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Women in the workforce: An unmet potential in Asia and the Pacific

Women in the workforce: An unmet potential in Asia and the Pacific

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Document
Content Type:
Women in the workforce: An unmet potential in Asia and the Pacific
Language:

English

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english
Identifier
skpEng
Sources:

Other sources

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

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Identifier
skpOSource
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other-sources
Topics:

Access to training

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

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

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skpATSU
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access-to-training

Gender equality

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Women represent both half of the world's population – and half the world's economic potential. Their participation in the labour market reduces poverty because they often invest 90 per cent of their income in the well-being, education and nutrition of their families. Yet labour force participation by women has stagnated at about 55 per cent globally since 2010. Moreover, women are disproportionately represented in precarious work – low-paid, low-skilled and insecure jobs.

Training plays an important role in the pursuit of equality of opportunity and treatment for women and men in the world of work. Yet women often lack access to technical and vocational education and training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. Overcoming this challenge requires the adoption of a life-cycle approach. This includes improving girls’ access to basic education; overcoming logistic, economic and cultural barriers to apprenticeships and to secondary and vocational training for young women; and meeting the training needs of women re-entering the labour market and of older women who have not had equal access to opportunities for lifelong learning.

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skpGenEqul
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gender-equality

Other topic

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Identifier
skpOIssue
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other-topic
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

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
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research-papers
Publication Date:
25 May 2015
Open
wcmstest4_143453.pdf
The average labor force participation rate of women around the globe has remained stubbornly constant over the last 25 years at just over 50% of the economically active female population. These trends persist even in economies in Asia and the Pacific where the female labor force participation rate in 2014 was a high 53%—roughly the same as the developing member country average, which in itself is a rate that masks significant variations across countries. This special report looks into the complex and varied causes behind this gap in economic empowerment between males and females across Asia and the Pacific, then analyzes the available evidence for its implications to economic growth. It argues, among other things, that although the acquisition of human capital may give women the opportunity to enter the workforce, there are not always good incentives for them to pursue a skilled job in some countries in Asia; though, sector-specific skills and vocational training enable individuals of all genders to access new opportunities and transfer to a new occupation.
Subject Tags:

Entrepreneurship

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entrepreneurship
Identifier
182

Gender and development

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gender-and-development

Globalization

Slug
globalization
Identifier
267

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Women

Slug
women
Identifier
318
Regions:

UIL policy brief 4 -Community matters: Fulfilling learning potentials for young men and women

UIL policy brief 4 -Community matters: Fulfilling learning potentials for young men and women

Type:
Document
Content Type:
UIL policy brief 4 -Community matters: Fulfilling learning potentials for young men and women
Language:

English

Slug
english
Identifier
skpEng
Sources:

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
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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.

Identifier
skpPSLLL
Slug
lifelong-learning

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. 

Identifier
skpYoEmp
Slug
youth-employability
Knowledge Products:

Policy and strategy

Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work.  Concise syntheses of experience from the international organizations.

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Identifier
skpPolOp
Slug
policy-and-strategy
Publication Date:
22 May 2015
Open
wcmstest4_143254.pdf
Part of the UNESCO Institute for Life Long Learning (UIL) policy briefings series The fourth policy brief in the UIL series recommends youth engagement in multipurpose community learning spaces and centres. The aim is to improve their access to full participation in learning and community development activities. It is based on discussions from the International Policy Forum on Literacy and Life Skills Education for Vulnerable Youth through Community Learning Centres held on 20 – 22 August 2013 in Jakarta, Indonesia. UIL Policy Brief 4 Community Matters: Fulfilling Learning Potentials for Young Men and Women describes features of community learning centres, which have different names in local languages across world regions. Furthermore, it illustrates how community learning centres from Bangladesh, Indonesia, Japan, Mongolia, Thailand, and the United Kingdom engage young men and women in the planning and implementation processes.
Subject Tags:

Lifelong learning

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lifelong-learning
Identifier
400

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills recognition

Slug
skills-recognition
Identifier
656
Regions:
Countries and territories:

Bangladesh

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

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

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

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

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

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

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

 

Sources 

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

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

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

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

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

Innovative Asia: Advancing the knowledge-based economy -The next policy agenda

Innovative Asia: Advancing the knowledge-based economy -The next policy agenda

Type:
Document
Content Type:
Innovative Asia: Advancing the knowledge-based economy -The next policy agenda
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

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

Thumbnail
Identifier
skpOSource
Slug
other-sources
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. 

