Note d’orientation: Investir dans les compétences pour l’autonomisation socio-économique des femmes en milieu rural
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
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.
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.
Rural employment
Eight out of 10 of the world’s working poor who live on US $1.25 per day live in rural areas, where many are caught in vulnerable employment, especially in agriculture.Flourishing rural areas are vital to regional and national development. Yet, rural economies tend to face a wide range of challenges that urban areas are more likely to overcome. These include access to transportation, sanitation and health services, and a consumer base in close proximity to support small and medium enterprise development. Women and men working in rural areas also face difficulties associated with a paucity of economic opportunities, under investment, poor infrastructure and public services, including education, and, in many cases, weak governance and underdeveloped markets.
Education, entrepreneurship, and physical and social infrastructure all play an important role in developing rural regions. Skills are central to improving employability and livelihood opportunities, reducing poverty, enhancing productivity and promoting environmentally sustainable development.
Policy and strategy
Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work. Concise syntheses of experience from the international organizations.
Cette note d’orientation fait valoir que l’apprentissage de technologies et de méthodes de production améliorées, de nouveaux produits et marchés ainsi que de compétences nécessaires à l’activité professionnelle et à la vie pratique sont des facteurs pouvant faire une grande différence pour améliorer la productivité et les moyens de subsistance. Les femmes ont souvent des besoins en formation différents de ceux des hommes, qui sont liés, d’une part, à leur travail domestique et à leurs responsabilités de soins familiaux, et d’autre part, aux divisions du travail sensible au genre relatives à la direction ou à l’accomplissement de tâches spécifiques dans la production et la transformation des produits agricoles. Cette note d’orientation analyse certains des facteurs sociaux, culturels et économiques pouvant restreindre l’accès des filles et des femmes en milieu rural à l’éducation et à la formation, en les confinant dans un statut inférieur et dans un emploi insuffisamment rémunéré avec des perspectives limitées en matière de développement des compétences. La liste des orientations possibles propose une série de mesures pratiques pour stimuler la participation des femmes à une éducation et une formation techniques et professionnelles, afin de renforcer les possibilités pour elles de trouver un emploi de meilleure qualité.