Americas

Marco jurídico de la formación profesional y el aprendizaje para jóvenes en América Latina y el Caribe

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Document

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															Marco jurídico de la formación profesional y el aprendizaje para jóvenes en América Latina y el Caribe
													

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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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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

Apprenticeships

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Quality apprenticeships based on robust social dialogue and public-private partnerships can improve employment prospects for young people while developing high level skills identified by employers as necessary for growth and increased productivity. Both informal and regulated apprenticeship systems are important learning resources enabling young people to overcome the work-inexperience trap, gain new and enhanced skills and recognized qualifications.

Upgrading informal apprenticeships and expanding regulated ones is a cost-effective way to invest in a country’s skills base, promote economic growth and enhance the employability of youth.

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skpAppren

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apprenticeships

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

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:

06 May 2016

Open

wcmstest4_174261.pdf

La presente contribución examina el estado actual de la normativa jurídica en materia de aprendizaje y formación profesional en un conjunto de diez países de la región de Latinoamérica y el Caribe tomando como insumos los informes nacionales presentados en el marco de actividades de investigación de la Oficina de OIT para el Cono Sur de América Latina a través del ‘Programa de apoyo a las políticas de empleo y formación de jóvenes en el Uruguay’, en conjunto con OIT/Cinterfor.

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Education and training

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education-and-training

Identifier

116

Skills and training policy

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skills-and-training-policy

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666

Regions:

Region Image

In pursuit of employable skills. Understanding employers' demands: Analysis of the Bahamas' 2012 wages and productivity survey

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Document

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															In pursuit of employable skills. Understanding employers' demands: Analysis of the Bahamas' 2012 wages and productivity survey
													

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English

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english

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skpEng

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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

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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

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

05 May 2016

Open

wcmstest4_174059.pdf

Most employers in the Bahamas report difficulties in finding the right set of skills for their jobs, while many people remain unemployed after the recent crisis (14.0% in 2012). Additionally, as new investments generate increasing manpower needs, responding to the skills shortage with a skills development strategy becomes a rising social and economic issue. This report aims to provide insight into this labour market dilemma by examining private sector employers’ reports in the 2012 Wages & Productivity Survey on firms’ demand for skills, difficulties in hiring, training needs and training practices.

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Private sector

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private-sector

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229

Productivity

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productivity

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188

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

Vocational training

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vocational-training

Identifier

124

Regions:

Americas

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Countries and territories:

Integrating core work skills into TVET systems: Six country case studies

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Document

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Integrating core work skills into TVET systems: Six country case studies

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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Access to training

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skpATSU

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access-to-training

Training quality and relevance

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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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skpCaseStdy

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case-studies-and-good-practices

Publication Date:

03 May 2016

Open

wcmstest4_173856.pdf

This report assesses the extent to which six diverse countries have embedded core skills for employability in their TVET and skills systems: Australia; Chile; India; Jamaica; Malawi; and the Philippines. These six case studies have demonstrated that in both developed and developing countries, much remains to be done to ensure that TVET and skills systems adequately and systematically take steps to develop the core skills that so profoundly enhance the employability of learners, jobseekers and workers.

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Employability

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employability

Identifier

643

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

Regions:

Africa

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Americas

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Asia and the Pacific

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Countries and territories:

Australia

Chile

India

Jamaica

Malawi

Philippines

Developing Canada’s future workforce: A survey of large private-sector employers

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Document

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															Developing Canada’s future workforce: A survey of large private-sector employers
													

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English

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english

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skpEng

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Employers' organizations

Employers invest in training in order to improve productivity, innovate and adopt new technologies, and compete in changing markets. Case studies and research from individual employers and associations of employers on the Global KSP deal with apprenticeship and workplace skills provision, quality assurance and governance of training institutions, and employers’ roles in anticipating skill needs and in influencing national and sector policies on skills development.

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skpEmp

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employers-organizations

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Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

20 Apr 2016

Open

wcmstest4_172855.pdf

To compete in an interconnected and global marketplace, Canadian companies require an increasingly strong and skilled workforce. However, a lack of comprehensive labour market data, particularly on employment trends and skill requirements, makes it difficult to identify and analyze the current state of the Canadian job market.

This report, based on a survey of 90 leading Canadian employers, examines recent and future hiring trends, demographic changes, the job market for young Canadians and the skills and attributes that large Canadian firms are looking for when they recruit employees.

Subject Tags:

Employability

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employability

Identifier

643

Employers

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employers

Identifier

672

Private sector

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private-sector

Identifier

229

Public private partnerships

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public-private-partnerships

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138

School-to-work transition

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school-to-work-transition

Identifier

652

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

Survey

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survey

Identifier

611

Regions:

Americas

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Countries and territories:

Canada

Competence is the best credential

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Document

Content Type:

Competence is the best credential

Language:

English

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english

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skpEng

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Employers' organizations

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skpEmp

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employers-organizations

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Training quality and relevance

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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

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case-studies-and-good-practices

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

19 Apr 2016

Open

wcmstest4_172663.pdf

Competencies are job skills. They are the knowledge and practical ability required to do the tasks of a job. To be recognized as having a competency, a worker has to be assessed though observation, to a set standard, in a job setting. In many parts of the United States, throughout Europe, and in other places around the world, competencies are the currency through which employees find jobs and advance in their careers. This report collects some insights from competency frameworks around the world and proposes future steps to develop Canada’s own competency framework.