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. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
22 May 2015
Open
wcmstest4_143253.pdf
This study by the Asian Development Bank (ADB) seeks to analyze the ways in which Asia’s middle- and low-income countries can tap knowledge-based economic development to maintain and strengthen the growth momentum and to move up global value chains. The ADB study uses the Knowledge Economy Index (KEI) rubric to benchmark the performance of developing economies in Asia against advanced economies of the world. It is clear that on all the four pillars of the knowledge economy—innovation, education and skills, ICT, and the economic incentive and institutional regime—developing economies in Asia significantly lag behind advanced nations. Policy makers in developing Asia need ensure appropriate investments and conducive policies across all the four pillars. The report traces the journey of the Republic of Korea, Singapore, and Finland as KBEs and the lessons developing economies can derive.

However, going beyond this, the report also highlights a number of special advantages that Asia can effectively tap that will help them leapfrog to the knowledge frontier. The relative lack of legacy infrastructure in developing economies, particularly in information communication technology, could enable developing economies to leapfrog over certain technology cycles and access the latest technologies, such as moving to cloud computing solutions. Asia needs to effectively combine established wisdom from the experience of developed economies with contemporary knowledge and options that new technologies bring to strengthen KBE processes. An important dimension for developing economies in Asia to consider, given the rising inequality in the region, is making KBE processes inclusive. This report explores a number of opportunities in this direction.
Subject Tags:

Information and communication technologies

Slug
information-and-communication-technologies
Identifier
346

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677

Technology

Slug
technology
Identifier
345
Regions:

Краткое описание проекта: Применение стратегии профессиональной подготовки Группы двадцати.

Краткое описание проекта: Применение стратегии профессиональной подготовки Группы двадцати.

Type:
Document
Content Type:
Краткое описание проекта: Применение стратегии профессиональной подготовки Группы двадцати.
Language:

Russian

Slug
russian
Identifier
skpRus
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:

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. 

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

Training quality and relevance

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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.

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Identifier
skpAIM
Slug
promotional-material
Publication Date:
20 May 2015
Open
wcmstest4_142856.pdf

Сроки осуществления проекта: декабрь 2012 – ноябрь 2015 гг.

Основной принцип проекта заключается в гармонизации существующих подходов к профессиональной подготовке и потребностей рынка труда. Проект направлен на совершенствование работы системы профессионально-технического образования, улучшение его структуры и ориентирование учреждений ПТО на потребности рынка труда. Эти усилия нацелены на повышение квалификации кадров в тех секторах экономики, которые обладают существенным потенциалом для повышения экономического роста, производительности труда, а также возможностей расширения трудоустройства в странах проекта.

Subject Tags:

G20

Slug
g20
Identifier
669

G20 Training Strategy

Slug
g20-training-strategy
Identifier
644

Information and communication technologies

Slug
information-and-communication-technologies
Identifier
346

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Arab States

Region Image
Countries and territories:

Project brief: Applying the G20 Training Strategy

Project brief: Applying the G20 Training Strategy

Type:
Document
Content Type:
Project brief: Applying the G20 Training Strategy
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

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

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:
19 May 2015
Open
wcmstest4_142855.pdf

Duration: December 2012 – November 2015

The key essence of this project is to correlate the existing approaches to training and the needs of the labour market. The program is aimed at improving the functioning of the system of vocational education, by improving the structure and orientation of TVET institutions in the labour market. Efforts are aimed at skills development in sectors that have a significant potential to increase economic growth, productivity, and expand employment opportunities.

