Asia and the Pacific

Australian Qualifications Framework

Type:

Document

Content Type:

Australian Qualifications Framework

Language:

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

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skpGov

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governments

Topics:

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

Training quality and relevance

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skpTrainQR

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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

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national-policies-and-initiatives

Publication Date:

27 Mar 2013

Open

wcmstest4_035627.pdf

Second Edition January 2013 The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework.

The objectives of the AQF are to provide a contemporary and flexible framework that:
• accommodates the diversity of purposes of Australian education and training;
• contributes to national economic performance by supporting contemporary, relevant and nationally consistent qualification outcomes which build confidence in qualifications;
• supports the development and maintenance of pathways which provide access to qualifications and assist people to move easily and readily between different education and training sectors and between those sectors and the labour market;
• supports individuals’ lifelong learning goals by providing the basis for individuals to progress through education and training and gain recognition for their prior learning and experiences;
• underpins national regulatory and quality assurance arrangements for education and training;
• supports and enhances the national and international mobility of graduates and workers through increased recognition of the value and comparability of Australian qualifications;
• enables the alignment of the AQF with international qualifications frameworks.

Subject Tags:

Industry skills councils

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industry-skills-councils

Identifier

646

Lifelong learning

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lifelong-learning

Identifier

400

Skills recognition

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skills-recognition

Identifier

656

Regions:

Region Image

Countries and territories:

Australia

Indonesia: Youth Employment Action Plan 2004-2007

Type:

Document

Content Type:

Indonesia: Youth Employment Action Plan 2004-2007

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

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governments

Topics:

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

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

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

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

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youth-employability

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

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national-policies-and-initiatives

Publication Date:

27 Mar 2013

Open

wcmstest4_035626.pdf

An initiative of the Indonesia Youth Employment Network The Youth Employment Action Plan, developed with the help of the ILO, brought together government, trade unions, employers and representatives from civil society to develop the road map to tackle the issue of youth employment. The objectives of the Plan are:
1. To identify the key issues and challenges faced by young women and men in their transition through education to the workplace;
2. To acknowledge that many policies, programs and activities already exist and to provide a platform for the sharing of information and knowledge at the national, provincial and district levels, that will enrich the various initiatives already being undertaken;
3. To set priorities for action by policymakers and other stakeholders;
4. To demonstrate the need for, and benefits of, an integrated approach to addressing the youth employment challenge;
5. To provide a set of policy recommendations that can contribute to the creation of quality jobs, thereby reducing unemployment, under-employment and the numbers of young people living and working in poverty;
6. To stimulate action by individuals and groups of stakeholders to involve themselves in processes and programs that directly and indirectly contributes to the generation of more and better jobs for young men and women;
7. To urge provincial and district level governments to mainstream youth employment issues into economic and social policies, strategies and programs at the provincial and district levels.
8. To encourage young men and women to participate in dialogue and collective action as a necessary pre-requisite for an accurate and effective response.

Subject Tags:

Entrepreneurship

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entrepreneurship

Identifier

182

Globalization

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globalization

Identifier

267

Policy convergence

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policy-convergence

Identifier

674

Private sector

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private-sector

Identifier

229

School-to-work transition

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school-to-work-transition

Identifier

652

Vocational training

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vocational-training

Identifier

124

Regions:

Asia and the Pacific

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Countries and territories:

Indonesia

Green Jobs in Asia: Final evaluation

Type:

Document

Content Type:

Green Jobs in Asia: Final evaluation

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

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anticipating-and-matching-skills-needs

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

Publication Date:

25 Mar 2013

Open

wcmstest4_035426.pdf

Provides a summary of a final evaluation of Green Jobs in Asia project that seeks to deepen ILO constituents understanding and commitments for the promotion of gender sensitive green jobs opportunities and a just transition for workers and employers towards a low-carbon, climate resilient, environmentally friendly development. The project covers five countries: Bangladesh, Indonesia, Nepal, Philippines and Sri Lanka. An important focus of the project is to assist government partners with mainstreaming green jobs into national policies.

The final project evaluation focused on relevance and validity of the project design, achievements related to the immediate objectives, emerging impact of the key activities implemented, and lessons learned. It comprised desk reviews, participation in a regional conference, site visits and interviews with project participants from within ILO and its various partners.

