Page 53 - Special Topic Session (STS) - Volume 1

STS364 Maria F.
reference period, occupied a job whose skills requirements did not correspond
to the skills they possesses.

Fig.1 Match and mismatch of persons in employment, International Labour Office Guidelines
2018

Mismatch could be observed of overall skills or types of skills due to the
classification represented in fig. 1. Two mismatch levels are distinguished:
overskilling, when the level of skill is higher and underskilling, when level of
skill is lower.
The measurement of both qualification and skills mismatches is
recommended to be based on the data from household/establishment
surveys, administrative records, secondary sources.
For measurement the qualification mismatch both by level of education and
by field of study it is suggested to use normative, statistical or subjective
approaches. The highest level of educational attainment of a person in
employment is considered as the educational level.
Due to normative approach the thresholds used as a boundary between
matched and mismatched are determined based on educational requirements
as specified in relevant legislation or national practice. For statistical approach
the thresholds are empirically determined on the basis of the modal level of
education/field of study of all persons in employment in an occupation or
occupational group. For subjective approach the thresholds are determined
on the basis of the modal value of the self-assessed level of education /field
of study required to perform the job by all persons employed in a given
occupation or occupational group.
Subjective approach could be direct and indirect. Direct approach: a person
in employment is considered to be overeducated/undereducated if they
report having a level of education that is higher/lower than that required to
perform their current job. Indirect approach: a person in employment is
considered to be overeducated/undereducated if their level of education is
above/below the modal value of the self-reported level of education

42 | I S I W S C 2 0 1 9