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Employment specifications must reflect ongoing economic and technical changes in the economy that result in changing skill demands in the labour force. Before embarking on the development of standards, we need labour market information to provide ‘early warnings’ and identify those occupations which:
1. are in high demand; making them in a high priority for standard development.
2. are changing rapidly and will therefore need frequent updating.
3. represent a large percentage of the workforce and require specialized skills for their performance.
4. are in new emerging fields of work; such as information and communications technologies.

Analysis of labor market information provides a starting point for more in-depth occupational analysis.

Standards developers synthesis labor market information that is available from multiple sources to meet their needs.
 

Comparatively low net returns on vocational schooling have been reported in many studies, particularly for low-income countries, where vocational schooling capacity exceeds labor market demand and the external efficiency of STVE is low, Benin, Mozambique, Niger and Somalia.

Vocational education can confer labor market national programs advantages in terms of participation, employment and wages for those high school leavers who work in jobs related to the vocational courses followed at school, while vocational school leavers working outside their training specialty fare no better than workers who pursued general academic careers.

Additional studies add empirical support to the view that, given the presence of appropriate conditions, vocational education can successfully meet the needs of employers, resulting in labor market outcomes that are more favorable than those from academic schooling.

In general, vocational and technical education can have a substantial role to play both in the development of specific skills and in relation to flexible skill preparation of the work force for changing markets.