Rétrospective de l’action de l’OIT en faveur de la formation professionnelle en Tunisie : 2013 – 2021
French
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

Apprenticeships

Quality apprenticeships based on robust social dialogue and public-private partnerships can improve employment prospects for young people while developing high level skills identified by employers as necessary for growth and increased productivity. Both informal and regulated apprenticeship systems are important learning resources enabling young people to overcome the work-inexperience trap, gain new and enhanced skills and recognized qualifications.
Upgrading informal apprenticeships and expanding regulated ones is a cost-effective way to invest in a country’s skills base, promote economic growth and enhance the employability of youth.
Teachers, trainers and training organizations

At the heart of any skills system are the managers and staff of training institutions who face considerable challenges to deliver quality programmes at a time of fiscal constraint. As the expectations placed on institutions continue to grow, managers and trainers are increasingly expected to deliver flexible, responsive and current programmes based on strong partnerships with local employers that provide good employment outcomes. Because of this, there is a need for constituents to build the capacity of their institutional workforce to meet the expectations placed upon them by demand driven systems.
Training quality and relevance

Work-based learning and skills utilization

Increasingly, countries around the world, at all levels of development are putting work-based learning, particularly apprenticeships, high on their policy agenda, recognizing its potential for reducing skills mismatch, meeting skills demand of a fast changing labour market, providing cost-effective training, promoting private sector development and smoothing transitions to the world of work.
Moreover, the issue of how skills are used in the workplace and how businesses engage with the local skills ecosystem are getting greater attention. It is increasingly recognized that workers who better use their skills are more likely to have greater job satisfaction, earn better wages and are more prepared to adapt to changes in the nature of work, while employers benefit from a more productive and innovative workforce, enabling them to maximise business performance and profitability.
Case studies and good practices
Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

L’objet de cette publication est la présentation des actions les plus significatives produites par les projets promus par l’OIT en Tunisie entre 2015 et 2021.
Elle vise à donner une information succincte mais précise sur des réalisations reflétant l’engagement de l’OIT aux côtés de la Tunisie dans le domaine de la formation professionnelle et de l’emploi. Il ne s’agit pas d’une évaluation, mais d’une appréciation qui se veut objective, basée sur des résultats concrets illustrés par des données, des photos et parfois des témoignages d’acteurs clés du dispositif tunisien de la formation professionnelle et de l’emploi. Son élaboration répond à un besoin d’informer et de garder une trace qui peut constituer une situation certes incomplète, mais très parlante, des réalisations.
Elle ne répertorie pas toutes les actions qui ont été menées par tous les projets, elle est limitée aux principales activités ayant ciblé la formation professionnelle et plus particulièrement l’apprentissage. Le choix des actions retenues dans cette publication est le fruit d’une analyse des programmes et projets PEJTUN, STED, EDJEF et RCV et d’un échange entre le rédacteur et une équipe du bureau de l’OIT de Tunis, avec l’appui de responsables de l’OIT du bureau du Caire et du siège de l’OIT à Genève. L’ordre de présentation des actions n’est ni chronologique ni d’importance.
Apprenticeships
Employability
Africa
