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Vocational education and training and innovation

Vocational education and training and innovation

Type:
Document
Content Type:
Vocational education and training and innovation
Language:

English

Slug
english
Identifier
skpEng
Sources:

TVET institutions

Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.

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Identifier
skpTVET
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tvet-institutions
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

Training quality and relevance

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

Research papers

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

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Identifier
skpRPS
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research-papers
Publication Date:
07 Jul 2020
Open
edmsp1_263625.pdf
This book of readings was commissioned to enable a better understanding of the past, present and future role of the Australian vocational education and training (VET) sector in business innovation. This collection considers what the innovation process in business means for Australian workers and identifies the contributions of the VET system. International comparisons offer insights into those elements missing or under-emphasised in the current Australian innovation system. Finally, strategies to enable the VET sector to engage with business innovation are illustrated through examples.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

TVET systems

Slug
tvet-systems
Identifier
661

Vocational training

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

The role of intermediary organisations in apprenticeship systems

The role of intermediary organisations in apprenticeship systems

Type:
Document
Content Type:
The role of intermediary organisations in apprenticeship systems
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:

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
Knowledge Products:

Case studies and good practices

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

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

Research papers

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

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Identifier
skpRPS
Slug
research-papers
Publication Date:
28 Oct 2019
Open
edmsp1_250825.pdf
Intermediary organizations in apprenticeships are those which act on behalf of, link, or mediate between the main parties – apprentices and employers. An intermediary organization in apprenticeship systems is thus one that undertakes one or more of the following activities: employs apprentices as a third-party employer; trains apprentices as part of a specific arrangement with groups of employers; or undertakes other apprentice support activities on behalf of an employer or a specified group of employers. This discussion paper highlights different ways of classifying intermediary organizations, provides examples of different types of intermediary organisations and examines the different roles they can play to support the effective operation of apprenticeship systems. In particular, the report includes brief case studies of intermediary organisations in Australia, India, England.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Labour market information

Slug
labour-market-information
Identifier
684

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

TVET systems

Slug
tvet-systems
Identifier
661

Youth

Slug
youth
Identifier
319
Regions:
Countries and territories:

Indigenous employment and skills strategies in Australia

Indigenous employment and skills strategies in Australia

Type:
Document
Content Type:
Indigenous employment and skills strategies in Australia
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

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Identifier
skpIntOrg
Slug
international-organizations
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

Anticipating and matching skills needs

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

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

Training quality and relevance

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

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:
08 Oct 2019
Open
edmsp1_249629.pdf
OECD Reviews on local job creation Innovative ways of working with Indigenous Australians are needed to improve their employment prospects, especially as many work in jobs that are most likely to be impacted by digitalisation and automation in the future. This report considers both quantitative and qualitative data regarding employment, skills, and entrepreneurship opportunities for Indigenous Australians. A number of case studies were undertaken with employment and training providers in the cities of Sydney and Perth to gain insights into the delivery of employment and skills programmes targeted to Indigenous Australians. The report highlights critical success factors to better link Indigenous Australians to high quality jobs while also providing recommendations regarding future employment and skills programming.

https://doi.org/10.1787/dd1029ea-en.
Subject Tags:

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677

Skills mismatch

Slug
skills-mismatch
Identifier
654

Skills re-training

Slug
skills-re-training
Identifier
655

Skills upgrading

Slug
skills-upgrading
Identifier
657

Vocational training

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

Future skills and training: a practical resource to help identify future skills and training

Future skills and training: a practical resource to help identify future skills and training

Type:
Document
Content Type:
Future skills and training: a practical resource to help identify future skills and training
Language:

English

Slug
english
Identifier
skpEng
Sources:

Employers' organizations

Employers invest in training in order to improve productivity, innovate and adopt new technologies, and compete in changing markets. Case studies and research from individual employers and associations of employers on the Global KSP deal with apprenticeship and workplace skills provision, quality assurance and governance of training institutions, and employers’ roles in anticipating skill needs and in influencing national and sector policies on skills development.

