of an increase in expectations in the area of social competence and communication resulting from the growth of service economy employment. No evidence was found from any of the studies that demand for this group would fall dramatically in the short term.
However, the message of rising expectations and inadequate basic preparation was also strongly repeated at a meeting of representatives of the social partners dedicated to discussing these issues. In particular it was stressed that attitude changes are necessary to enable European countries to move towards a situation where all have access to and can benefit from a 'minimum learning platform'. Education policy should be framed in terms of entitlement to a minimum level and not only to an entitlement of 'years' of education. The institutions of learning should be diversified and become more flexible. Finally, European citizenship should be defined as entailing commitment from the individual citizen to investment in learning throughout life, matched by a commitment to flexible and appropriate provision from employers, and public and private providers. All the countries studied are developing a variety of strategies and policies which provide the first steps towards establishing a minimum learning entitlement. Some are more advanced than others.
The work of the NEWSKILLS project now turns to promoting further debate of these movements and to disseminating greater understanding of the fundamental social changes which underpin them.
 |
 |
 |
 |
 |