Asia and the Pacific

SABER Workforce Development China (Xinjiang) Country Report 2014

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Document

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Project documentation

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

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skpIntOrg

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international-organizations

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Participation of employers' and workers' organizations

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

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skpPSP

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participation-of-employers-and-workers-organizations

Knowledge Products:

Evaluation reports

Analytical assessments of technical cooperation programmes and national skills and employment policies, identifying success factors of different interventions in response to particular challenges in different circumstances.

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skpEvalRep

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evaluation-reports

Research papers

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

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skpRPS

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research-papers

Publication Date:

13 Sep 2021

Open

SABER_WfD_China_Xinjiang_CR_Final_2014.pdf

This report presents the findings of the assessment
of the workforce development (WfD) system of
Xinjiang Province, China, conducted based on the
World Bank’s Systems Approach for Better Education
Results (SABER) WfD analytical framework and tool.
The focus is on policies, institutions, and practices in
three important functional dimensions of
policymaking and implementation—strategic
framework, system oversight and service delivery.

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Economic and social development

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economic-and-social-development

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125

Workers participation

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workers-participation

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Regions:

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SABER Workforce Development Solomon Islands Country Report 2014

Type:

Document

Content Type:

Project documentation

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English

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english

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skpEng

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skpIntOrg

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international-organizations

Topics:

Participation of employers' and workers' organizations

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skpPSP

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participation-of-employers-and-workers-organizations

Knowledge Products:

Evaluation reports

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skpEvalRep

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evaluation-reports

Research papers

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skpRPS

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research-papers

Publication Date:

12 Sep 2021

Open

SABER-WfD_Report_Solomon_Islands_FINAL_2014.pdf

Solomon Islands has embarked on a set of important strategic initiatives to create a favorable environment for
addressing the importance of skills to economic and human development including (i) the development
of a National Qualifications Framework (NQF), (ii) reform of tertiary education and training, and (iii) the creation of coordinating bodies to better link education and training to the labor market.

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Economic and social development

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economic-and-social-development

Identifier

125

Workers participation

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workers-participation

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Regions:

Asia and the Pacific

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SABER Workforce Development Sri Lanka Country Report 2014

Type:

Document

Content Type:

Project documentation

Language:

English

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english

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skpEng

Sources:

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skpIntOrg

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international-organizations

Topics:

Participation of employers' and workers' organizations

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skpPSP

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participation-of-employers-and-workers-organizations

Knowledge Products:

Evaluation reports

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skpEvalRep

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evaluation-reports

Publication Date:

12 Sep 2021

Open

SABER_WfD_Sri_Lanka_CR_Final_2014.pdf

The SABER?WfD scores, summarized on the cover of the report, show that the Sri Lankan WfD system is at the Established level along one of the three functional dimensions—Strategic Framework—and at the Emerging level along the other two dimensions: System Oversight and Service Delivery. The analysis highlights a strong commitment from the government in setting a strategic direction; however, the implementation of the strategy is lagging behind. In terms of system oversight, the system needsto be strengthened to ensure better efficiency and equity in the funding of public institutions. Moreover, although a major effort has been made in setting up the competency standards and the National Vocational Qualifications (NVQ) framework, challenges remain in their implementation and in ensuring the market relevance of those standards and qualifications. Finally, there is much room for improvement in service delivery. Accountability for training delivery needs to be strengthened, the relevance of public training programs needs to be improved, and both the diversity and excellence of training provision need to be increased through private sector participation.

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Economic and social development

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economic-and-social-development

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125

Workers participation

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workers-participation

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Regions:

Asia and the Pacific

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Reaping the Benefits of Industry 4.0 through Skills Development in Viet Nam

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Document

Content Type:

Publication

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English

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english

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skpEng

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Other sources

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

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skpOSource

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other-sources

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Anticipating and matching skills needs

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

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skpAFSN

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anticipating-and-matching-skills-needs

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

06 Sep 2021

Open

benefits-industry-skills-development-viet-nam.pdf

This report explores the implications of the Fourth Industrial Revolution (41R) on the future of the job market in Viet Nam. It assesses how jobs, tasks, and skills are being transformed, particularly in logistics and agro-processing.

