Be Bold For Change — Inclusive Growth through Skills Development, 6 to 17 March
English
ILO
The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org
Access to training
Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.
This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.
Gender equality
Women represent both half of the world's population – and half the world's economic potential. Their participation in the labour market reduces poverty because they often invest 90 per cent of their income in the well-being, education and nutrition of their families. Yet labour force participation by women has stagnated at about 55 per cent globally since 2010. Moreover, women are disproportionately represented in precarious work – low-paid, low-skilled and insecure jobs.
Training plays an important role in the pursuit of equality of opportunity and treatment for women and men in the world of work. Yet women often lack access to technical and vocational education and training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. Overcoming this challenge requires the adoption of a life-cycle approach. This includes improving girls’ access to basic education; overcoming logistic, economic and cultural barriers to apprenticeships and to secondary and vocational training for young women; and meeting the training needs of women re-entering the labour market and of older women who have not had equal access to opportunities for lifelong learning.
Other knowledge products
Moderators
Drawing inspiration from this year’s International Women’s Day, this E-Discussion aims to explore and share innovative programmes and good practices that can contribute to the building of a better working world for present and future development—especially for women and other disadvantaged groups. Share your experiences now! Some contributions may also eventually be featured in an ILO publication on the subject.
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?