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Globalization

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globalization
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267

Observatoire de l’OIT: le COVID 19 et le monde du travail. 4ème édition

Observatoire de l’OIT: le COVID 19 et le monde du travail. 4ème édition

Type:
Document
Content Type:
Observatoire de l’OIT: le COVID 19 et le monde du travail. 4ème édition
Language:

French

Slug
french
Identifier
skpFrn
Sources:

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

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Identifier
skpILO
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ilo
Topics:

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.
 

Identifier
skpLMIES
Slug
career-guidance-and-employment-services
Knowledge Products:

Other knowledge products

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Identifier
skpOProduct
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other-knowledge-products
Publication Date:
31 Jan 2024

Estimations et analyses actualisées

La 4ème édition de l'Observatoire de l'OIT : Covid et le monde du travail, montre comment les jeunes sont touchés de manière disproportionnée par la pandémie, et l'augmentation substantielle et rapide du chômage des jeunes observée depuis février touche davantage les jeunes femmes que les jeunes hommes. L'Observatoire appelle à des réponses politiques urgentes, à grande échelle et ciblées pour soutenir la jeunesse, notamment des programmes de garantie d'emploi/de formation à grande échelle dans les pays développés, et des programmes et garanties à forte intensité d'emploi dans les économies à faible et moyen revenu. Cette note d'information examine également les mesures visant à créer un environnement sûr pour le retour au travail.

Subject Tags:

Globalization

Slug
globalization
Identifier
267

Informal economy

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informal-economy
Identifier
187

Youth unemployment

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youth-unemployment
Identifier
622
Regions:

Blog: Overcoming barriers and ensuring equal opportunities: Education, skills & work-based learning for developing employability of girls in India

Blog: Overcoming barriers and ensuring equal opportunities: Education, skills & work-based learning for developing employability of girls in India

Type:
Blog
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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Identifier
skpOSource
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other-sources
Authors:
Khurana, S.
Topics:
Publication Date:
21 Jan 2024

Article by by Sakshi Khurana, Research Associate, NITI Aayog (National Institution for Transforming India).

While the number of girls in India who are able to improve their future prospects and experience economic empowerment is increasing, they still face a number of barriers such as gender differentiations in earnings, career progression and occupational segregation in the transition from education to employment.

According to a 2018 ILO-UNICEF study entitled 'Skills, Education and Training for Girls Now', the global NEET rate, which measures the proportion of youth not in education, employment or training, is twice as high for female than male youth (at 31 and 16 per cent, respectively). In India, the NEET rate is 43 per cent for males and 96 per cent for females. What inhibits the transition of female youth from education to work? What leads younger women to drop out of the workforce, and what prevents them from returning to paid work later on? This blog discusses the barriers that female youth in India face in acquiring education and skills for improving their employability and proposes a set of measures that could help overcome such barriers.

To read the rest of this article, click on the PDF below.

Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Globalization

Slug
globalization
Identifier
267
Regions:
Countries and territories:
Economic groups:
--

Global Wage Report 2022–23: The impact of inflation and COVID-19 on wages and purchasing power

Global Wage Report 2022–23: The impact of inflation and COVID-19 on wages and purchasing power

Type:
Document
Content Type:
Publication
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

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Identifier
skpILO
Slug
ilo
Topics:

Governance and coordination mechanisms

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Effective governance and coordination are key elements of successful skill systems. Whilst coordination is an important factor, it needs to operate alongside other key conditions to strengthen governance. When multi-level governance is supported by effective communication, sustainable financing and effective coordination, it has the best chance of supporting the establishment of a lifelong learning ecosystem that enables individuals and enterprises to more effectively navigate the world of work and learning.

Identifier
skpGovern
Slug
governance-and-coordination-mechanisms

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

Identifier
skpPSLLL
Slug
lifelong-learning
Knowledge Products:

Evaluation reports

Analytical assessments of technical cooperation programmes and national skills and employment policies, identifying success factors of different interventions in response to particular challenges in different circumstances.

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Identifier
skpEvalRep
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evaluation-reports

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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Identifier
skpRPS
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research-papers

Statistical information

Data produced by the international organizations and countries on trends in skills provision, demand, and employment outcomes to help inform policy-making and monitoring processes.

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Identifier
skpStatInfo
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statistical-information
Publication Date:
22 Dec 2022

Lower-income earners are the most impacted

Evidence for 2022 suggests that rising inflation is causing real wage growth to dip into negative figures in many countries.

The increasing cost of living has the greatest impact on lower-income earners and their households. This is because they spend most of their disposable income on essential goods and services, which generally experience greater price increases than non-essential items.

Inflation is also biting into the purchasing power of minimum wages. Despite nominal adjustments taking place, the real value of minimum wages is quickly eroding in many countries.

Wage employees lost six weeks of wages due to the COVID-19 crisis

The erosion of real wages comes in addition to significant wage losses incurred by workers and their families during the COVID-19 crisis.

