Asia and the Pacific

Greening TVET in Viet Nam: Sustainable development, green economy and the role of greening TVET

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Document

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															Greening TVET in Viet Nam: Sustainable development, green economy and the role of greening TVET
													

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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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skpBiOrg

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bilateral-organizations

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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skpGov

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governments

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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skpCaseStdy

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case-studies-and-good-practices

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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skpNatPol

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national-policies-and-initiatives

Publication Date:

29 Mar 2017

Open

wcmstest4_188296.pdf

Technical and vocational education and training (TVET) is the master key for sustainable development and one of the priority areas of Viet Nam’s government to achieve the National Green Growth Strategy for the period 2011 to 2020 with vision to 2050 (VGGS) and the National Action Plan on Green Growth (GGAP) for the period 2014 to 2020. In the context of a greening economy and society, TVET provides workers with skills needed to be able to work well in the workplace. Additionally TVET promotes knowledge and competences necessary to face current and future social, economic and ecological challenges and contributes to sustainable development of the country.

This publication was developed in cooperation between GIZ and the National Institute for Vocational Training (NIVT), which serves as the ground for further activities on Greening TVET in Viet Nam. It is intended to provide insights into the concept, good practices, practical examples and the implementation of Greening TVET in an international context in general and in Viet Nam in particular as well as information useful for policy makers to generate suitable concepts and procedure for greening TVET and thus improving the quality of TVET.

Subject Tags:

Environment

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environment

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339

Green jobs

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green-jobs

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623

Green skills

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green-skills

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645

TVET systems

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tvet-systems

Identifier

661

Regions:

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Countries and territories:

Viet Nam

Community-Based Lifelong Learning and Adult Education: Adult Skills and Competencies for Lifelong Learning

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Document

Content Type:

Publication

Language:

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

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:

24 Feb 2017

Open

wcmstest4_187317.pdf

An output of the UNESCO BANGKOK’S project “Transforming Education and Training Systems to Create Lifelong Learning Societies in the Asia-Pacific,” supported by the Japanese-Funds-in-Trust. This publication is to explore how the concept of lifelong learning has been implemented in seven selected Asia-Pacific countries based on comprehensive education sector reviews, relevant documents and data from the countries with the answers to the following two major questions: (1) How national policies and systems are developed to enhance lifelong learning and what skills and competencies are emphasised in national education policies, plans and practices?, and (2) How different types of educational institutions are mobilised to prepare different groups of learners with the skills and competencies required for a knowledge-based society?

The publication focuses on the role of CLCs to investigate how the concept of lifelong learning is being implemented at community level in a country, including recommendations and policy suggestions for developing national strategies for lifelong learning towards lifelong learning society. The sequential booklets on the Role of CLCs as Facilitators of Lifelong Learning and the Adult Skills and Competencies for Lifelong Learning are also developed as part of this publication.

Subject Tags:

Community development

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community-development

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126

Competency

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competency

Identifier

641

Competency standards

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competency-standards

Identifier

642

Lifelong learning

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lifelong-learning

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400

Regions:

Asia and the Pacific

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Safeguarding the rights of Asian migrant workers from home to the workplace

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Document

Content Type:

Safeguarding the rights of Asian migrant workers from home to the workplace

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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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skpIntOrg

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international-organizations

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:

Migrant workers

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

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

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

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skpMigWor

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migrant-workers

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

23 Feb 2017

Open

wcmstest4_187311.pdf

The question of how best to ensure that migrants are not subject to harm as they move abroad to work is one on which governments in Asia are working, on behalf of their own citizens and those who have come as migrants. This publication is intended to help make a contribution to the work of policy planners, experts, and practitioners in the region. This report points to the growing number of labor migrants in Asia and examines the policy question of how to best safeguard their rights. Governments and stakeholders in both origin and destination countries have largely recognized their mutual interest in safeguarding labor migrants. Multilateral frameworks have also put this in focus, with safe and orderly migration seen as important. This report examines some of the key policy questions in protecting migrant workers, including how to promote fair recruitment of less-skilled workers, and how to address vulnerable groups such as irregular migrants and domestic workers.

The four chapters in this report draw on issues raised and discussed during the Sixth Roundtable on Labor Migration in Asia: Safeguarding Labor Migrants from Home to Workplace that was held in Tokyo from 3 to 5 February 2016. The event brought together regional experts and policy makers and was co-organized by the Asian Development Bank Institute, the Organisation for Economic Co-operation and Development, and the International Labour Organization.