Subject Tags:

Climate change

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climate-change

Identifier

610

Entrepreneurship

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entrepreneurship

Identifier

182

Skills anticipation

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skills-anticipation

Identifier

677

Sustainable development

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sustainable-development

Identifier

658

Women

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women

Identifier

318

Regions:

Asia and the Pacific

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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_

Indonesia

Nepal

Philippines

Sri Lanka

Qualifications frameworks: Implementation and impact: Background case study on Malaysia

Type:

Document

Content Type:

															Qualifications frameworks: Implementation and impact: Background case study on Malaysia 
													

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Case studies and good practices

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

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Identifier

skpCaseStdy

Slug

case-studies-and-good-practices

Publication Date:

22 Mar 2013

Open

wcmstest4_034833.pdf

This report was prepared as one in a series of background studies under an international research project conducted by the ILO Skills and Employability Department in partnership with the European Training Foundation on the implementation of National Qualifications Frameworks and their use and impact. The individual country studies and the subsequent cross-country comparative analysis strengthen the empirical foundation for eventual policy advise on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve countries’ wider skills development and employment goals.
This report on Malaysia is one of a dozen studies of countries around the world undertaken to examine the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks seem most appropriate in which contexts.

Subject Tags:

Occupational qualification

Slug

occupational-qualification

Identifier

409

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills recognition

Slug

skills-recognition

Identifier

656

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Malaysia

Qualifications frameworks: Implementation and impact: Background case study on Sri Lanka

Type:

Document

Content Type:

															Qualifications frameworks: Implementation and impact: Background case study on Sri Lanka
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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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:

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

Publication Date:

22 Mar 2013

Open

wcmstest4_034832.pdf

This report was prepared as one in a series of background studies under an international research project conducted by the ILO Skills and Employability Department in partnership with the European Training Foundation on the implementation of National Qualifications Frameworks and their use and impact. The individual country studies and the subsequent cross-country comparative analysis strengthen the empirical foundation for eventual policy advise on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve countries’ wider skills development and employment goals.
This report on Sri Lanka is one of a dozen studies of countries around the world undertaken to examine the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks seem most appropriate in which contexts.

Subject Tags:

Industry skills councils

Slug

industry-skills-councils

Identifier

646

Occupational qualification

Slug

occupational-qualification

Identifier

409

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills recognition

Slug

skills-recognition

Identifier

656

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Sri Lanka

The implementation and impact of the New Zealand national qualifications framework

Type:

Document

Content Type:

															The implementation and impact of the New Zealand national qualifications framework 
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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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:

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

Publication Date:

22 Mar 2013

Open

wcmstest4_034827.pdf

In 2009, the ILO launched a research programme on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research produced empirical evidence and analysis of countries' experiences as a basis for advising countries on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals. In partnership with the European Training Foundation, a dozen country studies examined the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks may be appropriate in which contexts. This paper is one of the case studies conducted as part of the research and appears as a chapter in Employment Working Paper No. 45 done in 2009, ‘Learning from the first qualifications frameworks’.

Subject Tags:

Industry skills councils

Slug

industry-skills-councils

Identifier

646

Occupational qualification

Slug

occupational-qualification

Identifier

409

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills recognition

Slug

skills-recognition

Identifier

656

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Countries and territories:

New Zealand

From old to new: The Australian qualifications framework

Type:

Document

Content Type:

From old to new: The Australian qualifications framework

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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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:

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

Publication Date:

22 Mar 2013

Open

wcmstest4_034826.pdf

Subject Tags:

Industry skills councils

Slug

industry-skills-councils

Identifier

646

Occupational qualification

Slug

occupational-qualification

Identifier

409

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills recognition

Slug

skills-recognition

Identifier

656

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Australia

National Policy on Disability for Sri Lanka 2003

Type:

Document

Content Type:

National Policy on Disability for Sri Lanka 2003

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

Slug

governments

ILO

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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

People with disabilities

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Of an estimated 1 billion people with disabilities in the world today, some 785 million are of working age. While many are successfully employed and fully integrated into society, most face a disproportionate level of poverty and unemployment. This is a massive loss both to them and their countries. A strategy of including people with disabilities in training and employment promotion policies, combined with targeted supports to ensure their participation, can help disabled persons obtain productive mainstream employment.

