Productivity

Reducing global poverty through universal primary and secondary education

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Document

Content Type:

Reducing global poverty through universal primary and secondary education

Language:

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.

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skpIntOrg

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international-organizations

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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.

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skpRPS

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research-papers

Publication Date:

17 Oct 2017

Open

wcmstest4_193894.pdf

Policy Paper 32 / Fact Sheet 44 The eradication of poverty and the provision of equitable and inclusive quality education for all are two intricately linked Sustainable Development Goals (SDGs). As this year’s High Level Political Forum focuses on prosperity and poverty reduction, this paper, jointly released by the UNESCO Institute for Statistics (UIS) and the Global Education Monitoring (GEM) Report, shows why education is so central to the achievement of the SDGs and presents the latest estimates on out-of-school children, adolescents and youth to demonstrate how much is at stake. The out-of-school rate has not budged since 2008 at the primary level, since 2012 at the lower secondary level and since 2013 at the upper secondary level. The consequences are grave: if all adults completed secondary school, the global poverty rate would be more than halved.

Subject Tags:

Inclusion

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inclusion

Identifier

665

Poverty alleviation

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poverty-alleviation

Identifier

149

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productivity

Identifier

188

Regions:

Africa

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Asia and the Pacific

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Global

Migrating to Opportunity - Overcoming Barriers to Labor Mobility in Southeast Asia

Type:

Document

Content Type:

															Migrating to Opportunity - Overcoming Barriers to Labor Mobility in Southeast Asia
													

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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skpIntOrg

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international-organizations

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

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skpMigWor

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migrant-workers

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

13 Oct 2017

Open

wcmstest4_193712.pdf

This report estimates the costs for workers to migrate internationally and looks at how easy it is for workers to move under the increased economic integration planned for ASEAN. In order to do this, the report simulates how worker welfare is affected by enhanced trade integration under different scenarios of labor mobility costs. This report highlights how mobility affects the well-being of workers, the constraints workers face when migrating for better opportunities, and the solutions to ease these constraints. The diversity of economic development in Southeast Asia means that there are ample opportunities for workers to seek out better jobs that pay higher wages. The publication documents why workers are not always able to take advantage of these opportunities, what is lost when they are not able to take advantage of them, and potential policies that would expand their access to them.

Overarching themes of the book

1. ASEAN countries are significant senders of migrants globally, but also important destinations for migrants from the region.
2. Large intra-ASEAN migration flows are the result of significant diversity in economic development within the region.
3. Significant costs of international and domestic labor mobility in ASEAN limit the ability of workers to change firms, sectors, and locations.
4. The impacts of migration in the region are generally positive, although some groups lose out, and domestic policies play an important role in shaping these impacts.
5. Making movement between and within ASEAN countries less costly would improve the welfare of ASEAN workers.
6. Weaknesses in migration systems increase the costs of international labor mobility, but policy reforms can help to resolve these problems.

The rest of the overview is structured as follows. After discussing the steps that ASEAN member states have taken to facilitate labor mobility in the context of economic integration, the overview explains the benefits of increased labor mobility; explores the barriers to international migration; and presents the components of the migration system and the potential breakdowns within these components. The final section concludes with a discussion of strategies to reduce the barriers to international labor mobility.

Subject Tags:

Migrant workers

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migrant-workers

Identifier

681

Productivity

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productivity

Identifier

188

Regions:

Asia and the Pacific

Region Image

World Employment and Social Outlook 2017: Sustainable enterprises and jobs – Formal enterprises and decent work

Type:

Document

Content Type:

															World Employment and Social Outlook 2017: Sustainable enterprises and jobs – Formal enterprises and decent work
													

Language:

English

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english

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skpEng

Sources:

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

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skpILO

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ilo

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Participation of employers' and workers' organizations

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The world of learning and the world of work are separate but linked. While one involves learning, the other produces goods and services. Neither can thrive without the other. Strong partnerships between government, employers and workers help ensure the relevance of training to the changing needs of enterprises and labour markets.

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skpPSP

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participation-of-employers-and-workers-organizations

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

09 Oct 2017

Open

wcmstest4_193698.pdf

This edition examines the issue of sustainable enterprises through an in-depth analysis of the characteristics of firms, their strategies and how they relate to enterprise performance and labour market outcomes. The focus of this edition is primarily on formal private sector enterprises and the ways in which they respond to changing global and national contexts. In particular, the report assesses the linkages between various internal strategies to manage and organize human and financial resources – including capital structure, innovation, trade and global supply chains – and competitiveness and labour market outcomes at the enterprise level.

In so doing, the report emphasizes the role of governments and social partners in fostering sustainable enterprises, notably by shaping supporting institutions and policies through effective social dialogue. Yet it highlights that decent and productive employment is fundamentally based on firms fostering equity in employment opportunities, workers’ protection and rights, and investing in workers as well as other important factors of production.

The analysis of the report contributes to the Agenda for Sustainable Development, which places the promotion of job creation, entrepreneurship and the formalization and growth of micro-, small and medium-sized enterprises at the heart of achieving the goal of ‘decent work and economic growth’, and to the ILO’s Future of Work Centenary Initiative.

