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A review of skills levy systems in countries of the Southern African Development Community

A review of skills levy systems in countries of the Southern African Development Community

Type:
Document
Content Type:
A review of skills levy systems in countries of the Southern African Development Community
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:

Other topic

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Identifier
skpOIssue
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other-topic
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:
14 Aug 2020
Open
edmsp1_266224.pdf
This report details the findings of research into national training funds linked to employer levies in eight countries of the Southern African Development Community (SADC): Botswana, Malawi, Mauritius, Namibia, South Africa, United Republic of Tanzania, Zambia and Zimbabwe. The report includes an international literature review of levy systems globally to inform the country research which involved secondary data analysis, an online survey, and in-depth interviews with key stakeholders in the eight countries involved. The research drew on the views of representatives from government, the organizations managing the training funds, workers’ organizations and employers’ organizations. The report makes high level recommendations on levy based training funds in general as well as for the eight national training funds reviewed which are documented through country briefs in Part B of this report.

The report was developed through a partnership between the ILO Skills & Employability Branch and the ILO Decent Work Team for Eastern and Southern Africa.
Subject Tags:

Employers

Slug
employers
Identifier
672

Skills and training policy

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skills-and-training-policy
Identifier
666
Regions:

Africa

Region Image
Countries and territories:

Tracer study on the employment outcomes of the vocational training graduates

Tracer study on the employment outcomes of the vocational training graduates

Type:
Document
Content Type:
Tracer study on the employment outcomes of the vocational training graduates
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:

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
Slug
monitoring-and-evaluation
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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Identifier
skpEvalRep
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evaluation-reports

Research papers

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

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Identifier
skpRPS
Slug
research-papers

Statistical information

Data produced by the international organizations and countries on trends in skills provision, demand, and employment outcomes to help inform policy-making and monitoring processes.

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Identifier
skpStatInfo
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statistical-information
Publication Date:
27 Apr 2015
Open
wcmstest4_140453.pdf
Throughout the world, different countries are trying to create closer synergies between the needs and purposes of their education training systems, the local and regional labour markets, and their national economies. This is largely a result of an international consensus which, though contested, argues that people and organisations need to embrace new skills and knowledge at regular periods in order to meet the challenges of a much more dynamic and unstable economic climate (Unwin, 2003). Such developments ask important questions of national education systems in terms of curriculum content, teaching and learning processes, skills acquisition and expertise of educational professionals. In an environment where there is lack of a systematic and accurate examination of employment outcomes of vocational training graduates such as is the case in Botswana, it is difficult to establish any synergy between the economy and labour markets. In such cases, tracer studies could be used as a means of maintaining curriculum relevance and providing targeted benefits to graduates to enhance marketability of vocational programs. This study provides adequate knowledge on employment outcomes of vocational training graduates and aims to assist in formulating policy towards combating some of social problems such as unemployment.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

TVET systems

Slug
tvet-systems
Identifier
661

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image
Countries and territories:

Botswana: Skills for competitiveness and economic growth

Botswana: Skills for competitiveness and economic growth

Type:
Document
Content Type:
Botswana: Skills for competitiveness and economic growth
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
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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
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

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:
05 Feb 2015
Open
wcmstest4_130457.pdf

Summary report

Human development is one of the pillars of Botswana’s Country Partnership Strategy with the World Bank (2009–13). The Country Partnership Strategy (CPS) is in line with Botswana’s 'Vision 2016', which, in terms of human development, envisions the transformation of Botswana to 'an educated and informed nation' and to 'a prosperous, productive and innovative nation' as two key cornerstones of the strategy. In line with these objectives, the World Bank with support from the Ministry of Education and Skills Development (MoESD) embarked on analytical study entitled 'Skills for Economic Growth and Diversification in Botswana'. The work is informed by Botswana’s need to diversify its economy to facilitate stronger, more sustainable economic and employment growth and, concurrently, equip its workforce with a variety of skill sets that meet employer needs.

The objective of the exercise is to provide the government of Botswana with concrete suggestions for policy interventions that strengthen the skills base of the workforce and thus facilitate economic growth, diversification, and employment. The recommendations offered are based on analyses of available data and international best practices. Four policy notes were developed, each of which touches on crucial aspects of strengthening the country’s skills base. They include: Raising Botswana Human Resource Profile to Facilitate Economic Diversification and Growth; Labor Market Signals on the Demand for Skills; Skills Needs of the Private Sector; and, Skills Implications of Botswana Diamond Beneficiation Strategy.

The key findings and recommendations of these four notes are summarized in the Executive Summary.

Subject Tags:

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677
Regions:

Africa

Region Image
Countries and territories:

Skills Needs of the Private Sector in Botswana

Skills Needs of the Private Sector in Botswana

Type:
Document
Content Type:
Skills Needs of the Private Sector in Botswana
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:

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:

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

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:
05 Feb 2015
Open
wcmstest4_130455.pdf
Human development is one of the pillars of Botswana’s Country Partnership Strategy with the World Bank (2009–13). The Country Partnership Strategy (CPS) is in line with Botswana’s “Vision 2016,” which, in terms of human development, envisions the transformation of Botswana to “an educated and informed nation” and to “a prosperous, productive and innovative nation” as two key cornerstones of the strategy. In line with these objectives, the World Bank with support from the Ministry of Education and Skills Development (MoESD) embarked on analytical study entitled “Skills for Economic Growth and Diversification in Botswana.” The work is informed by Botswana’s need to diversify its economy to facilitate stronger, more sustainable economic and employment growth and, concurrently, equip its workforce with a variety of skill sets that meet employer needs.

