Improving skills and lifelong learning for workers in the informal economy to promote decent work and enhance transitions to formality
Date de publication: 12 févr. 2024
Source: OIT
Workers in the informal economy face barriers to training due to costs and limited availability. Women encounter greater challenges accessing opportunities. Employers invest less in training than formal counterparts, and available programs may not be suitable or recognized. Therefore, governments can expand financing options and make training more flexible. The paper highlights strategies including aligning programs with labour market demands and investing in basic skills education as well as targeted interventions that are essential for enhancing access and relevance in skills training.
Documentation de projet
SABER Workforce Development China (Xinjiang) Country Report 2014
Date de publication: 13 sept. 2021
Source: Organisations internationales-World Bank
This report presents the findings of the assessment
of the workforce development (WfD) system of
Xinjiang Province, China, conducted based on the
World Bank’s Systems Approach for Better Education
Results (SABER) WfD analytical framework and tool.
The focus is on policies, institutions, and practices in
three important functional dimensions of
policymaking and implementation—strategic
framework, system oversight and service delivery.
Skills shortages and labour migration in the field of information and communication technology in Canada, China, Germany, India, Indonesia, Singapore and Thailand
Date de publication: 02 oct. 2020
Source: OIT
Digitalization is a key driver of change. As information and communication technology (ICT) continues to advance and digital technologies are further integrated into sectors across our economies, the skills that are needed the most also continue to change and are increasingly in demand. To better understand the implications for the world of work, the ILO’s ‘Future of Work in Information and Communication Technology (ICT)’ project has for the past two-and-a-half years conducted in-depth research on anticipated needs for skilled ICT workers and formulating strategies to address labour shortages, including the scaling up of investments in ICT education and training, and better governed international labour migration.

This report, the last of a series of three reports, summarizes the project’s findings, which were formulated on the basis of research conducted in Canada, China, Germany, India, Indonesia, Singapore and Thailand. It provides an overview of: (a) trends in the ICT sector, ICT labour markets and the migration of ICT workers; (b) the potential demand for skilled workers and current and anticipated skills mismatches in the digital economy; and (c) strategies for improving ICT education and training. Furthermore, it summarizes the key research findings and outlines possible policy responses that could be adopted with a view to scaling up current initiatives to advance decent work opportunities in the digital economy.
Online and open education in Shanghai: Emergency response and innovative practice during COVID-19 Pandemic
Date de publication: 27 juil. 2020
Source: Organisations internationales, Institutions académiques
This report aims to document the emergency response and innovative experience accumulated by Shanghai in protecting students' safety and ensuring that learning is undisrupted during this challenging period. The aim is to describe the immediate and systematic actions of the local government, the innovative and inspiring practices of teachers, students, parents and education administrators, and the active and passionate engagement of the public, both learners and learning supporters. The most dynamic parts of this Report are the 18 case study examples collected from the different educational categories of preschool education, primary and secondary education, higher education, vocational education, and technical training, and formal and informal learning for parents, the elderly, and the public. It is a tiny part of Shanghai's experience in combating the pandemic. However, these examples reflect the collective yet individualized approach in different situations and for different groups of learners, including rural areas, students with special needs, and psychological issues in the times when classes disrupted.