Subject Tags:

Human resources development

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human-resources-development

Identifier

118

Informal economy

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informal-economy

Identifier

187

Labour market information

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labour-market-information

Identifier

684

Private sector

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private-sector

Identifier

229

Productivity

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productivity

Identifier

188

Regions:

Global

Schools at the Crossroads of Innovation in Cities and Regions

Type:

Document

Content Type:

Schools at the Crossroads of Innovation in Cities and Regions

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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skpIntOrg

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international-organizations

Topics:

Lifelong learning

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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.

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skpPSLLL

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lifelong-learning

Participation of employers' and workers' organizations

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Identifier

skpPSP

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participation-of-employers-and-workers-organizations

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

29 Sep 2017

Open

wcmstest4_193509.pdf

Many people would not consider schools among the most innovative institutions of modern societies. This perception is not entirely accurate, since education is innovating in many ways in order to meet the demands of the 21st century economies and societies. But teachers and schools cannot do it alone. They should be seen as actors and partners in broader ecosystems of innovation and learning at the local and regional levels. Schools are networking organisations, making important contributions to the regional economy and local community. Businesses, industry, organisations and communities can help and support schools, and can also benefit from their roles in learning, knowledge development and innovation.

This report serves as the background report to the third Global Education Industry Summit which was held on 25-26 September 2017 in Luxembourg. On the basis of recent OECD analysis, it discusses innovation in education, schools driving progress and well-being in communities, the role of industry and employers in supporting schools and suggests policies towards better ecosystems of learning and innovation. The report argues for better networking and partnerships between schools, regional industries and local communities.

DOI:10.1787/20769679

Subject Tags:

Employers

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employers

Identifier

672

Lifelong learning

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lifelong-learning

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400

Private sector

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private-sector

Identifier

229

Productivity

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productivity

Identifier

188

Technology

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technology

Identifier

345

Regions:

The World Development Report 2018: Learning to Realize Education's Promise

Type:

Document

Content Type:

The World Development Report 2018: Learning to Realize Education's Promise

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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skpIntOrg

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international-organizations

Topics:

Lifelong learning

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Identifier

skpPSLLL

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lifelong-learning

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

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skpPolPer

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monitoring-and-evaluation

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

27 Sep 2017

Open

wcmstest4_193500.pdf

The World Bank’s World Development Report, published annually since 1978, is an invaluable guide to the economic, social, and environmental state of the world today. Each report provides in-depth analysis and policy recommendations on a specific and important aspect of development—from agriculture, the role of the state, transition economies, and labor to infrastructure, health, the environment, and poverty. The World Development Report 2018 (WDR 2018)—Learning to Realize Education’s Promise—is the first ever devoted entirely to education. And the timing is excellent: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to place their learning at the center. The 2018 WDR explores four main themes: 1) education’s promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning.

Report’s Main Messages:

-Schooling is not the same as learning.

-Schooling without learning is not just a wasted opportunity, but a great injustice.

-There is nothing inevitable about low learning in low- and middle-income countries.

The crisis has three main dimensions:

1. The first dimension of the crisis is the poor learning outcomes themselves.

2. The second dimension of the learning crisis is its immediate causes:
-Children arrive unprepared to learn.
-Teachers often lack the skills or motivation to teach effectively.
-Inputs often fail to reach classrooms or to affect learning.
-Poor management and governance often undermine schooling quality.

3. The third dimension of the crisis is its deeper systemic causes.

The Three Policy Actions to Address the Crisis

-Assess learning, to make it a serious goal.
-Act on evidence, to make schools work for learners.
-Align actors, to make the system work for learning.

Subject Tags:

Human resources development

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human-resources-development

Identifier

118

Productivity

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productivity

Identifier

188

Regions:

Global

OECD Skills for Jobs Database

Type:

Document

Content Type:

OECD Skills for Jobs Database

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

Topics:

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.

Identifier

skpLMIES

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career-guidance-and-employment-services

Knowledge Products:

Statistical information

Data produced by the international organizations and countries on trends in skills provision, demand, and employment outcomes to help inform policy-making and monitoring processes.

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skpStatInfo

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statistical-information

Publication Date:

17 Aug 2017

Open

wcmstest4_192308.htm

Getting skills right The OECD Skills for Jobs Database provides timely information for European countries and South Africa about skills shortages and surpluses, as well as data on qualification and field-of-study mismatch. The database provides information on a wide range of skills, including cognitive skill, social skills, physical skills and a set of knowledge types.

The Database’s website offers the user guide in addition to information on methodology and data details.

