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Jobs and skills for youth: Review of policies for youth employment of Indonesia

Jobs and skills for youth: Review of policies for youth employment of Indonesia

Type:
Document
Content Type:
Jobs and skills for youth: Review of policies for youth employment of Indonesia
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

International organizations

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

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

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:

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:
03 Feb 2015
Open
wcmstest4_130052.pdf
This report is jointly produced by the International Labour Office (ILO) and the Understanding Children’s Work (UCW) Programme. It aims to support Indonesia’s efforts to address the difficult transitions into the labour market experienced by various segments of young people in Indonesia. The report reviews policies and institutions related to youth employment.
Subject Tags:

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Skills and training policy

Slug
skills-and-training-policy
Identifier
666
Regions:
Countries and territories:

Assessment study of technical and vocational education and training (TVET) in Myanmar

Assessment study of technical and vocational education and training (TVET) in Myanmar

Type:
Document
Content Type:
Assessment study of technical and vocational education and training (TVET) 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
Slug
ilo
Topics:

Participation of employers' and workers' organizations

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The world of learning and the world of work are separate but linked. While one involves learning, the other produces goods and services. Neither can thrive without the other. Strong partnerships between government, employers and workers help ensure the relevance of training to the changing needs of enterprises and labour markets. 

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

Training quality and relevance

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

Research papers

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

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
27 Jan 2015
Open
wcmstest4_129652.pdf
ILO Asia-Pacific Working Paper Series This paper discusses the current state of the TVET system in Myanmar, focusing on the role of the private sector. it identifies constraints on skills development and provides recommendations to determine future policy measures that would improve and strengthen strategic areas for TVET development, including how to transition from supply-driven to demand-driven labour market and improvement of the TVET delivery and quality.
Subject Tags:

Private sector

Slug
private-sector
Identifier
229

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

TVET systems

Slug
tvet-systems
Identifier
661
Regions:
Countries and territories:

Overcoming India's skills challenge: Transforming India into a high performance nation

Overcoming India's skills challenge: Transforming India into a high performance nation

Type:
Document
Content Type:
Overcoming India's skills challenge: Transforming India into a high performance nation
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

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

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Identifier
skpGov
Slug
governments

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:

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance

Youth employability

Thumbnail

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:

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:
18 Dec 2014
Open
wcmstest4_128452.pdf
India faces a historic opportunity. The country will be home to 700 million people of working age by 2020, a demographic situation that if leveraged properly can transform the country into the next economic superpower. To contribute significantly to the overall target of developing new skills in 500 million people in India by 2022—mainly by fostering private-sector initiatives in skill development programs—the government created the National Skills Development Council (NSDC) in 2009. Private organizations such as Accenture also came forward and launched a series of initiatives to achieve this national goal.

Together, with the NSDC, Accenture conducted a survey with the aim of understanding the impact of its training investments on trainees and the industrial sector over a three-year time span. Survey results clearly indicate that the injection of private capital into India’s Vocational Education and Training (VET) system is helping overcome traditional challenges of poor and inadequate infrastructure. The private initiatives have also recorded high placement rates for its trainees, with 50 percent of the trainees who complete training receiving job offers within three months of their training. However some significant challenges exist. The ‘expectations-delivery’ mismatch is leading to high numbers of drop outs— trainees quitting jobs within a month of joining, or those not willing to accept offers made to them due to a series of mismatches between trainee expectations and what programs are actually delivering. This paper presents a comprehensive action plan that could help overcome the expectations-delivery mismatch and improve the attractiveness of VET.
Subject Tags:

Employability

Slug
employability
Identifier
643

Private sector

Slug
private-sector
Identifier
229

Public private partnerships

Slug
public-private-partnerships
Identifier
138

Vocational training

Slug
vocational-training
Identifier
124

Youth

Slug
youth
Identifier
319
Regions:
Countries and territories:

Transferable skills in technical and vocational education and training (TVET): Policy implications

Transferable skills in technical and vocational education and training (TVET): Policy implications

Type:
Document
Content Type:
Transferable skills in technical and vocational education and training (TVET): Policy implications
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

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

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

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
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 Dec 2014
Open
wcmstest4_127851.pdf
Asia-Pacific Education System Review Series The Asia-Pacific region is changing. These changes have many underpinnings some of which include demographic, economic, technological and environmental factors. For countries in the region to cope with these changes and compete regionally and globally, they need to address emerging skill needs taking into account their respective economic strengths and potential. Employer surveys indicate that occupation-specific skills are no longer sufficient for workers to meet the needs of national labour markets (OECD, 2013). In addition to basic and specialized knowledge and skills, workers are expected to have an additional set of skills – referred to here as ‘transferable skills’ – that go beyond their occupation.