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Skills anticipation

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skills-anticipation

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677

Regions:

Asia and the Pacific

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Employment and Skills Strategies in Indonesia

Type:

Document

Content Type:

Publication

Language:

English

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english

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skpEng

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skpIntOrg

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international-organizations

Other sources

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skpOSource

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other-sources

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Skills policies and strategies

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Skills and employment policies should be viewed together. The full value of one policy set is realized when it supports the objectives of the other. For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

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skpPolConv

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skills-policies-and-strategies

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Research papers

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skpRPS

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research-papers

Publication Date:

06 Sep 2021

Open

Employment and Skills Strategies in Indonesia

This report comes at a time when policy makers are challenged by the COVID-19 crisis that is generating a profound reflection on economic and social well-being. Before COVID-19 hit, Indonesia had experienced remarkable economic growth, making substantial progress in poverty reduction and gains in employment. However, there are large differences in outcomes across Indonesian provinces, which often reflect the quality of local infrastructure, services, education, and jobs. This joint Asian Development Bank (ADB) and Organisation for Economic Co-operation and Development (OECD) study sheds light on challenges and opportunities to promote employment and skills outcomes at the local level in Indonesia. The analysis presented in this OECD/ADB report shows the importance of strengthening local institutions managing and delivering employment and skills policies.

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Skills and training policy

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skills-and-training-policy

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666

Regions:

Asia and the Pacific

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Countries and territories:

Indonesia

Vocational Education and Training in Thailand

Type:

Document

Content Type:

Publication

Language:

English

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english

Identifier

skpEng

Sources:

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skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

09 Aug 2021

Open

cc20bf6d-en.pdf

One of a series of studies on vocational education and training, this review assesses vocational education and training (VET) in Thailand and provides policy recommendations. VET has the potential to provide relevant education and training opportunities to young people and adults in Thailand, especially as the demand for technical skills is high. This can be achieved by building on the strengths of the system, including a strong postsecondary vocational system and a small but dynamic dual system. However, it remains an unattractive option for many students in Thailand, because of a poor image among students and parents, quality issues, a hard-to-navigate system and limited progression pathways. Additional efforts are therefore needed to align the mix of provision with the needs of the Thai labour market. This review provides recommendations on how to improve access to programmes, reduce inequalities in access to high-quality institutions and programmes, make better use of skills intelligence to inform education and training policies, and engage employers in the design and delivery of vocational education and training, including work-based learning.

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TVET systems

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tvet-systems

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661

Regions:

Asia and the Pacific

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Pakistan Country Skills Profile

Type:

Document

Content Type:

Generic document

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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

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skpILO

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ilo

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

Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

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

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Other knowledge products

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skpOProduct

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other-knowledge-products

Publication Date:

23 Jun 2021

Open

Pakistan country skills profile -Feb2021.pdf

Pakistan Country Skills Profile was prepared by ILO Islamabad Office in collaboration with SKILLS Specialists in DWT-Delhi and Geneva. Profile covers main features of skills development in Pakistan and identifies a few key areas for improvement in the TVET System. Profile was reviewed by tripartite stakeholders in an online tripartite consultation held on 16th February 2021 and was endorsed by all stakeholders.

Pakistan Country Skills Profile (2021) provides an overview of TVET situation in Pakistan including demographic situation, coverage of TVET System, regional and gender inequalities, quality issues, and other important features. Towards the end, the Profile identifies four key areas for improvement.

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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 recognition

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skills-recognition

Identifier

656

TVET systems

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tvet-systems

Identifier

661

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Pakistan

Powering a Learning Society During an Age of Disruption

Type:

Document

Content Type:

Publication

Language:

English

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english

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skpEng

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Other sources

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skpOSource

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other-sources

Topics:

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

19 Jun 2021

Open

powering-learning-society-during-age-disruption.pdf

Written by policymakers, practitioners, and researchers, the book’s 21 chapters emphasize that the coronavirus disease (COVID-19) pandemic provides an opportunity to build education systems that are stronger and more equitable. The book discusses closing the digital gap, improving learning assessment, financing technological innovations, providing students with access to hardware, and ensuring teachers and students know how to maximize the technology. It also calls for dedicated resources to promote lifelong learning and for communities to have a greater role in promoting learning.

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