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The role of teacher training in technical and vocational education and training in Africa

The role of teacher training in technical and vocational education and training in Africa

Type:
Document
Content Type:
The role of teacher training in technical and vocational education and training in Africa
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

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
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international-organizations
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

Promotional material

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

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Identifier
skpAIM
Slug
promotional-material
Publication Date:
02 Sep 2013
Open
wcmstest4_073645.pdf
UNESCO International Institute for Capacity Building in Africa Newsletter Volume 13 No. 2, December, 2011 UNESCO International Institute for Capacity Building in Africa explores ways to strengthen TVET policies and practices in the region. This newsletter contains articles that analyse key issues, emerging questions, and good practices in teacher training in TVET. Among the topics covered are new challenges in TVET teacher education in the context of the emerging knowledge society; the TVET reform in Mozambique; challenges for TVET in Ethiopia; and the role of teacher training in TVET in Africa.
Subject Tags:

Information and communication technologies

Slug
information-and-communication-technologies
Identifier
346

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Africa

Region Image
Countries and territories:

Namibia: Vocational Education and Training Act, 2008

Namibia: Vocational Education and Training Act, 2008

Type:
Document
Content Type:
Namibia: Vocational Education and Training Act, 2008
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

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Identifier
skpGov
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governments
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

Financing of training

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Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

Identifier
skpFinanT
Slug
financing-training

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

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

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work. 

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Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
30 Aug 2013
Open
wcmstest4_072445.pdf
Vocational Education and Training Act has the following objectives:

1. to achieve an effective and sustainable system of skills formation that (i) is aligned with the labour market; (ii) provides the skills that are needed for accelerated development; (iii) develops the competencies needed by young people for productive work and increased standards of living; and (iv) promotes access, equity and quality in vocational education and training;
2. to establish a stable organisation and management system that clarifies roles in and responsibilities for vocational education and training and which is accountable to Parliament through the Minister;
3. to establish and maintain a sustainable partnership between government, the private sector and civil society to resource the provision of vocational education and training.

The Act establishes the Namibia Training Authority to regulate the provision of vocational education and training and to provide for the funding of vocational education and training; the imposition of a vocational education and training levy; the appointment of inspectors and designation of quality system auditors.
Subject Tags:

Competency

Slug
competency
Identifier
641

Financing training

Slug
financing-training
Identifier
673

Private sector

Slug
private-sector
Identifier
229

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image
Countries and territories:

Namibia Vocational Education Training Policy 2005

Namibia Vocational Education Training Policy 2005

Type:
Document
Content Type:
Namibia Vocational Education Training Policy 2005
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

Thumbnail
Identifier
skpGov
Slug
governments
Topics:

Access to training

Thumbnail

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

Financing of training

Thumbnail

Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

Identifier
skpFinanT
Slug
financing-training

Participation of employers' and workers' organizations

Thumbnail

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:

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work. 

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Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
30 Aug 2013
Open
wcmstest4_072245.pdf
The document seeks to establish an effective and efficient Vocational Education and Training system, responsive to industry and community needs. Among the priority areas of the policy are: engaging private sector in training; establishment of the Namibia Training Authority to coordinate the development and implementation of a flexible competence-based VET system based on the Namibia Qualifications Framework; introduction of reforms to the financing of skills development through the establishment of a training levy; expansion of the number of student places and improvement of facilities in training institutions; curriculum reform; and improved access to certification and qualifications through streamlining arrangements for the recognition of prior learning.
Subject Tags:

Competency

Slug
competency
Identifier
641

Financing training

Slug
financing-training
Identifier
673

Private sector

Slug
private-sector
Identifier
229

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image
Countries and territories:

Comparative analysis of national skills development policies: A guide for policy makers

Comparative analysis of national skills development policies: A guide for policy makers

Type:
Document
Content Type:
Comparative analysis of national skills development policies: A guide for policy makers
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:

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

Financing of training

Thumbnail

Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

Identifier
skpFinanT
Slug
financing-training

Training quality and relevance

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

International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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Identifier
skpISSP
Slug
international-standards

