Africa-EU Summit Science Dialogue Events

The digitisation of the economy, as well as of the whole society, is changing the way we work, learn and lead our everyday lives. Digital transformation, along with market globalisation and demographic change, are dominating a profound transformation which will result in a major swift of the labour market, and the way people work. This paradigm shift represents a critical challenge for employers, workers, investors and public authorities, and the challenge needs to be fully understood and embraced in order to identify the most appropriate policy options to transform them into opportunities for all.

Although it remains crucial to develop a range of specific digital skills which respond to the needs of the digital economy, wider skills for the whole population should be embedded in a broader and comprehensive skills strategy in which other transversal skills relevant to employers such as entrepreneurial skills, communication skills, critical thinking and active citizenship, are also included. Evidence shows that the most effective means of improving employability and closing skills gaps are more generic measures aimed at improving the capacity of workers to acquire new skills and learn in an evolving economy and society. Skills and lifelong learning are crucial for long-term and sustainable growth, productivity and innovation and therefore a key factor for the competitiveness of businesses of all sizes. Providing people with the right skills allows them to work more effectively and take advantage of advanced technologies [1], eliminates the major obstacle identified to business investment [2], prevents labour market mismatches [3] reduces the risks of social and economic inequalities, contributing to high levels of social discontent, exclusion and poverty and [4], lays the ground for research and development (R&D) and firm-based innovation.

In order to respond effectively to the demands of a changing society and labour market, focus has to be put on synergies between education, research, innovation and employment, creating links between higher education institutions and industry groups in order to identify their current and future skills needs, encompassing not only technical but transversal and cognitive skills. This skills assessment strategy has to reflect the local environment and the variegated realities of the African continent in order to be effective and representative of committed action. 

In addition, strong connections within the education sector and Government agencies will ensure engagement from all stakeholders as partners in their up/re-skilling development initiatives.
Finally, designing a digital and a broader skills strategy or any other type of initiative to help all stakeholders to access the required skills, diversity needs to be clearly addressed through a tailored approach.