Directives mondiales sur la prévention du travail forcé par l’apprentissage tout au long de la vie et le développement des compétences
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
Lifelong learning
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.
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.
Les présentes Directives mondiales sur la prévention du travail forcé grâce à des approches d'apprentissage tout au long de la vie et de développement des compétences décrivent la contribution de la formation professionnelle à la prévention du travail forcé et sont conçues comme une ressource pratique pour les décideurs, les gestionnaires de programme et les éducateurs dans les domaines formel et non formel. contextes de formation. Sur la base de recherches approfondies, ils s'inspirent d'un large éventail d'études de cas et de bonnes pratiques identifiées aux niveaux local et national pour proposer des recommandations factuelles sur la manière dont les systèmes de développement des compétences peuvent jouer leur rôle dans la réduction de la vulnérabilité au travail forcé. Ils fournissent une riche sélection d'activités éducatives, de ressources et de références pour aider les éducateurs à sensibiliser au travail forcé, à faire face aux risques et à jouer un rôle actif dans la lutte contre le travail forcé partout où ils enseignent et forment les gens.