Subject Tags:

Databases

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databases

Identifier

364

Employability

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employability

Identifier

643

Gender

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294

Identifier

294

Productivity

Slug

productivity

Identifier

188

Skills mismatch

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skills-mismatch

Identifier

654

Soft skills

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soft-skills

Identifier

678

Regions:

Getting Skills Right: Skills for Jobs Indicators

Type:

Document

Content Type:

Getting Skills Right: Skills for Jobs Indicators

Language:

English

Slug

english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

Topics:

Career guidance and employment services

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Identifier

skpLMIES

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career-guidance-and-employment-services

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

17 Aug 2017

Open

wcmstest4_192307.pdf

This report describes the construction of the database of skill needs indicators, i.e. the OECD Skills for Jobs Database, and presents initial results and analysis. It identifies the existing knowledge gaps concerning skills imbalances, providing the rationale for the development of the new skill needs and mismatch indicators. Moreover, it explains the methodology used to measure skills shortage, surplus and mismatch, and provides key results and insights from the data.

http://dx.doi.org/10.1787/9789264277878-en

Subject Tags:

Employability

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employability

Identifier

643

Productivity

Slug

productivity

Identifier

188

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

Slug

skills-mismatch

Identifier

654

Soft skills

Slug

soft-skills

Identifier

678

Regions:

The future of work, employment and skills in Latin America and the Caribbean

Type:

Document

Content Type:

The future of work, employment and skills in Latin America and the Caribbean

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Anticipating and matching skills needs

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Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions.

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skpAFSN

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anticipating-and-matching-skills-needs

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

15 Aug 2017

Open

wcmstest4_192300.pdf

This paper analyses the ‘stylized facts’ of the current realities in the world of production and the world of work in Latin America and the Caribbean. It groups the key factors that can be considered as the main drivers of change and determinants of the future of work in the region. It suggests the need for a more integrated and renewed view of the nexus of productive development-technology-innovation-education-skills-employment and employability. And it argues the need for new, broader pacts that express this vision, along with institutional reforms that translate it into concrete, sustainable actions and State policies.

Subject Tags:

Employability

Slug

employability

Identifier

643

Productivity

Slug

productivity

Identifier

188

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills anticipation

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skills-anticipation

Identifier

677

Technology

Slug

technology

Identifier

345

Regions:

Americas

Region Image

Bridging Skills and Innovation Gaps in Latin America: Country Implementation of the Competitiveness Lab

Type:

Document

Content Type:

															Bridging Skills and Innovation Gaps in Latin America: Country Implementation of the Competitiveness Lab 
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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skpOSource

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other-sources

Topics:

Career guidance and employment services

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Identifier

skpLMIES

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career-guidance-and-employment-services

Participation of employers' and workers' organizations

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Identifier

skpPSP

Slug

participation-of-employers-and-workers-organizations

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

15 Aug 2017

Open

wcmstest4_192299.pdf

Many factors, interacting in complex ways, determine a country’s competitiveness, or its ability to increase productivity. The World Economic Forum benchmarks these factors every year in The Global Competitiveness Report, showing how countries advance or fall behind on each factor, ranging from basic education and health to innovation and the transfer of technology.

Building on a long tradition of competitiveness research and benchmarking, the Forum designed the Competitiveness Lab project to help bridge gaps in competitiveness through focused public-private work that is facilitated by the Forum and leads to agendas with actionable reform.

The Competitiveness Lab’s Insight Report of January 2015, 'Bridging the Skills and Innovation Gap to Boost Productivity in Latin America', was well received, and the Forum was encouraged to continue with a second phase that moved beyond diagnosis and into action. The Lab’s Phase II, a country-level initiative, debuted in Colombia in 2015 and Mexico in 2016, with multi-stakeholder workshops prioritizing the Insight Report’s recommendations and identifying which one recommendation could successfully be promoted through public-private collaboration. While the World Economic Forum believes that making progress in competitiveness requires sound diagnosis and detailed analysis, it demands, above all, multi-stakeholder collaboration. Garnering efforts from relevant private- and public-sector entities and agencies in specific projects is one way to design actionable and impactful initiatives to close the gaps.

This report presents the Colombia Competitiveness Lab in detail, and a summary of the Mexico Lab, which is published in Spanish as a companion report. Both plans have been incorporated into the respective competitiveness agendas under steering board-member leadership. The Forum looks forward to implementing the jointly developed work plan and collaborating in the future with Colombia and Mexico, as well as other Latin American countries, within the Competitiveness Lab model.

Subject Tags:

Human resources development

Slug

human-resources-development

Identifier

118

Labour market information

Slug

labour-market-information

Identifier

684

Private sector

Slug

private-sector

Identifier

229

Productivity

Slug

productivity

Identifier

188

Regions:

Americas

Region Image

Countries and territories:

Colombia

Mexico

Malawi: Work-integrated Learning helps to improve efficiency and market access for Eden Farm

Type:

Document

Content Type:

															Malawi: Work-integrated Learning helps to improve efficiency and market access for Eden Farm
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

Slug

case-studies-and-good-practices

Publication Date:

15 Aug 2017

Open

wcmstest4_192298.pdf

In Malawi, the Work-integrated Learning training programme is being implemented jointly by the Department of TVET in the Ministry of Labour, TEVETA and the Employers’ Consultative Association of Malawi, with technical support from the ILO.

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