Unlocking the potential of TVET

Tipo:
Discusión
 Fecha de inicio:

                                                                        21 Nov. 2016
                                              
 Fecha de finalización:

                                                                        02 Dic. 2016
                                              
 Idioma:

                                                Inglés
                                              
 Otros idiomasfv:

                                                --
                                              
 Fuentes:

                        OIT                      
 Temas:

                        Calidad y pertinencia de la formación, Empleabilidad de los jóvenes                      
 Productos del conocimiento:

                        Otros productos del conocimiento - Virtual discussion, E-Discussion

Moderadores

Paul Comyn, ILO
Akiko Sakamoto

Paul Comyn, ILO

Pedro Moreno da Fonseca undertakes research and provides technical support at the ILO as a Technical Specialist in Lifelong Learning. Prior to the ILO, he worked at Cedefop, the European Union agency for vocational training. He has undertaken research and policy cooperation in career guidance, career development, learning pathways, validation of skills, labour market integration of migrants as well as financing and support to training. Pedro has coordinated international expert networks and acted as policy advisor for employment policies and in the analysis of skills dynamics and skills anticipation.

Akiko Sakamoto

Akiko Sakamoto is Senior Skills and Employability Specialist at the International Labour Organization (ILO) for Southeast Asia and the Pacific and is currently based in Bangkok, Thailand. She has been working in the field of skills development and technical vocational education and training (TVET) for nearly 20 years at ILO Headquarters in Geneva and its field offices in New Delhi, Bangkok, and Manila. She has undertaken policy advisory, project formulation, and project implementation work, covering a wide range of skills-related issues. These include: formulation of national policies on skills development; reform of skills/TVET systems; skills for enhanced productivity and employability; qualifications framework and recognition of non-formally acquired skills; and skills for the informal economy workers and disadvantaged groups. Akiko has a PhD in Education with a focus on workforce skills development from University of London.

This E-Discussion will allow experts, practitioners and representatives from a range of institutions and enterprises in different parts of the world to come together virtually to raise questions, share experiences, and address challenges facing Technical Vocational Education and Training (TVET) and skills systems reform. Click on the above list of names for discussion moderators, including their biographies.

Strengthening the ability of workers to adapt to changing market demands and to benefit from innovation and investments in new technologies, clean energy, the environment, health and infrastructure enables countries to be more competitive in the global economy and better respond to rising challenges in the labour market. Yet stepping up investments in skills to meet current needs and to better respond to global trends that affect all regions requires a reform in training policies, institutions and methods.

In tackling today’s global youth employment crisis - characterized by high levels of unemployment and poor quality, low paying jobs – technical vocational education and training (TVET) can help minimize skills mismatches that disproportionately affect young people in developing countries. Moreover, orienting TVET toward the world of work can help smooth the transition from education to employment.

Making quality training opportunities available to all, in particular young people, helps to support sustainable development and decent work. (SDGs 4 and 8).

Considering the role of TVET in improving the employment prospects of young women and men, and in minimizing current and future skills gaps, this E-Discussion will focus on vocational education.

We encourage you to read the Guidance Note below for information on the discussion topic.

Week two questions:
5. What are key factors that will determine the nature and types of skills needed in the future and how can TVET systems improve their responsiveness to changes in skills demands?

6. To what extent are the operations of the TVET institutions in your country informed by regular and ongoing assessment of labour market trends and industry developments?

7. What role do public-private partnerships play in ensuring that formal training is more responsive to the needs of individual workers and employers?

8. Existing research shows that adapting to technology/automation is one of the key driving forces impacting employment and skills. What are the most critical reforms needed for TVET policy and systems to enable countries to respond to an era of higher technology?

9. What changes are needed in order for TVET systems to better promote more inclusive and sustainable growth?

Etiquetas:

                        Acceso a la formación, Estrategia de Formación del G20, Política de formación y capacitación, Sistemas de EFTP                      
Regiones:

                                                                                                                            Global
                                                                                                                       
Países y territorios:

                                                    Suiza
                                                 
Grupos económicos:
Países miembros de la OCDE