What is Eco-Literacy

This chapter addresses three pivotal questions: 1) Why prioritize upskilling and reskilling within the Turkish workforce, given evolving opportunities and challenges? 2) To what extent are qualifications conducive to a seamless transition, considering emerging opportunities and challenges? 3) Can the Danish Flexicurity Model be applied for upskilling and reskilling initiatives in Turkey? By addressing these questions, this study evaluates the necessity for upskilling and reskilling, assesses qualification readiness, explores the applicability of the Danish Flexicurity Model, and proposes strategies for enhancement. The broader finding of the study is that due to structural problems, such as a weaker welfare state and chronic unemployment in the Turkish labor market, it is not possible to adopt Danish flexicurity for technological advancement in Turkey. Additionally, in terms of the main skills required for technological advancement, Turkey lags far behind the OECD average and Denmark in areas such as math, science, and reading.