This study focuses on skills development in pre-service formal technical and vocational education and training (TVET) settings across different educational levels in the Asia-Pacific region. It explores the extent to which transferable skills are being promoted and integrated in TVET policies and practices. Key policy recommendations offered include the need to provide evidence on transferable skills in TVET, ensure teacher preparedness in fostering transferable skills in TVET, and develop appropriate and context-specific ways of measuring transferable skills in TVET.
Subject Tags:

Employability

Slug
employability
Identifier
643

Lifelong learning

Slug
lifelong-learning
Identifier
400

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Transferable skills

Slug
transferable-skills
Identifier
660

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Resource guide: Gender mainstreaming into technical and vocational education and training in Bangladesh

Resource guide: Gender mainstreaming into technical and vocational education and training in Bangladesh

Type:
Document
Content Type:
Resource guide: Gender mainstreaming into technical and vocational education and training in Bangladesh
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

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

Thumbnail
Identifier
skpGov
Slug
governments

ILO

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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Access to training

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

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

Identifier
skpATSU
Slug
access-to-training

Other topic

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Identifier
skpOIssue
Slug
other-topic
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:
26 Nov 2014
Open
wcmstest4_126252.pdf
An initiative of the Government of Bangladesh with assistance by the International Labour Organisation and funding by the European Union. The main purpose of this Resource Guide is to provide guidance, practical how-to tools and available information on technical resources to support the task of operationalizing the National Strategy for Promoting Gender Equality within technical and vocational education and training (TVET) institutions. More specifically, the Guide focuses on three objectives:
1. To facilitate a clear understanding of key barriers to female participation from a gender perspective and analyse their implications in women’s employment and economic empowerment;
2. To provide practical tools and guidance on how to mainstream gender effectively into the TVET institutional structures, systems, programmes and activities; and
3. To provide information on available technical resources to strengthen the capacity of TVET gender focal points in mainstreaming gender equality concerns.
Subject Tags:

Employability

Slug
employability
Identifier
643

Gender

Slug
294
Identifier
294

Human resources development

Slug
human-resources-development
Identifier
118

Inclusion

Slug
inclusion
Identifier
665

TVET systems

Slug
tvet-systems
Identifier
661
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_

Bangladesh: Skills vision 2016

Bangladesh: Skills vision 2016

Type:
Document
Content Type:
Bangladesh: Skills vision 2016
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

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

Thumbnail
Identifier
skpGov
Slug
governments

ILO

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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Access to training

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

Training quality and relevance

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

National policies and initiatives

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

Thumbnail
Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
26 Nov 2014
Open
wcmstest4_126251.pdf
An initiative of the Government of Bangladesh with assistance by the International Labour Organisation and funding by the European Union. Bangladesh is the eighth most populous country in the world which presents an immense opportunity in terms of the use of its labour force. Quality technical and vocational education and training (TVET) is essential to ensuring the country’s competitiveness in the global labour market, and ensuring decent work for all. This Vision for skills development in Bangladesh is a roadmap that could help Bangladesh in the development of a flexible, responsive and market-oriented training system.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Gender

Slug
294
Identifier
294

Human resources development

Slug
human-resources-development
Identifier
118

Inclusion

Slug
inclusion
Identifier
665

People with disabilities

Slug
people-with-disabilities
Identifier
323

TVET systems

Slug
tvet-systems
Identifier
661
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_

Skills development by green and inclusive SMEs in India: Entrepreneurs' approaches

Skills development by green and inclusive SMEs in India: Entrepreneurs' approaches

Type:
Document
Content Type:
Skills development by green and inclusive SMEs in India: Entrepreneurs' approaches
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:

Training quality and relevance

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

Research papers

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

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
26 Nov 2014
Open
wcmstest4_126248.pdf
All countries, regardless of their stage of development, have a role to play in the universal goal of transitioning to a low carbon economy. Ensuring that the private sector adjusts and re-engineers business operations and production modes, while at the same time ensuring that businesses can seize the opportunities linked to the process of transition, is a major challenge. However, the ways in which some entrepreneurs are innovating today in the emerging green market-place offer illuminating suggestions for the design of policies and strategies which will support an inclusive transition to low carbon growth.

This discussion paper provides insights into how small and medium enterprises (SMEs) in India are making the green transition today while simultaneously addressing the social implications of their business activities. It examines the approaches of entrepreneurs in developing the skills necessary for themselves and their employees to achieve green innovation that fosters inclusive growth. The innovative approaches used by these Indian companies to adjust their business models, which in certain cases also generate intentional benefits for the communities where they operate, offer unique, field-based knowledge that can inspire SMEs and agencies in other parts of the world.
Subject Tags:

Climate change

Slug
climate-change
Identifier
610

Enterprises

Slug
enterprises
Identifier
175

Entrepreneurship

Slug
entrepreneurship
Identifier
182

Green skills

Slug
green-skills
Identifier
645

Private sector

Slug
private-sector
Identifier
229

Sustainable development

Slug
sustainable-development
Identifier
658
Regions:
Countries and territories:

Skilling the workforce: Labour migration and skills recognition and certification in Bangladesh

Skilling the workforce: Labour migration and skills recognition and certification in Bangladesh

Type:
Document
Content Type:
Skilling the workforce: Labour migration and skills recognition and certification in Bangladesh
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

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

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Identifier
skpILO
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ilo
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
Slug
lifelong-learning