Subject Tags:

G20

Slug
g20
Identifier
669

G20 Training Strategy

Slug
g20-training-strategy
Identifier
644

Information and communication technologies

Slug
information-and-communication-technologies
Identifier
346

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Arab States

Region Image
Countries and territories:

Indonesia: Literacy for life skills and entrepreneurship

Indonesia: Literacy for life skills and entrepreneurship

Type:
Document
Content Type:
Indonesia: Literacy for life skills and entrepreneurship
Language:

English

Slug
english
Identifier
skpEng
Sources:

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Lifelong learning

Thumbnail

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.

Identifier
skpPSLLL
Slug
lifelong-learning
Knowledge Products:

Case studies and good practices

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

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
18 May 2015
Open
wcmstest4_142658.pdf
This case study on promising Education for All (EFA) initiatives in Indonesia was commissioned by UNESCO Bangkok with support from the Japanese Funds-in-Trust (JFIT) as one of five country case studies from the Asia-Pacific region. The Asia-Pacific region is full of successful and innovative initiatives that have helped governments accelerate EFA progress at the country level. Governments in the region and beyond can learn from these experiences. It is in this context UNESCO Bangkok has embarked on the documentation of such practices.

Among the policies and strategies in Indonesia that have contributed to progress made towards the achievement of the EFA goals, the Literacy for Life Skills and Entrepreneurship (LLSE) programme is highlighted in this study and is viewed as a promising practice for accelerating efforts to achieve EFA Goal 4. The case study examines the LLSE intervention and explores its role in terms of national literacy achievements, particularly the EFA goal on adult literacy. The study also explores the relationship between literacy and increased entrepreneurship competencies of adults.
Subject Tags:

Entrepreneurship

Slug
entrepreneurship
Identifier
182

Lifelong learning

Slug
lifelong-learning
Identifier
400

Poverty alleviation

Slug
poverty-alleviation
Identifier
149
Regions:
Countries and territories:

Building human capital through labor migration in Asia

Building human capital through labor migration in Asia

Type:
Document
Content Type:
Building human capital through labor migration in Asia
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

Thumbnail
Identifier
skpILO
Slug
ilo

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

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.

Thumbnail
Identifier
skpOSource
Slug
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.

Identifier
skpMigWor
Slug
migrant-workers
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
11 May 2015
Open
wcmstest4_141853.pdf
Migrant workers are an essential and growing component of most contemporary economies. For destination economies, workers from abroad relieve what would otherwise be chronic labor shortages. For origin economies, emigrating workers contribute considerably to their homelands through the repatriation of remittances and the absorption of occupational skills through overseas experience and, for some, training. As the world economy becomes increasingly integrated, well governed migration is a prerequisite for maximizing the efficient allocation of labor resources.

The fourth edition of the event, held in January 2014 and titled “Building Human Capital across Borders,” focused on the critical role of human capital both in bolstering migrants’ employment opportunities in foreign countries and in helping them to reintegrate, with new skills and work experiences, after returning. Experts from the three host organizations and other institutions, as well as officials directly involved in crafting labor migration policy in their respective countries, participated in the roundtable. They shared their views and experiences in a dialogue process that generated lessons to make future policy more effective. Japan in particular, marking its 50th anniversary of membership in the OECD, presented its eff orts to attract more skilled foreigners. This report, an outcome of the roundtable, captures key trends in migration in Asia and highlights the challenges of building, and benefiting from, human capital through the migration process.
Subject Tags:

Inclusion

Slug
inclusion
Identifier
665

Migrant workers

Slug
migrant-workers
Identifier
681

Migration policy

Slug
migration-policy
Identifier
309

School-to-work transition

Slug
school-to-work-transition
Identifier
652
Regions:

Employment fund annual report 2014

Employment fund annual report 2014

Type:
Document
Content Type:
Employment fund annual report 2014
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:

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

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

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:
08 May 2015
Open
wcmstest4_141657.pdf
This Annual Report presents the outcomes and outputs achieved by the Employment Fund (EF) from January to December 2014. It summarises the results achieved with the support of three funding sources: the Swiss Agency for Development and Cooperation (SDC), UKAid from the Department for International Development (DFID) and the World Bank (WB).

