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Note d’orientation pour des politiques: L’amélioration des systèmes d’apprentissage informel

Note d’orientation pour des politiques: L’amélioration des systèmes d’apprentissage informel

Type:
Document
Content Type:
Note d’orientation pour des politiques: L’amélioration des systèmes d’apprentissage informel
Language:

French

Slug
french
Identifier
skpFrn
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:

Youth employability

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Globally, nearly 68 million young women and men are looking for and available for work,  and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market. 

Identifier
skpYoEmp
Slug
youth-employability
Knowledge Products:

Policy and strategy

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

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Identifier
skpPolOp
Slug
policy-and-strategy
Publication Date:
22 Feb 2013
Open
wcmstest4_029630.pdf

La présente note d’orientation est centrée sur les possibilités qu’offrent les systèmes d’apprentissage informel pour améliorer l’offre de compétences dans l’économie informelle en vue d’offrir aux jeunes, en particulier dans les pays en développement, des voies vers des emplois décents et plus productifs.

Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Informal economy

Slug
informal-economy
Identifier
187
Regions:

Africa

Region Image

The implementation and impact of National Qualifications Frameworks: Report of a study in 16 countries

The implementation and impact of National Qualifications Frameworks: Report of a study in 16 countries

Type:
Document
Content Type:
The implementation and impact of National Qualifications Frameworks: Report of a study in 16 countries
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

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

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Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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

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

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:
21 Feb 2013
Open
wcmstest4_029226.pdf
This is the report of an international research project conducted by the ILO on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research aimed to produce 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.
Subject Tags:

Competency standards

Slug
competency-standards
Identifier
642

Occupational qualification

Slug
occupational-qualification
Identifier
409

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image

Americas

Region Image
Countries and territories:

Bangladesh

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

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

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

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

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

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

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

 

Sources 

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

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

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

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

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

Learning from the first qualifications frameworks

Learning from the first qualifications frameworks

Type:
Document
Content Type:
Learning from the first qualifications frameworks
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

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

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Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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

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

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:
21 Feb 2013
Open
wcmstest4_029027.pdf
Employment Working Paper No. 45 The paper comprises five case studies conducted as part of the Qualifications Framework Research Project of the ILO to explore the impact and implementation of national qualification frameworks (NQFs). Five countries that are included in this paper (the UK, Scotland, New Zealand, Australia and South Africa) have been in the forefront of the development of NQFs. They are variously referred to as ‘first generation NQFs’, or ‘early starters’. This working paper brings together case studies of these five countries, in the hope that it will assist policy-makers and researchers to learn from other experiences. The case studies offer insights into the nature of the qualifications frameworks in the countries, the processes of implementation, and the successes, failures, and problems experienced.
Subject Tags:

Competency

Slug
competency
Identifier
641

Occupational qualification

Slug
occupational-qualification
Identifier
409

Skills recognition

Slug
skills-recognition
Identifier
656
Regions:

Africa

Region Image
Countries and territories:

Национальные системы квалификационных стандартов:

Национальные системы квалификационных стандартов:

Type:
Document
Content Type:
Национальные системы квалификационных стандартов:
Language:
Sources:

ILO

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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

Thumbnail
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. 

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices

Research papers

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

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
21 Feb 2013
Open
wcmstest4_029028.pdf

Настоящая работа представляет собой отчет о результатах международного исследовательского проекта, реализованного Международной Организацией Труда и посвященного Национальным системам квалификационных стандартов, их применению и результатам внедрения. Целью исследования являлся сбор эмпирических данных и анализ опыта разных стран с целью разработки рекомендаций относительно того, нужна ли им национальная система квалификационных стандартов, и, при наличии заинтересованности, относительно порядка внедрения такой системы квалификаций в качестве элемента стратегии достижения более масштабных задач в сфере развития профессиональных навыков и обеспечения занятости.

