Baku: As the shortage of skilled labor continues to grow worldwide, interest in new skills and training models is rapidly expanding.

According to Azerbaijan State News Agency, a significant share of employers globally face difficulties in finding workers with the right skills. OECD reports indicate that in some countries, around 40% of employers struggle to find suitable candidates. Meanwhile, the McKinsey Global Institute estimates that by 2030, up to 375 million people worldwide will need to switch occupations or significantly upgrade their skills, Nariman Karimli, a labor market specialist studying at the Hubert H. Humphrey School of Public Affairs at the University of Minnesota under the State Program on Education of Azerbaijani Youth Abroad for 2022-2028, said in an interview with AZERTAC.

'Against this backdrop, models such as Germany's dual vocational education and training (VET) system are widely recognized as successful examples in reducing youth unemployment and improving the transition from education to the labor market. OECD data shows that countries implementing such systems tend to have lower youth unemployment rates and faster school-to-work transitions. However, experts emphasize that directly transferring these models to other countries often does not produce the desired results,' he noted.

The expert mentioned that the key issue is not copying models but adapting them: 'Research shows that in the coming years, approximately 44% of the global workforce will need to change their skill sets. However, this process cannot be identical across all countries. Each country has a different institutional structure, economic composition, and level of employer engagement. Therefore, a model that works successfully in one country may not yield the same results in another.

A more effective approach is to identify the core principles of these models and adapt them to local conditions. These principles include active employer participation, integration of practical training into education, and ensuring alignment between education systems and labor market needs.'

Nariman Karimli believes that in many cases, the problem is not the absence of good models, but their improper implementation: 'This issue is particularly relevant for advanced economies, including the United States. Labor shortages in manufacturing, logistics, and technology sectors in the U.S. are becoming more acute, especially in the context of initiatives such as the CHIPS and Science Act and infrastructure investment programs. The success of major industrial and technological projects in the U.S. depends directly on the availability of a skilled workforce. This requires more flexible and labor-market-oriented training systems.

Adapting international best practices can contribute to addressing these challenges. Aligning key elements of successful models with local systems can improve labor market efficiency. This requires strong coordination between government, educational institutions, and the private sector.'

The expert also highlighted the growing role of digital learning tools: 'Online and hybrid learning platforms offer more flexible and scalable solutions. This is particularly effective for reskilling workers in large companies. In an era of increasing global labor market competition, vocational education and workforce development will remain key priorities of public policy. Countries that succeed will be those that can effectively combine global knowledge with local implementation.'