The paper analyzes the role of e-vocational training in the achievement of new employability conditions that require the emergence of networking, knowledge economy and knowledge society. Under the analytical framework of skill biased technological change (e-SBTC) and from the results of three empirical analysis, four main conclusions have been obtained. First, e-vocational training is not yet strong enough to break the training gap. That is, e-vocational training of workers occurs mainly in more educated and digital skilled-based workers. Second, e-vocational training is revealed as a qualified instrument to improve employability, particularly on the dimensions of acquired skills and satisfaction with the educational design, but less with the training labour applicability. Third, the vast majority of firms, with no structural change, has a problem of relative over-education. That is, they don’t meet the association between a higher educational level and a higher wage. And fourth, although e-vocational training has made considerable progress as a tool to improve workers employability, it actually shows two major weaknesses: 1) the need to enlist more collectives of workers; and, 2) the need to promote e-vocational training as a lever on structural change in firms (complementary with organizational change and ICT uses).

This paper is part of the study on the validity, after a decade, of the transversal competences included in the design of the new degrees of the EHEA. It is based on a survey conducted among students, graduates and employers and on depth interviews with four CEOs of head hunters companies involved in the area of administration and management. The main resulting views are: there is a general consensus in considering the evaluation of all transversal competences as the axis of selection processes. Experts agree with considering both the teamwork and the development of international skills as predominant. They also show skepticism about the role of universities in the development of these abilities. Finally, they were particularly receptive to the importance of online learning, not only because of its advantages in terms of accessibility and compatibility with the profession, but also because it includes the development of skills, such as autonomy, the ability to critically analyze information, to organize work and for time management