The objective of the exercise is to provide the government of Botswana with concrete suggestions for policy interventions that strengthen the skills base of the workforce and thus facilitate economic growth, diversification, and employment. The recommendations offered by this and the other notes that make up the study, are based on analyses of available data and international best practices. Four policy notes were developed, each of which touches on crucial aspects of strengthening the country’s skills base: “Raising Botswana’s Human Resource Profile to Facilitate Economic Diversification and Growth” (note 1), “Labor Market Signals on the Demand for Skills” (note 2), “Skills Needs of the Private Sector” (note 3), and “Skills Implications of Botswana’s Diamond Beneficiation Strategy” (note 4). The key findings and recommendations of these four notes were then integrated into a short Summary Report.
Subject Tags:

Employability

Slug
employability
Identifier
643

Job matching

Slug
job-matching
Identifier
649

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Skills anticipation

Slug
skills-anticipation
Identifier
677
Regions:

Africa

Region Image
Countries and territories:

Botswana: National Policy on Vocational Education and Training

Botswana: National Policy on Vocational Education and Training

Type:
Document
Content Type:
Botswana: National Policy on Vocational Education and Training
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

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

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Identifier
skpGov
Slug
governments
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

Financing of training

Thumbnail

Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

Identifier
skpFinanT
Slug
financing-training

Training quality and relevance

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

National policies and initiatives

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

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Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
05 Nov 2013
Open
wcmstest4_097848.pdf
The National Policy on Vocational Education and Training of Botswana has the following objectives:

• providing an integrated system with a close link between general education and vocational education which enhances recognition of prior learning, mobility, open career and educational paths;
• involving all stakeholders in the provision of vocational education and training through joint responsibility for planning, designing, monitoring, financing, and implementing programmes in the most cost-effective manner;
• providing adequate resources and open access to vocational education and training programmes whilst catering for disadvantaged groups;
• providing vocational education and training programmes which promote “total training” (i.e. the development of knowledge, skill, positive work attitudes, quality consciousness, and belief in training as a way of life), and emphasises training for self-employment, adaptability to technological change, increased productivity, and diversification of the economy.

The scope of the Policy encompasses both formal and non-formal skills training; life-long learning as an integral part of overall human resource development; public institutional training, employer-based training, and the private training institutions; and training for both the formal and informal sectors of the economy including self-employment.
Subject Tags:

Career guidance

Slug
career-guidance
Identifier
640

Financing training

Slug
financing-training
Identifier
673

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image
Countries and territories:

Comparative analysis of national skills development policies: A guide for policy makers

Comparative analysis of national skills development policies: A guide for policy makers

Type:
Document
Content Type:
Comparative analysis of national skills development policies: A guide for policy makers
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

Financing of training

Thumbnail

Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

Identifier
skpFinanT
Slug
financing-training

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance
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

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:
29 Aug 2013
Open
wcmstest4_070845.pdf
The paper presents a comparative analysis of national skills development policies of 12 countries from Africa, Asia and the Pacific. These countries represent a mix of developed, developing and the least developed countries.The analysis covers issues such as: core challenge or motivation for developing national skills development policy; socio- economic context and problem analysis; vision, mission and policy objectives; policy areas and policy statements. The objective of the study is to strengthen the capacity of national stakeholders on international labour standards as well as on policies and experiences of other countries in the area of skills development. The paper is also intended to encourage the exchange of ideas and to stimulate debate and enable policy makers in developing effective, relevant and equitable skills development policies suitable for their country’s context.
Subject Tags:

Financing training

Slug
financing-training
Identifier
673

Human resources development

Slug
human-resources-development
Identifier
118

Lifelong learning

Slug
lifelong-learning
Identifier
400

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

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 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

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_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
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_

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

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ilo
Topics:

Training quality and relevance

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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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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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skpRPS
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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

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competency-standards
Identifier
642

Occupational qualification

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occupational-qualification
Identifier
409
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skills-recognition
Identifier
656

Vocational training

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vocational-training
Identifier
124
Regions:

Africa

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Americas

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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_

Integrating sustainable development in technical and vocational education and training: Six case studies from Southern and Eastern Africa

Integrating sustainable development in technical and vocational education and training: Six case studies from Southern and Eastern Africa

Type:
Document
Content Type:
Integrating sustainable development in technical and vocational education and training: Six case studies from Southern and Eastern Africa
Language:

English

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english
Identifier
skpEng
Sources:

International organizations

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

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Identifier
skpIntOrg
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international-organizations
Topics:

Anticipating and matching skills needs

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

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skpAFSN
Slug
anticipating-and-matching-skills-needs

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:
19 Nov 2012
Open
fm11g_003013.pdf
The Series of Case Studies of Technical and Vocational Education and Training (TVET) in Selected Countries provides in-depth information on issues of specific importance in the TVET systems of selected countries and regions. The publication is a collection of six studies from Southern and Eastern Africa on "Integrating Sustainable Development in Technical and Vocational Education and Training". It provides description and analysis of experiences and practices relating to integrating Education for Sustainable Development in TVET programmes in Botswana, Kenya, Malawi, Mauritius and Zambia.
Subject Tags:

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

TVET systems

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tvet-systems
Identifier
661
Regions:

Africa

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Countries and territories:
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