Data from some 30 countries covering all regions and income groups show that, on average, wage employees lost about six weeks of wages during 2020-21. The loss was larger among women, workers in the informal economy, low-paid workers and workers in low and middle-income countries.

Minimum wages and social dialogue are key to maintaining wage workers’ living standards

There is an urgent need for well-designed policy measures to maintain the purchasing power and living standards of wage workers and their families.

Adequate adjustment of minimum wages could be an effective tool, given that 90% of ILO Member States have minimum wage systems in place.

Strong social dialogue, including collective bargaining, can help to achieve adequate wage adjustments during a crisis.

Subject Tags:

Globalization

Slug
globalization
Identifier
267
Regions:

World Economic Forum: The Global Gender Gap Report 2018

World Economic Forum: The Global Gender Gap Report 2018

Type:
Document
Content Type:
Publication
Language:
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

Gender equality

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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.

Identifier
skpGenEqul
Slug
gender-equality
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
29 Sep 2021

Gender parity is fundamental to whether and how economies and societies thrive. Ensuring the full development and appropriate deployment of half of the world’s total talent pool has a vast bearing on the growth, competitiveness and future-readiness of economies and businesses worldwide. The Global Gender Gap Report benchmarks 149 countries on their progress towards gender parity across four thematic dimensions: Economic Participation and Opportunity, Educational Attainment, Health and Survival, and Political Empowerment. In addition, this year’s edition studies skills gender gaps related to Artificial Intelligence (AI).

Subject Tags:

Education and training

Slug
education-and-training
Identifier
116

Gender

Slug
294
Identifier
294
Slug
gender-equality
Identifier
144

Globalization

Slug
globalization
Identifier
267
Regions:

World Economic Forum: The Global Gender Gap Report 2018

World Economic Forum: The Global Gender Gap Report 2018

Type:
Document
Content Type:
Publication
Language:
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

Gender equality

Thumbnail

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.

Identifier
skpGenEqul
Slug
gender-equality
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
29 Sep 2021

Gender parity is fundamental to whether and how economies and societies thrive. Ensuring the full development and appropriate deployment of half of the world’s total talent pool has a vast bearing on the growth, competitiveness and future-readiness of economies and businesses worldwide. The Global Gender Gap Report benchmarks 149 countries on their progress towards gender parity across four thematic dimensions: Economic Participation and Opportunity, Educational Attainment, Health and Survival, and Political Empowerment. In addition, this year’s edition studies skills gender gaps related to Artificial Intelligence (AI).

Subject Tags:

Education and training

Slug
education-and-training
Identifier
116

Gender

Slug
294
Identifier
294
Slug
gender-equality
Identifier
144

Globalization

Slug
globalization
Identifier
267
Regions:

Public Private Development Partnership for Renewable Energy Skills Training and Women Economic Empowerment in Somalia - Midterm evaluation

Public Private Development Partnership for Renewable Energy Skills Training and Women Economic Empowerment in Somalia - Midterm evaluation

Type:
Document
Content Type:
Project documentation
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

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Identifier
skpILO
Slug
ilo
Topics:

Other topic

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Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

Evaluation reports

Analytical assessments of technical cooperation programmes and national skills and employment policies, identifying success factors of different interventions in response to particular challenges in different circumstances.

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Identifier
skpEvalRep
Slug
evaluation-reports
Publication Date:
02 Jun 2021

Public Private Development Partnership for Renewable Energy Skills Training and Women Economic Empowerment in Somalia - Midterm evaluation

Subject Tags:

Globalization

Slug
globalization
Identifier
267

Skills upgrading

Slug
skills-upgrading
Identifier
657
Regions:

Africa

Region Image
Countries and territories:

STEM in TVET. Curriculum Guide. An Initiative of the ILO Women in STEM Workforce Readiness and Development Programme

STEM in TVET. Curriculum Guide. An Initiative of the ILO Women in STEM Workforce Readiness and Development Programme

Type:
Document
Content Type:
STEM in TVET. Curriculum Guide. An Initiative of the ILO Women in STEM Workforce Readiness and Development Programme
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

Thumbnail
Identifier
skpILO
Slug
ilo

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Gender equality

Thumbnail

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.

Identifier
skpGenEqul
Slug
gender-equality
Knowledge Products:

Other knowledge products

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Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
05 Apr 2021
This curriculum guide is an elaboration of the STEM in TVET Learning Design Framework. It has mapped out STEM competencies to the existing basic, common, and core competencies of the Technical Education and Skills Development Authority (TESDA) in the Philippines. Qualifications from priority sectors such as ICT, Agriculture, Construction, Automotive, Metals and Engineering, Health and Wellness, and Tourism have been revisited for better alignment of the proposed STEM-oriented learning activities. The reference documents of the STEM Competencies presented in this curriculum guide can be a good resource for curriculum planners, writers, and assessors. For each competency, relevant knowledge, specific indicators, and learning activities have been curated. Moreover, templates and detailed plans are provided to showcase how STEM competencies can be further developed with the right questions and activities. However, the sample activities are not in any way prescriptive. Technical writers and trainers are encouraged to contextualize the learning activities in their qualifications to ensure the relevance to their program.