During the reporting period, the EF conducted skills training in 67 districts through 39 Training and Employment Service Providers (T&Es). A total of 16,008 youth received training in 2014 while the target was 15,800. Out of the total 16,008 youth, 55% were women and 70% were from disadvantaged groups, including 11% Dalit (with 60% women) and 51% Janajatis (with 56% women). Of the total graduates, 14,639 appeared in the skills test conducted by National Skills Testing Board (NSTB). To date, the skills test results for 9,576 participants have been published and 7,781 (81%) have passed the test.
Subject Tags:

Disadvantaged youth

Slug
disadvantaged-youth
Identifier
663

Economic and social development

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economic-and-social-development
Identifier
125

Employability

Slug
employability
Identifier
643

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Youth

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youth
Identifier
319
Regions:
Countries and territories:

Industry leadership in human resources development in Myanmar

Industry leadership in human resources development in Myanmar

Type:
Document
Content Type:
Industry leadership in human resources development in Myanmar
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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Identifier
skpILO
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ilo
Topics:

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. 

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

Sectoral approaches

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Matching skills to labour market demand requires reliable sectoral and occupational information and institutions that connect employers with training providers.  Sector based strategies and institutions have proved effective in engaging all stakeholders in promoting both pre-employment training and life-long learning.

Identifier
skpSectApr
Slug
sectoral-approaches
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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Identifier
skpRPS
Slug
research-papers
Publication Date:
08 May 2015
Open
wcmstest4_141654.pdf
Emerging from decades of economic, social, and political isolation, Myanmar today shows potentials for advancing with a new developing paradigm based on inclusive growth and poverty reduction. Having embarked on an ambitious program of sweeping reforms to progressively integrate its economy with the global system, Myanmar is facing a period of transition which is inevitably characterized by challenges and opportunities.

To catch up the rapid growth, skill development is the crucial link to improve productivity, employment growth and socioeconomic development. The ILO Recommendation on Human Resources Development Recommendation 2004 (No. 195) provides guidance on the content of effective skills policies and systems. In 2009, the ILO drew on the agreed framework with the G20 Leaders to develop a training strategy to support innovation and growth. Countries that have succeeded in linking skills to productivity, employment and development have targeted three main objectives: matching supply to current demand for skills; helping workers and enterprises adjust to change; and anticipating and delivering skills needed in the future in order to sustain a dynamic development process.

This working paper discuss industry leadership of human resources development in Myanmar. It analyses the current supply of qualified human resources in Myanmar, mismatch between demand and supply by sector, as well as growth trends, investment climate and current policies and legislation. The paper provides recommendations to help narrow the gaps identified.
Subject Tags:

Agriculture

Slug
agriculture
Identifier
225

Energy

Slug
energy
Identifier
340

Manufacturing

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manufacturing
Identifier
216

Sectoral approaches

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sectoral-approaches
Identifier
676

Skills anticipation

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skills-anticipation
Identifier
677

Skills indicators

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skills-indicators
Identifier
653

Skills mismatch

Slug
skills-mismatch
Identifier
654

Tourism

Slug
tourism
Identifier
243
Regions:
Countries and territories:

Regional model competency standards: Construction

Regional model competency standards: Construction

Type:
Document
Content Type:
Regional model competency standards: Construction
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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

Other knowledge products

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Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
07 May 2015
Open
wcmstest4_141462.pdf
These Regional Model Competency Standards for Construction have been developed by the ILO Regional Office for Asia and the Pacific. They constitute a set of benchmarks that define the skills, knowledge and attributes required to perform a work role. These construction standards have been mainly modeled on the CPC08 Construction, Plumbing and Services Training Package developed by the Construction and Property Services Industry Skills Council, owned and published by the Commonwealth of Australia.
Subject Tags:

Competency standards

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competency-standards
Identifier
642

Construction industry

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construction-industry
Identifier
208

Industry skills councils

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industry-skills-councils
Identifier
646

Skills indicators

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skills-indicators
Identifier
653

Skills recognition

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skills-recognition
Identifier
656
Regions:
Subscribe to Asia and the Pacific