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Identifier
skpEmp
Slug
employers-organizations
Topics:

Anticipating and matching skills needs

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

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

Participation of employers' and workers' organizations

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

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

Training quality and relevance

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

Research papers

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

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Identifier
skpRPS
Slug
research-papers
Publication Date:
23 Sep 2019
Open
edmsp1_248024.pdf
This resource is intended to stimulate discussion amongst Industry Reference Committees (IRCs) in considering future changes to Training Packages. In addition, broader VET stakeholders will find it useful for preparing their particular sectors to meet the future skills needs of business, learners and workers.
Subject Tags:

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677

Skills upgrading

Slug
skills-upgrading
Identifier
657

Skills utilization

Slug
skills-utilization
Identifier
685

Vocational training

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

Engaging Employers and Developing Skills at the Local Level in Australia

Engaging Employers and Developing Skills at the Local Level in Australia

Type:
Document
Content Type:
Engaging Employers and Developing Skills at the Local Level in Australia
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Participation of employers' and workers' organizations

Thumbnail

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

Identifier
skpPSP
Slug
participation-of-employers-and-workers-organizations
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:
09 Apr 2019
Open
edmsp1_239228.pdf
OECD Reviews on Local Job Creation This report focuses on how to better engage employers in apprenticeship and other work-based skills development programmes aligned with growing sectors of the local economy. A key part of this report was the implementation of an employer-based survey, which gathered information from over 300 Australian employers about their skills needs and barriers to apprenticeship participation. The report also provides information on four case studies, including Sydney Metro and STEMship in New South Wales, Collective Education in Tasmania, and the Dream, Believe, Achieve programme in Queensland. The case studies demonstrate how local organisations are building stronger business-education partnerships.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Employers

Slug
employers
Identifier
672

Public private partnerships

Slug
public-private-partnerships
Identifier
138
Regions:
Countries and territories:

Getting Skills Right: Australia

Getting Skills Right: Australia

Type:
Document
Content Type:
Getting Skills Right: Australia
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Access to training

Thumbnail

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

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

Identifier
skpATSU
Slug
access-to-training

Anticipating and matching skills needs

Thumbnail

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

Identifier
skpAFSN
Slug
anticipating-and-matching-skills-needs
Knowledge Products:

Research papers

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

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
18 Sep 2018
Open
edmsp1_224426.pdf
The costs of persistent misalignment between the supply and demand for skills are substantial, ranging from lost wages for workers to lower productivity for firms and countries. Addressing skills imbalances has become a pressing priority as OECD governments reflect on the implications of technological progress, digitalisation, demographic change and globalisation for jobs and work organisation. In light of these challenges, the OECD has undertaken new research to shed light on how countries measure changing skill needs while ensuring that employment, training and migration institutions are responsive to the emergence of new skill requirements.

The Getting Skills Right in Australia review offers an in-depth analysis of the existing skill assessment and anticipation system in Australia, and makes recommendations for how it could be further improved. In addition to providing a summary of the state of skill imbalances in Australia, the report provides an assessment of practices in the following areas: i) the collection of information on existing and future skill needs; ii) the use of skill needs information to guide policy development in the areas of employment, education and training, and migration; and iii) the effectiveness of governance arrangements in ensuring strong co-ordination among key stakeholders in the collection and use of skill needs information.
Subject Tags:

Development policy

Slug
development-policy
Identifier
136

Skills anticipation

Slug
skills-anticipation
Identifier
677

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:
Countries and territories:

Engaging employers in apprenticeship opportunities

Engaging employers in apprenticeship opportunities

Type:
Document
Content Type:
Engaging employers in apprenticeship opportunities
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

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

Thumbnail
Identifier
skpILO
Slug
ilo

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

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Access to training

Thumbnail

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

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

Identifier
skpATSU
Slug
access-to-training
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:
10 Jul 2017
Open
wcmstest4_191293.pdf
This joint OECD-ILO publication provides guidance on how local and regional governments can foster business-education partnerships in apprenticeship programmes and other types of work-based learning, drawing on case studies across nine countries. There has been increasing interest in apprenticeships which combine on the job training with classroom-based study, providing a smooth transition from school to work. There are benefits to both individuals and employers from participating in apprenticeships, including increased productivity and job quality. Successful implementation is contingent on having a high level of employer engagement at the local level, notably in the design, development and delivery of programmes.

DOI: http://dx.doi.org/10.1787/9789264266681-en
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Youth

Slug
youth
Identifier
319
Regions:
Countries and territories:

Bangladesh

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

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

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

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

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

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

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

 

Sources 

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

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

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

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

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

The future of work: How can we adapt to survive and thrive?

The future of work: How can we adapt to survive and thrive?

Type:
Document
Content Type:
The future of work: How can we adapt to survive and thrive?
Language:

English

Slug
english
Identifier
skpEng
Sources:

Employers' organizations

Employers invest in training in order to improve productivity, innovate and adopt new technologies, and compete in changing markets. Case studies and research from individual employers and associations of employers on the Global KSP deal with apprenticeship and workplace skills provision, quality assurance and governance of training institutions, and employers’ roles in anticipating skill needs and in influencing national and sector policies on skills development.