Overall, the goal of this STEM in TVET curriculum guide is to reinforce existing STEM competencies in TESDA qualifications through STEM-oriented learning activities and assessments. The development of this guide was supported J.P. Morgan.
Subject Tags:
Slug
gender-and-development

Globalization

Slug
globalization
Identifier
267
Slug
tvet-systems
Identifier
661
Regions:

Gender Equality in the World of Work. Getting to equal by 2030: The future is now

Gender Equality in the World of Work. Getting to equal by 2030: The future is now

Type:
Discussion
Start Date:
03 Mar 2016
End Date:
29 Mar 2016
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
Sources:

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

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Identifier
skpILO
Slug
ilo
Topics:

Access to training

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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. 
 

Identifier
skpATSU
Slug
access-to-training

Gender equality

Thumbnail

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.

Identifier
skpGenEqul
Slug
gender-equality
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products

Moderators

E-discussion now extended to 28 March.
 

Women in the workplace
Women make up more than half of the world’s population and half of the world’s potential. Yet, women and girls often lack access to vocational education and skills training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. The effective participation of women in education and training is a particularly powerful tool for alleviating poverty and promoting economic and social empowerment. Skills for employment not only equips women with the competencies they require for specific jobs, but allows them to improve their employability and develop their social skills. They also learn to actively participate in civil society and politics.

The UN 2030 Sustainable Development Agenda provides, among others, a roadmap for accelerating gender equality and empowering all women and girls. It aims to end discrimination against women, by ensuring equal access to quality technical training and skills development, and promoting full and productive employment and decent work for all women and men, and equal pay for work of equal value. Indicators established for each of the sustainable development goals provide the means for tracking and measuring progress.

Discussion questions for consideration:
-What are some of the ways to increase gender equality in the workplace?

-What can be done at the country-level to ensure access to skills training for young women and girls?

-What are some of the barriers to their participation?

-How do existing laws and policies in your country help or hinder the increase in participation of women at all levels in the workforce?

-How can the public and private sectors promote gender equality?

-What role does entrepreneurship play in terms of women’s economic empowerment?

Subject Tags:

Discrimination

Slug
discrimination
Identifier
260

Globalization

Slug
globalization
Identifier
267

Women

Slug
women
Identifier
318
Regions:
Countries and territories:
Economic groups:
--

Boosting gender equality in science and technology

Boosting gender equality in science and technology

Type:
Document
Content Type:
Boosting gender equality in science and technology
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
06 Dec 2020
A challenge for TVET programmes and careers While technical and vocational education and training (TVET) has the potential to bolster the participation of women in the labour market, this potential is not always well understood and capitalized on. In general, female students are lowly represented in TVET compared to general programmes, and in particular girls and women tend to be under-represented in the fields that require science, technology, engineering and mathematics (STEM) skills and knowledge.

In addition to being required for ‘traditional’ and ‘emerging’ occupations, STEM skills and knowledge are often needed for the so-called ‘jobs of the future’, driving innovation, inclusive growth and sustainable development.

This report examines the key issues concerning girls and women’s participation and achievement in STEM-related TVET programmes and their transition STEM related careers.
Subject Tags:

Globalization

Slug
globalization
Identifier
267
Slug
tvet-systems
Identifier
661
Regions:

Towards an equal future: Reimagining girls’ education through STEM

Towards an equal future: Reimagining girls’ education through STEM

Type:
Document
Content Type:
Publication
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Access to training

Thumbnail

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. 
 

Identifier
skpATSU
Slug
access-to-training

Gender equality

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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.

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skpGenEqul
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gender-equality
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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skpRPS
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research-papers
Publication Date:
15 Nov 2020
This document seeks to call attention to the potential of STEM education to transform gender norms in the education system, to improve quality learning opportunities for girls, and to highlight key actions that can accelerate girls’ transition between education and technical expert jobs in STEM industries. Critically, STEM education also has the potential to contribute to personal empowerment, transformation of communities and nations, and building economies for the future.

The evidence presented here provides a foundation for a call to action for global, national and regional actors. All stakeholders are called to work together to dismantle the barriers that girls face to develop the skills they need to become users, shapers and creators of scientific knowledge and new technologies. This will allow girls to choose the skills they want to learn and how to apply them, empowering them to contribute to a gender-equal world.
Subject Tags:

Globalization

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globalization
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267

School-to-work transition

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school-to-work-transition
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652

Vocational training

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vocational-training
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124
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