Today’s globalized and fast-changing world is marked by an increasing diversity and flexibility in where people work; how people work; the regularization of; and mobility for work. Because of these developments, workers have been able to obtain skills and knowledge through a wide range of sources and means, both within countries and across developed, developing and emerging economies. Capturing the competencies that individuals acquire over the course of their lives, regardless of where or how they were acquired, is important in ensuring that workers have evidence of all skills obtained. Proof of acquired skills also eases the transition between different jobs and can remove barriers to wage growth.
In developing countries with high school dropout rates, many workers acquire workplace skills via informal means. As a consequence they face significant challenges in gaining decent employment and furthering their education if systems are not in place through which knowledge, skills and competence acquired through non-formal and informal means are recognized. Against this backdrop, ensuring that workers have access to systems that enable them to ‘document’ the worth of their skills for use in the labour market becomes increasingly important. With half of the global labour force working and producing in the informal economy (amidst growing informality in industrialized countries), and with the increasing internationalization of labour markets, the benefits of recognizing prior learning are vast. These include the transfer and recognition of the skills of migrants in new contexts, an easier capacity for workers to…..
(Please read full Guidance Note below.)
We invite you to contribute to this discussion by responding to the following questions:
1. How has your country used RPL systems and what results and lessons have emerged from its use?
2. What challenges has your country experienced in the implementation of RPL systems?
3. Recognition systems can be used to promote more inclusive and sustainable economic growth that benefits everyone. In your view, what potential benefits do RPL systems offer migrant workers/refugees?
4. How can we build trust around the assessments offered via RPL?
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Many of the global drivers of transformational change will have major implications for skills development. For example, technological advances will fundamentally alter the way we live, work and relate to one another. Referred to by many as The Fourth Industrial Revolution, evolution in robotics, nanotechnology, 3D printing and biotechnology will require enormous changes in the skill sets needed to thrive in the new landscape. This revolution is also expected to result in significant job creation and displacement, heightened labour productivity and widening skills gaps.
The pledge that “no one will be left behind” in the 2030 Agenda for Sustainable Development and its accompanying Sustainable Development Goals (SDGs), commits member States to plan to end poverty, combat climate change and fight injustice and inequality.
A number of SDGs are particularly relevant in tackling these transformational drivers of change in the world of work:
- SDG 4 on quality education and lifelong learning;
- SDG 5 on gender equality; and,
- SDG 8 on decent work and economic growth.
Bold changes are needed to stimulate hope and drive for the inclusion of all individuals in present and future development processes. Yet, ensuring that inclusion is equitable is not automatic.
Please read full Guidance Note below.
Week two questions include, among others:
4. Different countries have taken different approaches to promoting inclusive growth through skills development. Yet, is it about broadening access to formal training institutions? Is it about improving the quality and perception of TVET? Is it about specific skills that could promote disadvantaged groups in gaining decent and productive jobs? What is your view and experience?
5. What are unique and innovative programmes in your country that reach out and address specific skills needs of disadvantaged groups?
6. Increased automation will change the nature of jobs and low-skilled workers are likely to face highest employment risks. What kind of skills or skills-plus programmes can assist in enhancing their employability and career prospects?
7. We all know that skills alone may not be sufficient for realizing inclusive growth. How do your country’s skills development initiatives connect to broader programmes that promote inclusive employment and equality of opportunities?
Strengthening the ability of workers to adapt to changing market demands and to benefit from innovation and investments in new technologies, clean energy, the environment, health and infrastructure enables countries to be more competitive in the global economy and better respond to rising challenges in the labour market. Yet stepping up investments in skills to meet current needs and to better respond to global trends that affect all regions requires a reform in training policies, institutions and methods.
In tackling today’s global youth employment crisis - characterized by high levels of unemployment and poor quality, low paying jobs – technical vocational education and training (TVET) can help minimize skills mismatches that disproportionately affect young people in developing countries. Moreover, orienting TVET toward the world of work can help smooth the transition from education to employment.
Making quality training opportunities available to all, in particular young people, helps to support sustainable development and decent work. (SDGs 4 and 8).
Considering the role of TVET in improving the employment prospects of young women and men, and in minimizing current and future skills gaps, this E-Discussion will focus on vocational education.
We encourage you to read the Guidance Note below for information on the discussion topic.
Week two questions:
5. What are key factors that will determine the nature and types of skills needed in the future and how can TVET systems improve their responsiveness to changes in skills demands?
6. To what extent are the operations of the TVET institutions in your country informed by regular and ongoing assessment of labour market trends and industry developments?
7. What role do public-private partnerships play in ensuring that formal training is more responsive to the needs of individual workers and employers?
8. Existing research shows that adapting to technology/automation is one of the key driving forces impacting employment and skills. What are the most critical reforms needed for TVET policy and systems to enable countries to respond to an era of higher technology?
9. What changes are needed in order for TVET systems to better promote more inclusive and sustainable growth?
Providing the right skills at the right time: The role of sectoral skills development in contributing to productive and competitive economies
Helping enterprises find workers with the right skills, and ensuring that workers acquire the skills they need to find productive employment is a key to economic prosperity and building inclusive societies. Adopting a forward-looking perspective to skills development to improve the competiveness of specific industries or sectors contributes to a country’s growth, economic diversification and to the creation of decent jobs.
The Global KSP will focus this E-Discussion on ‘Providing the right skills at the right time: The role of sectoral skills development in contributing to productive and competitive economies’. Over the next two weeks, the E-Discussion will take place in two parts. During the first week, the Global KSP will look at the current skills challenges facing industry and the labour market. During the second week, the dialogue will invite participants to share their experiences and good practices on anticipating future skills needs in specific sectors of the economy.
Week two questions: Initiatives and what works:
-Sectoral skills development approaches have proven useful in engaging employers, albeit they take different forms within different national contexts. What models of employer engagement have you identified as being effective when examining approaches to sectoral skills development?
-What role can tripartite sectoral skills councils play in anticipating the needs of a sector for current and future skills training, assessing the quality and relevance of training programmes and improving relevance?
-What are some effective examples of forward-looking strategies for developing skills in a particular sector that will improve the performance of enterprises and keep the skills of workers up-to-date?
-To what extent are countries considering the specific needs of their key sectors when developing national level skills development policies/TVET strategies?