The report’s introductory chapter reviews recent regional migration trends. Two statistical annexes provide an overview of migration flows within Asia and between Asia and other regions.

Subject Tags:

Gender

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294

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294

Labour migration

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labour-migration

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609

Low skilled workers

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low-skilled-workers

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650

Migrant workers

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migrant-workers

Identifier

681

Regions:

Asia and the Pacific

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Engaging Employers in Work Integrated Learning: Current State and Future Priorities

Type:

Document

Content Type:

															Engaging Employers in Work Integrated Learning: Current State and Future Priorities
													

Language:

English

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english

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skpEng

Sources:

Governments

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skpGov

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governments

Other sources

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Identifier

skpOSource

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other-sources

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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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:

23 Feb 2017

Open

wcmstest4_187310.pdf

This study, commissioned by the Australian Workforce and Productivity Agency prior to its amalgamation with the Australian Government Department of Industry, surveyed a stratified sample of 4,500 Australian businesses in August 2014. The survey collected a total of 264 responses from employers to a wide range of questions on the factors that influence their engagement, or lack of it, in Work Integrated Learning (WIL). The data includes highly informative qualitative comments on critical contextual issues.

The key findings to emerge from the analysis generally confirm much of what is known about the profile of organisations participating in WIL and the nature of the experiences they offer. However, the findings raise some important policy issues, challenges and opportunities that require consideration. Key findings include:

• Employers typically first participated in WIL after being approached by a university or student. Only 30 organisations took the initiative in approaching a university..

• A clear majority (88 per cent) of organisations participating in WIL plan to continue engaging university students over the next two years.

• Just one in five organisations not participating in WIL have thought about or attempted to engage a student.

• While the umbrella term ‘Work Integrated Learning’ is established among key stakeholders, almost half of the organisations surveyed are not familiar with term.

• Organisations most likely to be active in providing students with WIL experiences are those that have been in operation around 20 years and/or have more than 15 employees.

• For smaller organisations, ensuring the quality of the WIL experience is particularly challenging given their limited resources.

• The two main barriers for organisations currently providing WIL opportunities are lack of resources and time for supervision of the university student.

• The strongest factors encouraging ongoing employer engagement in WIL are support from universities, good personal links with universities, and effective university coordination of students.

Subject Tags:

Employability

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employability

Identifier

643

Private sector

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private-sector

Identifier

229

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

Regions:

Asia and the Pacific

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Countries and territories:

Australia

In Viet Nam, Government and Farmers Find New Ways to Manage Climate Change (case study)

Type:

Document

Content Type:

															In Viet Nam, Government and Farmers Find New Ways to Manage Climate Change (case study)
													

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:

Rural employment

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Eight out of 10 of the world’s working poor who live on US $1.25 per day live in rural areas, where many are caught in vulnerable employment, especially in agriculture.Flourishing rural areas are vital to regional and national development. Yet, rural economies tend to face a wide range of challenges that urban areas are more likely to overcome. These include access to transportation, sanitation and health services, and a consumer base in close proximity to support small and medium enterprise development. Women and men working in rural areas also face difficulties associated with a paucity of economic opportunities, under investment, poor infrastructure and public services, including education, and, in many cases, weak governance and underdeveloped markets.

Education, entrepreneurship, and physical and social infrastructure all play an important role in developing rural regions. Skills are central to improving employability and livelihood opportunities, reducing poverty, enhancing productivity and promoting environmentally sustainable development.

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skpREmpl

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rural-employment

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

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case-studies-and-good-practices

Publication Date:

23 Feb 2017

Open

wcmstest4_187303.pdf

Strengthening Water Management and Irrigation Systems Rehabilitation Project New laws, policies, training centers—and plenty of infrastructure upgrades like water pumps and irrigation systems—are helping Vietnamese farmers deal with the challenges of weather, geography, and climate change.

Subject Tags:

Access to training

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access-to-training

Identifier

683

Agriculture

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agriculture

Identifier

225

Poverty alleviation

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poverty-alleviation

Identifier

149

Rural development

Slug

rural-development

Identifier

152

Rural workers

Slug

rural-workers

Identifier

637

Sustainable development

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sustainable-development

Identifier

658

Technology

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technology

Identifier

345

Regions:

Asia and the Pacific

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Countries and territories:

Viet Nam

ILO Jakarta Newsletter, January 2017 edition

Type:

Document

Content Type:

ILO Jakarta Newsletter, January 2017 edition

Language:

English

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english

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skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Anticipating and matching skills needs

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

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skpAFSN

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anticipating-and-matching-skills-needs

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

Slug

career-guidance-and-employment-services

Migrant workers

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

Identifier

skpMigWor

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migrant-workers

Participation of employers' and workers' organizations

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Identifier

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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Identifier

skpAIM

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promotional-material

Publication Date:

25 Jan 2017

Open

wcmstest4_186702.pdf

ILO’s Asia Pacific labour conference, held from 6 to 9 December 2016, adopts the Bali Declaration. This edition of the Jakarta newsletter provides an overview of the 16th Asia and the Pacific Regional Meeting (APRM) of the International Labour Organization (ILO), including highlights of the Bali Declaration that sets out policies and actions at national level and by the ILO.

