Integrated approaches to literacy and skills development
English
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.
Core skills and literacy
Core employability skills build upon and strengthen the skills developed through basic education; the technical skills needed for specific occupations or to perform specific tasks or duties (such as nursing, accounting, using technology or driving a forklift); and professional/personal attributes such as honesty, reliability, punctuality and loyalty.
Core work skills enable individuals to constantly acquire and apply new knowledge and skills; they are also critical to lifelong learning. Various agencies and organizations have given different labels to these skills, ranging from “key competencies” to “soft skills”, “transferable skills” or “essential skills”.
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.
The UNESCO Institute for Lifelong Learning (UIL) has launched a new publication, Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes. This new compilation showcases 21 adult education programmes that demonstrate promising approaches to integrating literacy, life skills and vocational skills in various country contexts around the world.
Such integrated approaches have great potential to enhance the relevance and quality of adult education programmes and increase adult learners’ motivation in enrolling in such programmes. The programmes featured offer new pathways for adult learners to develop and practise new skills in context, improve job prospects, and contribute to a change in the trajectory of their professional and personal lives. The compilation also offers insights into how integrated learning programmes can be designed and implemented. Lessons drawn from these programmes can be adapted for different country contexts by adult educators and programme providers around the world, particularly now in the post-pandemic recovery and resilience-building phases.