Training quality and relevance

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skpTrainQR
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training-quality-and-relevance
Knowledge Products:

Research papers

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

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Identifier
skpRPS
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research-papers
Publication Date:
16 Oct 2014
Open
wcmstest4_123648.pdf
Bangladesh is one of the largest human resource-rich countries meeting the demands of labour in the international market. It is estimated that between 1976 and 2012 approximately 8,307,749 workers left their home country to work in over 157 countries worldwide. Bangladeshi workers employed overseas contribute an equivalent of 13 per cent of GDP through their remittances. Given the significance of overseas employment, improving the skills competencies of workers has been seen as a good strategy to increase the level of remittances channeled to Bangladesh. Also, addressing challenges such as the skills mismatch between overseas job demands and the skills of migrant workers, and the need for better skills certification systems in Bangladesh could make migrant workers better prepared to deal with the challenges of the global market.

This report provides an overview of the institutional arrangements in respect of technical and vocational skills in Bangladesh and identifies the variety of factors that have a recognizable influence on the preparation of the workers for overseas employment.
Subject Tags:

Competency standards

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competency-standards
Identifier
642

Industry skills councils

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industry-skills-councils
Identifier
646

Labour migration

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labour-migration
Identifier
609

Qualification frameworks

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qualification-frameworks
Identifier
651

Skills mismatch

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skills-mismatch
Identifier
654

Skills recognition

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skills-recognition
Identifier
656

Talent mobility

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talent-mobility
Identifier
659

TVET systems

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tvet-systems
Identifier
661
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_

Developing skills for economic transformation and social harmony in China: A study of Yunnan Province

Developing skills for economic transformation and social harmony in China: A study of Yunnan Province

Type:
Document
Content Type:
Developing skills for economic transformation and social harmony in China: A study of Yunnan Province
Language:

English

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english
Identifier
skpEng
Sources:

International organizations

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

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skpIntOrg
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international-organizations
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

Training quality and relevance

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

Research papers

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

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Identifier
skpRPS
Slug
research-papers
Publication Date:
27 Aug 2014
Open
wcmstest4_118855.pdf
Yunnan is a medium-sized Chinese province with abundant natural resources and high levels of ethnic diversity. Although Yunnan is still one of the poorest provinces in China, it has experienced rapid economic growth rates over the last decade and is expected to maintain an annual growth rate of 10 percent or higher. The recent national Bridgehead Strategy has further positioned Yunnan as a strategic gateway in the Southwest region, providing tremendous new opportunities for its development. Faced with an increasing demand for skills, especially for professional and technical workers and operative frontline workers, the stock of skills among Yunnan’s current labor force appears insufficient. The lack of required skills has been the most commonly cited problem in the hiring of highly skilled professionals and technical occupations, as well as operative frontline positions. In addition, the mismatch of wage expectations poses a major issue for firms hiring high-skilled managers, professionals, and technicians. For construction workers and operative frontline jobs, the lack of applicants is an issue.

This report consists of three parts. The first part, Skills Challenges: Demand, Gaps, and Mismatch, examines the sources of the mismatch of supply and demand for skilled labor in Yunnan. The second part, Education and Training, sets out the challenges facing Yunnan as it seeks to strengthen the Technical and Vocational Training and Education (TVET) system, improve access to education and the quality of educational outputs, encourage more robust work-based and rural training, and invest additional resources in general education. Finally, in Conclusions and Policy Implications, the report lays out specific policy proposals that cross both sector lines and address sector-specific issues. The policy recommendations for cross-subsector issues are focused on governance and coordination, industry participation, quality assurance, financing TVET, and monitoring and evaluation. For subsector - specific issues, recommendations are focused on non-formal training, incentives and technical assistance for work-based training, and pre-primary education.
Subject Tags:

Agriculture

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agriculture
Identifier
225

Economic and social development

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economic-and-social-development
Identifier
125

Employability

Slug
employability
Identifier
643

Human resources development

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human-resources-development
Identifier
118

Industrial development

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industrial-development
Identifier
214

Lifelong learning

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lifelong-learning
Identifier
400

Sectoral approaches

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sectoral-approaches
Identifier
676

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

Slug
skills-mismatch
Identifier
654

Skills upgrading

Slug
skills-upgrading
Identifier
657

TVET systems

Slug
tvet-systems
Identifier
661
Regions:
Countries and territories:

Afghanistan: National TVET Strategy

Afghanistan: National TVET Strategy

Type:
Document
Content Type:
Afghanistan: National TVET Strategy
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

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

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skpGov
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governments

International organizations

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

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

Training quality and relevance

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

National policies and initiatives

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

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Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
20 Aug 2014
Open
wcmstest4_118448.pdf
The National TVET Strategy (NTVETS) lays out a road map for strengthening the four main pillars of the TVET system: governance, access, quality, and sustainable financing. The strategy also promotes a coordinated approach to TVET policy, planning, and delivery to strengthen synergies between providers and avoid duplications over the next five years.
Subject Tags:

TVET systems

Slug
tvet-systems
Identifier
661
Regions:
Countries and territories:
Subscribe to Asia and the Pacific