Subject Tags:

Competency standards

Slug
competency-standards
Identifier
642

Occupational qualification

Slug
occupational-qualification
Identifier
409

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image

Americas

Region Image
Countries and territories:

Bangladesh

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

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

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

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

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

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

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

 

Sources 

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

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

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

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

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

The challenge of youth employment in Sri Lanka

The challenge of youth employment in Sri Lanka

Type:
Document
Content Type:
The challenge of youth employment in Sri Lanka
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.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

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:
19 Feb 2013
Open
wcmstest4_028627.pdf
Sri Lanka has been regarded as a model of a country with successful social policies, yet for decades it has faced major challenges in providing employment for youth. Although the labor force has become more educated, and this trend is particularly marked for youth, the main source of employment for both youth and adults remains the informal sector. On the positive side, unemployment declined in last decades, particularly for youth. The Sri Lankan government has continually acted on various fronts to address the youth unemployment problem. It has tried to modernize Sri Lanka's general education system and to increase the accessibility of training to promote youth employability. Other actions included strengthening entrepreneurship programs, introducing career guidance and improving labor market information to help young people in their job searches. In 2007, the government developed the National Action Plan for youth employment, built on a coherent youth employment policy framework and deriving a consistent set of policy recommendations. The plan was based on in-depth analysis of Sri Lanka's labor market, provided via a series of background papers undertaken under the auspices of the Youth Employment Network. To provide the richness and comprehensiveness of this analysis in its totality, these papers, updated and revised, are collected in the present publication. It offers a wealth of valuable advice to the government and other stakeholders to achieve this goal.
Subject Tags:

Disadvantaged youth

Slug
disadvantaged-youth
Identifier
663

Entrepreneurship

Slug
entrepreneurship
Identifier
182

Gender

Slug
294
Identifier
294

Informal economy

Slug
informal-economy
Identifier
187

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Vocational training

Slug
vocational-training
Identifier
124
Regions:
Countries and territories:

Skills for the labor market in the Philippines

Skills for the labor market in the Philippines

Type:
Document
Content Type:
Skills for the labor market in the Philippines
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.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
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:
19 Feb 2013
Open
wcmstest4_028426.pdf
The Philippines has experienced overall growth over the last twenty years, but the growth of the manufacturing sector has been sluggish and the country has lost innovation capacity. Re-gaining momentum will depend on many factors, but skills have a key role to play to support the growing service sector, help improve the competitiveness of the manufacturing sector, and, in general, enhance the long-term ability of the country to innovate and assimilate new technologies. This publication analyzes the functional skills that workers need to be equipped with to be employable and support firms’ competitiveness and productivity and the role of the education and training system in providing them. This report is primarily intended to the policy makers which shape the delivery of education and training in the Philippines and other middle-income countries.
Subject Tags:

Employability

Slug
employability
Identifier
643

Manufacturing

Slug
manufacturing
Identifier
216

Productivity

Slug
productivity
Identifier
188

Service sector

Slug
service-sector
Identifier
231

Skills mismatch

Slug
skills-mismatch
Identifier
654
Regions:
Countries and territories:

Skills for the labor market in Indonesia: Trends in demand, gaps, and supply

Skills for the labor market in Indonesia: Trends in demand, gaps, and supply

Type:
Document
Content Type:
Skills for the labor market in Indonesia: Trends in demand, gaps, and supply
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.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
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:
19 Feb 2013
Open
wcmstest4_028228.pdf
Creating jobs and increasing productivity are key concerns for policy makers across the globe. For East Asian countries seeking to reduce poverty, expanding employment and productivity is at the top of the agenda. This book is a comprehensive look at the demand and supply of skills in Indonesia how skills have changed, how they will continue to evolve, and how the education and training sectors can be improved to be more responsive and relevant to the needs of the labor market and the economy as a whole. Using an innovative firm survey, the authors shed light on the functional skills that workers must possess to be employable and to support firms' competitiveness and productivity. They also assess the role of the education and training systems in providing those skills. Although this book focuses specifically on Indonesia, its methodologies, messages, and analysis will be instructive for researchers and policy makers who shape the delivery of education and training in other middle-income countries around the world.
Subject Tags:

Employability

Slug
employability
Identifier
643

Poverty alleviation

Slug
poverty-alleviation
Identifier
149

Productivity

Slug
productivity
Identifier
188

Skills mismatch

Slug
skills-mismatch
Identifier
654

Skills re-training

Slug
skills-re-training
Identifier
655

Vocational training

Slug
vocational-training
Identifier
124
Regions:
Countries and territories:

Policy Note: Thailand - Challenges and options for 2011 and beyond

Policy Note: Thailand - Challenges and options for 2011 and beyond

Type:
Document
Content Type:
Policy Note: Thailand - Challenges and options for 2011 and beyond
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.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

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:
19 Feb 2013
Open
wcmstest4_028227.pdf
Continued economic growth in Thailand will be determined by increased productivity which in turn will depend on how Thailand manages to improve the skills of the workforce. Lack of skills constitutes a major constraint for productivity growth. A strong education sector is crucial for the production of those skills. Successes made in expanding access to education in Thailand will be overshadowed if too few students acquire the cognitive skills needed for the modern labor market. In building a 21st century education system it will be key to reduce the disparity in education quality and outcome across the country and bring learning outcomes of the whole country up on par with those of high performing Bangkok. This can be achieved through measures for: 1) increased social accountability in the education system through the annual publication of performance reports and school resources; 2) improved teacher supply and quality through selection, professional development, and the linking of remuneration with performance, and; 3) institutional reforms through the integration of functions across agencies within the education sector as regards to budgeting, monitoring and evaluation, administration and finance.
Subject Tags:

Job matching

Slug
job-matching
Identifier
649

Productivity

Slug
productivity
Identifier
188
Regions:
Countries and territories:

Leading with ideas: Skills for growth and equity in Thailand

Leading with ideas: Skills for growth and equity in Thailand

Type:
Document
Content Type:
Leading with ideas: Skills for growth and equity in Thailand
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.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

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:
19 Feb 2013
Open
wcmstest4_028226.pdf
In Thailand, enhancing workforce skills and promoting innovation is part of the country's strategy to facilitate the transformation toward a more knowledge-intensive and creative economy generating good jobs. This report provides valuable insight for Thailand to develop the skills necessary to boost ideas-led growth and equity. The report draws on findings from employer surveys, analyses Thailand's skills development performance from the lifecycle perspective, and outlines possible strategies to meet the emerging challenges in matching labor force skills with Thailand's development objectives. In particular, the report highlights possible approaches for consideration while implementing the skills agenda outlined in the eleventh national economic and social development plan. This report will contribute to a constructive discussion and informed decisions that will help the equitable and sustained growth of Thailand's economy.
Subject Tags:

Entrepreneurship

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entrepreneurship
Identifier
182

Human resources development

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human-resources-development
Identifier
118

Productivity

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productivity
Identifier
188

Qualification frameworks

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qualification-frameworks
Identifier
651

Skills mismatch

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skills-mismatch
Identifier
654
Regions:
Countries and territories:

Paid Educational Leave Convention, 1974 (No. 140)

Paid Educational Leave Convention, 1974 (No. 140)

Type:
Document
Content Type:
Paid Educational Leave Convention, 1974 (No. 140)
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:

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

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:

International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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Identifier
skpISSP
Slug
international-standards
Publication Date:
15 Feb 2013
Open
wcmstest4_027426.htm
Entered into force on 23 September 1976 The convention calls for granting of paid educational leave for workers for the purpose of training at any level; general, social and civic education; as well as trade union education. The convention also calls for consultations with the public authorities, employers' and workers' organizations, and institutions providing education and training for framing regulations.
Subject Tags:

Economic and social rights

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economic-and-social-rights
Identifier
264

Human resources development

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human-resources-development
Identifier
118

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

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Americas

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Arab States

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