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Regions:

Arab States

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Asia and the Pacific

Region Image

Education in China: A Snapshot

Type:

Document

Content Type:

Education in China: A Snapshot

Language:

English

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english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

Slug

international-organizations

Topics:

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:

12 Dec 2016

Open

wcmstest4_186095.pdf

What do we know about the largest education system in the world? A system that is educating 260 million young people, and that employs 15 million teachers? This report provides a broad overview of how China’s education system is organised and operates, and how reforms, both past and current, have reshaped education in China over time. The report then examines in greater detail education in the four economies within China that participated in the OECD Programme for International Student Assessment (PISA) 2015. PISA is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.

This report is organised into six chapters. The first outlines China’s national education system and how it works, including the organisation of the system, and how the government deals with educational development, reform and quality improvement, teachers, students, curriculum and teaching. The second chapter introduces current education reforms and relevant nationwide policies, including the challenge of balancing educational development in rural and urban areas, and reforms of the examinations. The remaining four chapters are each devoted to the four participating provinces and municipalities in PISA 2015.

Subject Tags:

Access to training

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access-to-training

Identifier

683

Rural development

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rural-development

Identifier

152

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Asia and the Pacific

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Countries and territories:

China

Building an inclusive future with decent work: Towards sustainable development in Asia and the Pacific

Type:

Document

Content Type:

															Building an inclusive future with decent work: Towards sustainable development in Asia and the Pacific
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Anticipating and matching skills needs

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Identifier

skpAFSN

Slug

anticipating-and-matching-skills-needs

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

07 Dec 2016

Open

wcmstest4_185929.pdf

Report of the ILO Director-General - 16th Asia and the Pacific Regional Meeting Bali, Indonesia, 6 - 9 December 2016 The report of the ILO Director-General highlights the significant progress made in this region and the challenges that remain, articulates the centrality of decent work to the 2030 Agenda for Sustainable Development and reflects on future changes in the nature of work and the way forward.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

Technology

Slug

technology

Identifier

345

Regions:

Asia and the Pacific

Region Image

The future of work: Increasing reach through mobile technology

Type:

Document

Content Type:

The future of work: Increasing reach through mobile technology

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

ilo

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:

07 Dec 2016

Open

wcmstest4_185927.pdf

This paper looks at the changing world of work, including the role of information and communications technology, and the new virtual, dispersed worker. It outlines mobile technology as a means of reaching the new workers, and collects challenges and lessons learned to inform future outreach. The world of work is changing. A major factor contributing to this is the proliferation of information and communication technologies, with mobile technology playing a central role. More and more people are able to access the Internet through their mobile devices. This has empowered them to work from anywhere but it has also led to the decline of traditional forms of employment. In the broader development context, mobile technology has been used extensively to reach beneficiaries and target audiences. Overall, this presents organizations with a challenge but also an opportunity to adapt projects and interventions to new technologies. This paper outlines technological and institutional hurdles related to the future uptake and implementation of mobile technology platforms and the use of mobile technology as a means of outreach.

Subject Tags:

Skills anticipation

Slug

skills-anticipation

Identifier

677

Technology

Slug

technology

Identifier

345

Regions:

Asia and the Pacific

Region Image

Recognition of Prior Learning (RPL) in Bangladesh

Type:

Document

Content Type:

Recognition of Prior Learning (RPL) in Bangladesh

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Other sources

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Identifier

skpOSource

Slug

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

Slug

access-to-training

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:

06 Dec 2016

Open

wcmstest4_185893.pdf

Recognition of Prior Learning (RPL) is an initiative of the TVET Reform Project, implemented by the Government of Bangladesh with the support of the ILO and funded by the European Union. The project is working towards reforming technical and vocational education and training in Bangladesh.

Subject Tags:

Recognition of prior learning

Slug

recognition-of-prior-learning

Identifier

675

Regions:

Asia and the Pacific

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_

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