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Industry skills councils

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industry-skills-councils
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646

Qualifications frameworks: Implementation and impact: Background case study on Sri Lanka

Qualifications frameworks: Implementation and impact: Background case study on Sri Lanka

Type:
Document
Content Type:
Qualifications frameworks: Implementation and impact: Background case study on Sri Lanka
Language:

English

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english
Identifier
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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Training quality and relevance

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skpTrainQR
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training-quality-and-relevance
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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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skpCaseStdy
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case-studies-and-good-practices
Publication Date:
22 Mar 2013
This report was prepared as one in a series of background studies under an international research project conducted by the ILO Skills and Employability Department in partnership with the European Training Foundation on the implementation of National Qualifications Frameworks and their use and impact. The individual country studies and the subsequent cross-country comparative analysis strengthen the empirical foundation for eventual policy advise on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve countries’ wider skills development and employment goals.
This report on Sri Lanka is one of a dozen studies of countries around the world undertaken to examine the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks seem most appropriate in which contexts.
Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

Occupational qualification

Slug
occupational-qualification
Identifier
409

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

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vocational-training
Identifier
124
Regions:
Countries and territories:

The Scottish credit and qualifications framework: A case study of a very "early starter"

The Scottish credit and qualifications framework: A case study of a very "early starter"

Type:
Document
Content Type:
The Scottish credit and qualifications framework: A case study of a very "early starter"
Language:

English

Slug
english
Identifier
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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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:
22 Mar 2013
In 2009, the ILO launched a research programme on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research produced empirical evidence and analysis of countries' experiences as a basis for advising countries on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals. In partnership with the European Training Foundation, a dozen country studies examined the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks may be appropriate in which contexts. This paper is one of the case studies conducted as part of the research and appears as a chapter in Employment Working Paper No. 45 done in 2009, ‘Learning from the first qualifications frameworks’.
Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

Occupational qualification

Slug
occupational-qualification
Identifier
409

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

The changing faces of the South African national qualifications framework

The changing faces of the South African national qualifications framework

Type:
Document
Content Type:
The changing faces of the South African national qualifications framework
Language:

English

Slug
english
Identifier
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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Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
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. 

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
22 Mar 2013
In 2009, the ILO launched a research programme on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research produced empirical evidence and analysis of countries' experiences as a basis for advising countries on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals. In partnership with the European Training Foundation, a dozen country studies examined the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks may be appropriate in which contexts. This paper is one of the case studies conducted as part of the research and appears as a chapter in Employment Working Paper No. 45 done in 2009, ‘Learning from the first qualifications frameworks’.
Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

Occupational qualification

Slug
occupational-qualification
Identifier
409

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

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Countries and territories:

Qualifications frameworks: Implementation and impact: Background case study on Lithuania

Qualifications frameworks: Implementation and impact: Background case study on Lithuania

Type:
Document
Content Type:
Qualifications frameworks: Implementation and impact: Background case study on Lithuania
Language:

English

Slug
english
Identifier
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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
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. 

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
22 Mar 2013
In 2009, the ILO launched a research programme on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research produced empirical evidence and analysis of countries' experiences as a basis for advising countries on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals. In partnership with the European Training Foundation, a dozen country studies examined the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks may be appropriate in which contexts.
Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

Occupational qualification

Slug
occupational-qualification
Identifier
409

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:
Countries and territories:

National Vocational Qualifications in the United Kingdom: Their origins and legacy

National Vocational Qualifications in the United Kingdom: Their origins and legacy

Type:
Document
Content Type:
National Vocational Qualifications in the United Kingdom: Their origins and legacy
Language:

English

Slug
english
Identifier
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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
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. 

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
22 Mar 2013
In 2009, the ILO launched a research programme on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research produced empirical evidence and analysis of countries' experiences as a basis for advising countries on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals. In partnership with the European Training Foundation, a dozen country studies examined the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks may be appropriate in which contexts. This paper is one of the case studies conducted as part of the research and appears as a chapter in Employment Working Paper No. 45 done in 2009, ‘Learning from the first qualifications frameworks’.
Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

Occupational qualification

Slug
occupational-qualification
Identifier
409

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

The implementation and impact of the New Zealand national qualifications framework

The implementation and impact of the New Zealand national qualifications framework

Type:
Document
Content Type:
The implementation and impact of the New Zealand national qualifications framework
Language:

English

Slug
english
Identifier
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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
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. 

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
22 Mar 2013
In 2009, the ILO launched a research programme on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research produced empirical evidence and analysis of countries' experiences as a basis for advising countries on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals. In partnership with the European Training Foundation, a dozen country studies examined the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks may be appropriate in which contexts. This paper is one of the case studies conducted as part of the research and appears as a chapter in Employment Working Paper No. 45 done in 2009, ‘Learning from the first qualifications frameworks’.
Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

Occupational qualification

Slug
occupational-qualification
Identifier
409

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:
Countries and territories:

From old to new: The Australian qualifications framework

From old to new: The Australian qualifications framework

Type:
Document
Content Type:
From old to new: The Australian qualifications framework
Language:

English

Slug
english
Identifier
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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
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. 