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Competency

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competency

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641

Competency standards

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competency-standards

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642

Employers

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employers

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672

Qualification frameworks

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qualification-frameworks

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651

Skills and training policy

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skills-and-training-policy

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666

Vocational training

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vocational-training

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124

Regions:

Americas

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Countries and territories:

Canada

Beyond qualifications: Returns to cognitive and socio-emotional skills in Colombia

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Document

Content Type:

															Beyond qualifications: Returns to cognitive and socio-emotional skills in Colombia
													

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English

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english

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skpEng

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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

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

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

18 Apr 2016

Open

wcmstest4_172456.pdf

This paper examines the relationship between individuals’ skills and labor market outcomes for the working-age population of Colombia’s urban areas. Using a 2012 unique household survey, the paper finds that cognitive skills (aptitudes to perform mental tasks such as comprehension or reasoning) and socio-emotional skills (personality traits and behaviors) matter for favorable labor market outcomes in the Colombian context, although they have distinct roles. Cognitive skills are greatly associated with higher earnings and holding a formal job or a high-qualified occupation. By contrast, socio-emotional skills appear to have little direct influence on these outcomes, but play a stronger role in labor market participation. Both types of skills, especially cognitive skills, are largely associated with pursuing tertiary education. The analysis applies standard econometric techniques as a benchmark and structural estimations to correct for the measurement error of skill constructs.

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Employability

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employability

Identifier

643

Survey

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survey

Identifier

611

Regions:

Americas

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Countries and territories:

Colombia

Do Public Employment Services improve employment outcomes? Evidence from Colombia

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Document

Content Type:

															Do Public Employment Services improve employment outcomes? Evidence from Colombia
													

Language:

English

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english

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skpEng

Sources:

ILO

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skpILO

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ilo

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.

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skpLMIES

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career-guidance-and-employment-services

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

14 Apr 2016

Open

wcmstest4_172060.pdf

The paper assesses the effects of participation in the Public Employment Service (PES) in Colombia by means of propensity score matching. The results show that participating in the PES increases the probability of having a formal (rather than informal) job. Around two thirds of this effect is related to the fact that PES participants are generally placed in larger companies. By contrast, participation in the PES has a negative effect on hourly wages. This derives from a positive effect on the wages of the low-skilled and a negative effect on the wages of the high-skilled. For both formal employment and wages, the PES has a more positive effect when the services are provided face-to-face rather than online.

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Vocational training

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vocational-training

Identifier

124

Regions:

Americas

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Countries and territories:

Colombia

Skills requirements for the 30 most-frequently advertised occupations in the United States: An analysis based on online vacancy data

Type:

Document

Content Type:

															Skills requirements for the 30 most-frequently advertised occupations in the United States: An analysis based on online vacancy data
													

Language:

English

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english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Anticipating and matching skills needs

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Identifier

skpAFSN

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anticipating-and-matching-skills-needs

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

13 Apr 2016

Open

wcmstest4_171858.pdf

Using a sample of approximately 2 million job advertisements published online, this paper assesses which educational, skills and other requirements US employers demand the most. The analysis is focused on the 30 most-frequently advertised occupations in the United States, of different levels of complexity, and finds that employers are quite demanding in their job advertisements, even when these concern low- or medium-skilled occupations. Although vacancies for more complex occupations are generally more demanding than those for less complex ones, there is a lot of variation across the 30 occupations. Formal education is the most important criterion for employers in the United States; it is required in 67% of the vacancies examined. Specialised training and licenses, in contrast, appear to be less important. Of the cognitive and non-cognitive skills, service skills in particular are high in demand (called for in 49% of the vacancies). Other non-cognitive skills, both of a social and personal nature, are frequently included as well. Experience is the third key criterion that employers use to screen job applicants, appearing in 38% of the vacancies.

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Job matching

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job-matching

Identifier

649

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

Regions:

Americas

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Countries and territories:

United States of America

Labour market transition of young women and men in Jamaica

Type:

Document

Content Type:

Labour market transition of young women and men in Jamaica

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Youth employability

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Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.

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skpYoEmp

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youth-employability

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

07 Apr 2016

Open

wcmstest4_171056.pdf

This report presents the highlights of the 2013 School-to-work Transition Survey (SWTS) run together with the Statistical Institute of Jamaica (STATIN) within the framework of the ILO Work4Youth Project. This survey’s findings aim to shed light on the experiences of youth in Jamaica today as they leave school and seek employment. It also provides insight into youth’s current perceptions of their future prospects, life goals and aspirations.

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School-to-work transition

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school-to-work-transition

Identifier

652

Skills and training policy

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skills-and-training-policy

Identifier

666

Survey

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survey

Identifier

611

Youth

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youth

Identifier

319

Regions:

Americas

Region Image

Countries and territories:

Jamaica

Fragmented systems: Connecting players in Canada’s skills challenge

Type:

Document

Content Type:

Fragmented systems: Connecting players in Canada’s skills challenge

Language:

English

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english

Identifier

skpEng

Sources:

Employers' organizations

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Identifier

skpEmp

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employers-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.

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skpPSP

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participation-of-employers-and-workers-organizations

Training quality and relevance

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Identifier

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:

01 Apr 2016

Open

wcmstest4_170056.pdf

A highly educated and skilled population is fundamental to the success of an advanced economy and society. Every year, Canada invests billions of dollars in its post-secondary education systems— in systems that are not measured in outcomes. As a country, Canada achieves the highest proportion of post-secondary educational attainment among the member countries of the Organisation for Economic Cooperation and Development. Yet “the actual skills attainment is underwhelming,” according to the Conference Board of Canada. Narrowing the gap between education and skills, by exploring the relationship between employers’ needs and Canada’s post-secondary education systems, is the focus of this report.

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