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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Identifier
skpRPS
Slug
research-papers
Publication Date:
29 Aug 2013
Open
wcmstest4_070845.pdf
The paper presents a comparative analysis of national skills development policies of 12 countries from Africa, Asia and the Pacific. These countries represent a mix of developed, developing and the least developed countries.The analysis covers issues such as: core challenge or motivation for developing national skills development policy; socio- economic context and problem analysis; vision, mission and policy objectives; policy areas and policy statements. The objective of the study is to strengthen the capacity of national stakeholders on international labour standards as well as on policies and experiences of other countries in the area of skills development. The paper is also intended to encourage the exchange of ideas and to stimulate debate and enable policy makers in developing effective, relevant and equitable skills development policies suitable for their country’s context.
Subject Tags:

Financing training

Slug
financing-training
Identifier
673

Human resources development

Slug
human-resources-development
Identifier
118

Lifelong learning

Slug
lifelong-learning
Identifier
400

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image
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_

Improving skills development in the informal sector: Strategies for Sub-Saharan Africa

Improving skills development in the informal sector: Strategies for Sub-Saharan Africa

Type:
Document
Content Type:
Improving skills development in the informal sector: Strategies for Sub-Saharan Africa
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

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:

Access to training

Thumbnail

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
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

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:
20 Aug 2013
Open
wcmstest4_067645.pdf
Sub-Saharan Africa has millions of nonfarm workers engaged in small and household enterprises outside formal wage employment, constituting the informal sector. Previously seen as a pool of surplus labor expected to be absorbed by future industrialization, this sector has instead become a persistent feature of the region’s economic landscape, and accounts for a majority of new jobs created off the farm.

Expanding the sector’s potential as a source of employment for the region’s growing workforce and improving its productivity and earnings are priorities for poverty reduction. This publication examines the role played by education and skills development in serving these priorities.

The study looks at how formal education, technical and vocational education and training, apprenticeships, and on-the-job learning shape employment and earnings in the informal sector in five countries: Ghana, Kenya, Nigeria, Rwanda, and Tanzania, that together account for one-third of the nearly 900 million people living in Sub-Saharan Africa. In particular, the paper examines: (a) the employment characteristics of the informal sector, (b) its size and impact on poverty, (c) the profile of education and training in the informal and formal sectors and the links with employment and earnings, and (d) the skills development strategies of those working in the informal sector.

The importance of this study is its quantitative assessment, using household surveys, of the relationship of different sources of skills development to the sector in which one works and to one’s earnings. The paper also examines a set of economic constraints to skills development and offers an insightful approach to improving employment outcomes, including examples of successful interventions taken from the five countries and elsewhere.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Informal economy

Slug
informal-economy
Identifier
187

Poverty alleviation

Slug
poverty-alleviation
Identifier
149

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image
Countries and territories:

Zambia Qualifications Authority Act 2011

Zambia Qualifications Authority Act 2011

Type:
Document
Content Type:
Zambia Qualifications Authority Act 2011
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

Thumbnail
Identifier
skpGov
Slug
governments
Topics:

Training quality and relevance

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

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work. 

Thumbnail
Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
06 Aug 2013
Open
wcmstest4_064645.pdf
The Act establishes the Zambia Qualifications Authority which is tasked with developing and implementing a National Qualifications Framework for the classification, accreditation, publication and articulation of quality-assured national qualifications.
The objectives of the Framework are to:
(a) create a single integrated national framework for learning achievements;
(b) facilitate access to, and mobility and progression within, education, training and career paths;
(c) enhance the quality of education and training; and
(d) promote education, training and employment opportunities.
Subject Tags:

Skills recognition

Slug
skills-recognition
Identifier
656
Regions:

Africa

Region Image
Countries and territories:

Reforming technical and vocational education and training in the Middle East and North Africa: Experiences and challenges

Reforming technical and vocational education and training in the Middle East and North Africa: Experiences and challenges

Type:
Document
Content Type:
Reforming technical and vocational education and training in the Middle East and North Africa: Experiences and challenges
Language:

English

Slug
english
Identifier
skpEng
Sources:

Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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Identifier
skpBiOrg
Slug
bilateral-organizations

International organizations

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.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Financing of training

Thumbnail

Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

Identifier
skpFinanT
Slug
financing-training

Participation of employers' and workers' organizations

Thumbnail

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:

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

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:
02 Aug 2013
Open
wcmstest4_062845.pdf
The report is the result of an analysis of the main challenges for the reform of technical and vocational education and training (TVET) in the Middle East and North Africa, undertaken jointly by the European Training Foundation (ETF) and the World Bank. The role of TVET in the provision of quality and relevant learning opportunities in the region is explored around five themes: improving governance, financing, quality and relevance, the role of the private sector and the acquisition of skills in the informal sector. Key findings from country reviews of Egypt, Jordan, Lebanon and Tunisia are presented in the report. It concludes that: the role of TVET needs to be refocused as an instrument for the knowledge economy; TVET needs to be inclusive of social partners; accountability mechanisms and decentralisation need to be developed for public provision of training services; improved relevance, better quality and increased opportunity for lifelong learning need new sources of funding and new funding mechanisms; the current quality innovations need to be within a larger framework for reform; the limited capacity which constrains the participation of the private sector needs to be addressed; and learning opportunities for informal sector workers need to be developed in partnership with non-government organisations.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Financing training

Slug
financing-training
Identifier
673

Public private partnerships

Slug
public-private-partnerships
Identifier
138

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Africa

Region Image

Arab States

Region Image
Countries and territories:

Public-private partnerships bring added value to the classroom

Public-private partnerships bring added value to the classroom

Type:
Document
Content Type:
Public-private partnerships bring added value to the classroom
Language:

English

Slug
english
Identifier
skpEng
Sources:

Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

Thumbnail
Identifier
skpBiOrg
Slug
bilateral-organizations
Topics:

Training quality and relevance

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

Promotional material

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

Thumbnail
Identifier
skpAIM
Slug
promotional-material
Publication Date:
01 Aug 2013
Open
wcmstest4_062246.pdf
A recent European Training Foundation (ETF) initiative shows that effective public-private partnerships in North Africa and the Middle East can be key in fostering new technology-based learning solutions that address skills needs in the global market in general and in the fast expanding ICT industry in particular.
In close cooperation with the European Learning Industry Group, the ETF has gathered valuable information on current ICT learning activities and approaches in the region based on interviews with private companies and school representatives.
Subject Tags:

Information and communication technologies

Slug
information-and-communication-technologies
Identifier
346

Public private partnerships

Slug
public-private-partnerships
Identifier
138
Regions:

Africa

Region Image

Arab States

Region Image

South Africa: National Qualifications Framework Act, 2008

South Africa: National Qualifications Framework Act, 2008

Type:
Document
Content Type:
South Africa: National Qualifications Framework Act, 2008
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

Thumbnail
Identifier
skpGov
Slug
governments
Topics:

Training quality and relevance

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

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work. 

Thumbnail
Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
01 Aug 2013
Open
wcmstest4_062045.pdf
The objectives of the NQF are as follows:

To create a single integrated national framework for learning achievements;
Facilitate access to, and mobility and progression within, education, training and career paths;
Enhance the quality of education and training;
Accelerate the redress of past unfair discrimination in education, training and employment opportunities.

The objectives of the NQF are designed to contribute to the full personal development of each learner and the social and economic development of the nation at large.
Subject Tags:
Regions:

Africa

Region Image
Countries and territories:

Anticipating and matching skills demand and supply: Synthesis of national reports

Anticipating and matching skills demand and supply: Synthesis of national reports

Type:
Document
Content Type:
Anticipating and matching skills demand and supply: Synthesis of national reports
Language:

English

Slug
english
Identifier
skpEng
Sources:

Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

Thumbnail
Identifier
skpBiOrg
Slug
bilateral-organizations
Topics:

Anticipating and matching skills needs

Thumbnail

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. 

Identifier
skpAFSN
Slug
anticipating-and-matching-skills-needs
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

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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Identifier
skpStatInfo
Slug
statistical-information
Publication Date:
01 Aug 2013
Open
wcmstest4_061445.pdf
The synthesis draws on country reports from Croatia, Egypt, Kyrgyzstan, the Republic of Moldova, Montenegro, Serbia, Turkey and Ukraine. These eight countries differ in many respects, including size, economic structures, location, history and institutional background, but three particular groups may be distinguished: transition countries which were part of the former Soviet Union, transition countries from former Yugoslavia, and Mediterranean countries.

This report looks at the experience of anticipation and matching of the demand for and supply of skills in these countries, drawing upon a broad range of previous work in this area. It analyses the practices described in the country reports on the basis of a conceptual framework that distinguishes matching and anticipation as different sets of practices performed by various kinds of actors and shaped by institutional and organisational frameworks.
Subject Tags:

Skills anticipation

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skills-anticipation
Identifier
677

Skills indicators

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skills-indicators
Identifier
653
Regions:

Africa

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Countries and territories:
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