Identifier

skpPeoDis

Slug

people-with-disabilities

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:

21 Mar 2013

Open

wcmstest4_034426.pdf

The policy aims to promote and protect the rights of people with disabilities and to provide them with opportunities for contributing their knowledge, experience and skills to national development of Sri Lanka.
The policy consists of two parts. Part One provides the rationale underlying policy formulation, containing its scope, underlying socio-economic considerations, barriers that exclude people with disabilities from the socio-economic mainstream, and the resources available for policy implementation. Among the aspects covered are access to training, education and employment for disabled persons (Part I, Section II.3).
Part Two lists the guiding principles which provide the policy framework and describes 26 policy areas which it addresses. Among the policy areas discussed are strategies for achieving equal opportunity in mainstream vocational training and skills development for persons with disabilities (Part II, Section VI.2). For each policy area, policy statements are made and strategies for their achievement are listed. The policy promotes community-based rehabilitation and engaging social partners in policy implementation.

Subject Tags:

Economic and social rights

Slug

economic-and-social-rights

Identifier

264

Inclusion

Slug

inclusion

Identifier

665

People with disabilities

Slug

people-with-disabilities

Identifier

323

Poverty

Slug

poverty

Identifier

148

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Sri Lanka

The changing status of vocational higher education in contemporary Japan and the Republic of Korea

Type:

Document

Content Type:

															The changing status of vocational higher education in contemporary Japan and the Republic of Korea
													

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:

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 Mar 2013

Open

wcmstest4_034026.pdf

UNESCO-UNEVOC Discussion Paper Series, Volume 4 The paper offers a comparative analysis of the historical as well as institutional framework that helped shape the vocationally-oriented higher education institutions of Japan and the Republic of Korea (senmongakko and jeonmun daehack respectively), as well as comparing them to their non-vocational counterparts. Furthermore, the authors analyse the changing status of these institutions and their adaptability to the world of work, comparing and contrasting them in the light of some key questions, such as student employability, institutions’ adaptability to changing labour-market needs, and the role of the state in shaping these institutions. While mostly state-run in Korea, vocationally-oriented higher education institutions in Japan are largely semi-autonomous. The authors identify the impact of these two opposing preconditions on the institutions’ programmes: Whereas the Japanese senmongakko are chiefly market-oriented with a strong focus on employability and a competitive drive, the South Korean jeonmun daehack are highly regulated and designed to graduate technicians with solid theoretical as well as practical skills. The paper also highlights the similarities between these two different concepts of TVET, and concludes with some recommendations on how knowledge on the positive aspects of both types of institutions can benefit TVET policy-making in other countries.

Subject Tags:

Poverty alleviation

Slug

poverty-alleviation

Identifier

149

Skills re-training

Slug

skills-re-training

Identifier

655

Sustainable development

Slug

sustainable-development

Identifier

658

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Japan

Republic of Korea

Los empleos verdes se vuelven realidad: progreso y perspectivas para 2012

Type:

Document

Content Type:

Los empleos verdes se vuelven realidad: progreso y perspectivas para 2012

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Anticipating and matching skills needs

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Identifier

skpAFSN

Slug

anticipating-and-matching-skills-needs

Knowledge Products:

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:

19 Mar 2013

Open

Los empleos verdes se vuelven realidad: progreso y perspectivas para 2012

La Organización Internacional del Trabajo (OIT) tiene como objetivo la promoción de un trabajo decente y productivo para hombres y mujeres. Este objetivo es amenazado por las dos principales preocupaciones del siglo 21: l degradación del medio ambiente causada por actividades económicas y la creciente pobreza de una población en expansión.

El objetivo del Programa empleos verdes de la OIT es promover un desarrollo económico y social sostenible en términos de medio ambiente, para enfrentarse a esos problemas. Los empleos verdes permiten generar un empleo alternativo – un empleo que pueda tener un impacto reducido sobre el medio ambiente. El programa promueve empleos verdes en el contexto tripartito único que es el de la organización, que agrupa representantes de gobiernos, empleadores y empleados que hacen decisiones conjuntas sobre políticas y programas.

Este informe presenta las actividades que fueron llevadas a cabo por el programa durante el último bienio (2010-2011) y muestra como estas actividades contribuyen a los objetivos del programa. El informe evalúa tres preguntas fundamentales:

• ¿Porqué los empleos verdes son una necesidad?
• ¿Cuáles fueron los resultados alcanzados, a nivel nacional e internacional, por el programa Empleos Verdes?
• ¿Cuál es el porvenir de los empleos verdes y del desarrollo sostenible?

Subject Tags:

Entrepreneurship

Slug

entrepreneurship

Identifier

182

Environment

Slug

environment

Identifier

339

Green skills

Slug

green-skills

Identifier

645

Skills anticipation

Slug

skills-anticipation

Identifier

677

Sustainable development

Slug

sustainable-development

Identifier

658

Regions:

(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_

Brazil

Kenya

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