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The digitization of TVET and skills systems
Publication Date: 21 Aug 2020
Source: ILO, International organizations
This joint ILO-UNESCO report provides a global, high-level overview of how digitalization is affecting TVET and skills systems. It draws on consultations with key stakeholders in a set of countries and international organizations to provide insights into the nature and scope of digitalisation and how it is likely to affect the management, delivery, assessment and certification of technical and vocational education and training. The study draws on developments in Brazil, Ghana, India, Kenya, Malaysia, Malta, Mauritius, New Zealand, Slovenia, Turkey and the United States.
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Engaging employers in apprenticeship opportunities
Publication Date: 10 Jul 2017
Source: International organizations, ILO
This joint OECD-ILO publication provides guidance on how local and regional governments can foster business-education partnerships in apprenticeship programmes and other types of work-based learning, drawing on case studies across nine countries. There has been increasing interest in apprenticeships which combine on the job training with classroom-based study, providing a smooth transition from school to work. There are benefits to both individuals and employers from participating in apprenticeships, including increased productivity and job quality. Successful implementation is contingent on having a high level of employer engagement at the local level, notably in the design, development and delivery of programmes.

DOI: http://dx.doi.org/10.1787/9789264266681-en
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Literacy and numeracy at work: Skills, education and job tasks
Publication Date: 12 Apr 2016
Source: Governments
In New Zealand, around 40 per cent of people in employment have literacy and numeracy skills below a level needed to use and understand the increasingly difficult texts and tasks that characterise a knowledge society and information economy, according to the Adult Literacy and Life Skills (ALL) survey. However, there is limited information about how well employees’ skills match the literacy and numeracy practices they undertake in their jobs. The ALL survey data can provide some insight to this issue.

This report addresses the following questions: What are the different types of literacy and numeracy practices at work? How do these literacy and numeracy job practices relate to measures of job type and skill? What is the relationship between the skills, qualifications and experience of employees and the literacy and numeracy practices in their jobs? What is the extent of match and mismatch between the literacy skills of employees and their literacy and numeracy practices at work? What access do people with low skills and frequent literacy and numeracy job practices have to further education and training?
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The role of employers in sectoral skills development: International approaches
Publication Date: 31 Mar 2016
Source: Academic institutions
This paper considers models of employer engagement within different international approaches to sectoral skills development, focusing on examples from the UK, New Zealand, South Africa, Hong Kong, Singapore, the Netherlands and the USA. Four sectoral models of employer engagement are outlined, exploring what is expected from employers within these different models. Some of the challenges and implications of these different sectoral approaches to engaging employers and creating demand-led skills systems are discussed.