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
22 Mar 2013
In 2009, the ILO launched a research programme on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research produced empirical evidence and analysis of countries' experiences as a basis for advising countries on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals. In partnership with the European Training Foundation, a dozen country studies examined the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks may be appropriate in which contexts. This paper is one of the case studies conducted as part of the research and appears as a chapter in Employment Working Paper No. 45 done in 2009, ‘Learning from the first qualifications frameworks’.
Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

Occupational qualification

Slug
occupational-qualification
Identifier
409

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:
Countries and territories:

Qualifications frameworks: Implementation and impact: Background case study on Bangladesh

Qualifications frameworks: Implementation and impact: Background case study on Bangladesh

Type:
Document
Content Type:
Qualifications frameworks: Implementation and impact: Background case study on Bangladesh
Language:

English

Slug
english
Identifier
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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.  

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business. 
 

Identifier
skpATSU
Slug
access-to-training

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
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. 

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
14 Jan 2013

The study analyses practical challenges of implementing the qualifications framework in Bangladesh. It finds that a major complicating factor is the wide diversity of training providers, beneficiary groups, types of training, delivery modes, standards, qualifications and certification arrangements.

Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

Occupational qualification

Slug
occupational-qualification
Identifier
409

Poverty alleviation

Slug
poverty-alleviation
Identifier
149

Productivity

Slug
productivity
Identifier
188

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:
Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty.  A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds. 

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).  

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3). 

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.  

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market.  Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups. 

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020.  Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level. 

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.    

 

Sources 

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

School-to-Work Transition Information Bases

School-to-Work Transition Information Bases

Type:
Document
Content Type:
School-to-Work Transition Information Bases
Language:

English

Slug
english
Identifier
skpEng
Sources:

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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Identifier
skpIntOrg
Slug
international-organizations
Topics:

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. 

Identifier
skpPSP
Slug
participation-of-employers-and-workers-organizations

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

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. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
07 Jan 2013
This booklet analyses the information system supporting school-to-work transition in selected countries in the Asia-Pacific region. The rationale for the study is underpinned by the importance of accurate and reliable information as the starting point of successful TVET policy. The booklet explores key policy issues and challenges currently confronting governments, and likewise provides a set of recommendations for policy makers to address these issues, drawing from examples of countries in the region. This publication fills a long-standing need for a clear and comprehensive analysis of a pressing policy issue that has not been sufficiently explored previously. It is hoped then that it will serve as a key resource for policy makers, practitioners and stakeholders and contribute to informed decision making and progress in TVET policy, research and practice. This booklet was prepared within the framework of a regional thematic study conducted by UNESCO Bangkok in collaboration with the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training.
Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Skills mismatch

Slug
skills-mismatch
Identifier
654

Vocational training

Slug
vocational-training
Identifier
124

Youth

Slug
youth
Identifier
319
Regions:
Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty.  A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds. 

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).  

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3). 

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.  

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market.  Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups. 

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020.  Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level. 

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.    

 

Sources 

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

Centre of Excellence for Leather (COEL) in Bangladesh (presentation)

Centre of Excellence for Leather (COEL) in Bangladesh (presentation)

Type:
Document
Content Type:
Centre of Excellence for Leather (COEL) in Bangladesh (presentation)
Language:

English

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english
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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:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.  

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business. 
 

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skpATSU
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access-to-training

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

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
Knowledge Products:

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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skpAIM
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promotional-material
Publication Date:
16 Nov 2012
The Centre of Excellence for Leather (COEL) in Bangladesh, established in 2009 by the Industry Skills Council, works with stakeholders from industry, trade, government, and donor agencies to identify significant gaps in skills within the leather industry that threatens international competitiveness. Other areas covered by COEL include a lack of leather sector research in design and development; a mismatch between training curricula and industry demands; on-the-job training; and, demand-driven short courses. To meet these challenges, COEL has developed partnerships with the ILO to develop competency standards while teaming up with USAID and UNICEF for apprenticeships that combine three months at the Centre with nine months of on-the-job training. Each trainee’s performance is evaluated by an industry supervisor and overall programme outcomes are evaluated by a designated quality assurance body.
Subject Tags:

Apprenticeships

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apprenticeships
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639

Industry skills councils

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industry-skills-councils
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646

Leather industry

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leather-industry
Identifier
408

Public private partnerships

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public-private-partnerships
Identifier
138

Skills anticipation

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skills-anticipation
Identifier
677

Skills mismatch

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skills-mismatch
Identifier
654

Women

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women
Identifier
318

Youth

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youth
Identifier
319
Regions:
Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty.  A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds. 

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).  

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3). 

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.  

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market.  Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups. 

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020.  Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level. 

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.    

 

Sources 

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_