Thumbnail
Identifier
skpEmp
Slug
employers-organizations

Other sources

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

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Anticipating and matching skills needs

Thumbnail

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

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

Lifelong learning

Thumbnail

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

Identifier
skpPSLLL
Slug
lifelong-learning
Knowledge Products:

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:
06 Apr 2017
Open
wcmstest4_188493.pdf
Future [inc] is a series of thought leadership pieces written in conjunction with Chartered Accountants Australia and New Zealand. This analysis contributes to the debate for developing the prosperity of Australia and New Zealand. Our economy and society are being shaped by large-scale shifts, from globalisation to digital disruption. Businesses are facing more intense pressures to respond to changing customer demands and new market entrants. Policy makers are reshaping their agendas. The forces of disruption are not just being driven by start-ups and felt by business leaders – they’re driving change in the workforce and labour market.

Two-thirds of those with less than five years’ experience (early-career Australians) expect that their job will not exist, or will fundamentally change, in the next 15 years. If they are correct, this means that there is likely to be a period of transition. Many will have to reskill, retrain or change jobs.

This paper shows that the workforce will change significantly in coming years. Using an extensive survey, it considers what this means for careers, skills, education and workplaces.
Subject Tags:

Employability

Slug
employability
Identifier
643

Labour market information

Slug
labour-market-information
Identifier
684

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677

Technology

Slug
technology
Identifier
345
Regions:
Countries and territories:

Engaging Employers in Work Integrated Learning: Current State and Future Priorities

Engaging Employers in Work Integrated Learning: Current State and Future Priorities

Type:
Document
Content Type:
Engaging Employers in Work Integrated Learning: Current State and Future Priorities
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

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

Thumbnail
Identifier
skpGov
Slug
governments

Other sources

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

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Participation of employers' and workers' organizations

Thumbnail

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

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

Training quality and relevance

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:
23 Feb 2017
Open
wcmstest4_187310.pdf
This study, commissioned by the Australian Workforce and Productivity Agency prior to its amalgamation with the Australian Government Department of Industry, surveyed a stratified sample of 4,500 Australian businesses in August 2014. The survey collected a total of 264 responses from employers to a wide range of questions on the factors that influence their engagement, or lack of it, in Work Integrated Learning (WIL). The data includes highly informative qualitative comments on critical contextual issues.

The key findings to emerge from the analysis generally confirm much of what is known about the profile of organisations participating in WIL and the nature of the experiences they offer. However, the findings raise some important policy issues, challenges and opportunities that require consideration. Key findings include:

• Employers typically first participated in WIL after being approached by a university or student. Only 30 organisations took the initiative in approaching a university..

• A clear majority (88 per cent) of organisations participating in WIL plan to continue engaging university students over the next two years.

• Just one in five organisations not participating in WIL have thought about or attempted to engage a student.

• While the umbrella term ‘Work Integrated Learning’ is established among key stakeholders, almost half of the organisations surveyed are not familiar with term.

• Organisations most likely to be active in providing students with WIL experiences are those that have been in operation around 20 years and/or have more than 15 employees.

• For smaller organisations, ensuring the quality of the WIL experience is particularly challenging given their limited resources.

• The two main barriers for organisations currently providing WIL opportunities are lack of resources and time for supervision of the university student.

• The strongest factors encouraging ongoing employer engagement in WIL are support from universities, good personal links with universities, and effective university coordination of students.
Subject Tags:

Employability

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employability
Identifier
643

Private sector

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private-sector
Identifier
229

School-to-work transition

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school-to-work-transition
Identifier
652

Skills and training policy

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

VET: Securing skills for growth

VET: Securing skills for growth

Type:
Document
Content Type:
VET: Securing skills for growth
Language:

English

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english
Identifier
skpEng
Sources:

Other sources

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

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Identifier
skpOSource
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other-sources
Topics:

Training quality and relevance

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

Research papers

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

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Identifier
skpRPS
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research-papers
Publication Date:
25 Oct 2016
Open
wcmstest4_184101.pdf
This report examines the role of vocational education and training (VET) in meeting the skills required for Australia's growth. It addresses the following questions: What is the role of VET within the broader education strategy of Australia? What role does VET play in securing Australia's future skills? What outcomes are required from the VET system? In examining these questions, the report seeks to assess the current outcomes of the sector and propose ways the VET system could be improved in order to meet the skills Australia will require for growth.
Subject Tags:

TVET systems

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tvet-systems
Identifier
661

Vocational training

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vocational-training
Identifier
124
Regions:
Countries and territories:
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