Technological revolution brings forth major changes in the labour market as well as the necessity to adapt to the shifting conditions on the part of both employees and entrepreneurs. This notion fits in with the European Policy of “Lifelong Learning” which presents the necessity to constantly improve skills and participate in the process of learning through the entire period of professional engagement. The aim of the article is to diagnose the current situation in the labour market and expectations towards employees as a result of the technological revolution and digitization, and to analyze whether there are groups of countries in the EU with similar features describing the labour market and to present the differences between these groups. The study uses research methods based on literature research, content analysis and comparative analysis, and the empirical part uses cluster analysis—the Ward method, using secondary statistical data from the Eurostat database. It was verified which groups of the Member States exhibited similarities to the extent of: forms of employment; work productivity; commitment of entrepreneurs and employees to the process of continuing vocational training (CVT) and lifelong learning; educating future employees of the economy at the level of higher education (HE) in STEM fields and development of digital skills as well as commitment of governments of each EU Member State to financing research and development in higher education institutions (HEIs). It may be ascertained that the average values of variables describing the pattern followed by “new” Member States which joined the EU in 2004 or later are, in majority, lower than the values of the same variables describing the pattern followed by the “old” Member States. It cannot be unambiguously stated that the affiliation with the Eurozone in any way determined whether a given group of Member States is better or worse than the other. The resulting figures may become significant at the stage of developing the employment policy as well as the education policy and the professional career development policy in the respective Member States. Those results may be applied to both evaluation and planning of actions to be taken against the background of the development strategy in order to reduce clearly visible inequalities between the European Union Member States.

中文翻译：

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工业革命 4.0 背景下劳动力市场的期望和挑战。波兰和其他欧盟成员国基于聚集方法的分析

技术革命带来了劳动力市场的重大变化，以及员工和企业家都必须适应不断变化的条件。这一概念符合欧洲的“终身学习”政策，该政策提出了在整个职业参与期间不断提高技能和参与学习过程的必要性。本文的目的是诊断技术革命和数字化导致的劳动力市场现状和对员工的期望，并分析欧盟是否存在具有相似特征描述劳动力市场的国家组介绍这些组之间的差异。本研究采用基于文献研究、内容分析和比较分析的研究方法，实证部分使用聚类分析——Ward 方法，使用来自欧盟统计局数据库的二级统计数据。核实了哪些成员国群体在以下方面表现出相似性： 就业形式；工作效率；企业家和员工对继续职业培训 (CVT) 和终身学习过程的承诺；在 STEM 领域和数字技能的发展以及每个欧盟成员国政府为高等教育机构 (HEI) 的研究和开发提供资金的承诺中，在高等教育 (HE) 水平上教育经济的未来雇员。可以确定的是，描述 2004 年或之后加入欧盟的“新”成员国所遵循的模式的变量的平均值占大多数，低于描述“旧”成员国所遵循的模式的相同变量的值。不能毫不含糊地说，与欧元区的联系以任何方式决定了一组特定的成员国是否比另一个更好或更差。由此产生的数字可能会在各自成员国制定就业政策以及教育政策和职业发展政策的阶段变得重要。这些结果可用于评估和规划在发展战略背景下采取的行动，以减少欧盟成员国之间明显可见的不平等。不能毫不含糊地说，与欧元区的联系以任何方式决定了一组特定的成员国是否比另一组更好或更差。由此产生的数字可能会在各自成员国制定就业政策以及教育政策和职业发展政策的阶段变得重要。这些结果可用于评估和规划在发展战略背景下采取的行动，以减少欧盟成员国之间明显可见的不平等。不能毫不含糊地说，与欧元区的联系以任何方式决定了一组特定的成员国是否比另一个更好或更差。由此产生的数字可能会在各自成员国制定就业政策以及教育政策和职业发展政策的阶段变得重要。这些结果可用于评估和规划在发展战略背景下采取的行动，以减少欧盟成员国之间明显可见的不平等。由此产生的数字可能会在各自成员国制定就业政策以及教育政策和职业发展政策的阶段变得重要。这些结果可用于评估和规划在发展战略背景下采取的行动，以减少欧盟成员国之间明显可见的不平等。由此产生的数字可能会在各自成员国制定就业政策以及教育政策和职业发展政策的阶段变得重要。这些结果可用于评估和规划在发展战略背景下采取的行动，以减少欧盟成员国之间明显可见的不平等。